Resource: Creating a Schoolwide Teaching Matrixwww.pbis.org/resource/creating-a-schoolwide-teaching-matrix
PDF: This brief focuses on how to promote a positive teaching and learning environment by establishing positive schoolwide expectations, or norms, that reflect the shared values of a school community (i.e., educators, students, families). Specifically, this brief provides guidance for creating and using a schoolwide teaching matrix to (a) establish positive schoolwide expectations or norms, (b) identify schoolwide settings, and (c) explicitly identify, define, and teach critical social, emotional, and behavioral (SEB) skills.
Creating a Schoolwide Teaching Matrix.…
Resource: Creating a Classroom Teaching Matrixwww.pbis.org/resource/creating-a-classroom-teaching-matrix
PDF: Establishing positive classroom expectations, or norms, that reflect the shared values of a classroom community (i.e., educators, students, families) is an important step toward creating a positive teaching and learning environment. This brief provides guidance for creating and using a classroom teaching matrix to explicitly identify, define, and teach (a) predictable classroom routines, (b) positive classroom expectations, and (c) critical social, emotional, and behavioral (SEB) skills.
Creating a Classroom Teaching Matrix.…
Resource: Creating a PBIS Behavior Teaching Matrix for Remote Instruction (Versión en español)www.pbis.org/resource/creating-a-pbis-behavior-teaching-matrix-for-remote-instruction-spanish-translation
PDF: This practice brief shares tips for maintaining continuity of learning through defining classroom expectations for remote (i.e., distance) instruction and online learning environments. With a few adaptations, teachers can use a PBIS framework to make remote learning safe, predictable, and positive.
Creating a PBIS Behavior Teaching Matrix for Remote Instruction (Versión en español).…
Resource: Creating a PBIS Behavior Teaching Matrix for Remote Instructionwww.pbis.org/resource/creating-a-pbis-behavior-teaching-matrix-for-remote-instruction
PDF: This practice brief shares tips for maintaining continuity of learning through defining classroom expectations for remote (i.e., distance) instruction and online learning environments. With a few adaptations, teachers can use a PBIS framework to make remote learning safe, predictable, and positive.
Creating a PBIS Behavior Teaching Matrix for Remote Instruction. This practice brief shares tips for maintaining continuity of learning through defining classroom expectations for remote (i.e. distance) instruction and online learning environments.…
Resource: Plan for Creating Effective Schoolwide Environments Templatewww.pbis.org/resource/plan-for-creating-effective-schoolwide-environments-template
Word Doc: School leadership teams can download this template and create their own plan to teach schoolwide expectations. The template includes opportunity to develop a schoolwide teaching matrix, create lesson plans to teach expected behavior across settings, including non-classroom settings, script prompts or reminders for desired behavior, and plan praise and corrections within and across all settings.
The template includes opportunity to develop a schoolwide teaching matrix, create lesson plans to teach expected behavior across settings, including non-classroom settings, script prompts or reminders for desired behavior, and plan praise and corrections within…
Center on PBIS | Back to Schoolwww.pbis.org/current/back-to-school-2024
Welcome students back with inclusive, engaging, and proactive PBIS in your classroom! Check Out These “Top Ten” Tips and Resources!
Classroom Teaching Matrix. , With Your Students (and Their Families), to Define the Positive Expectations, or Norms, for Your Classroom. 4. Involve. Your Students in Developing a Classroom Matrix (Use This Lesson Plan). 5. Engage. Students in.…
Center on PBIS | Classroom PBISwww.pbis.org/classroom-pbis
Regardless of what it is called, classroom PBIS refers to educators utilizing evidence-based. practices. to establish predictable, positive, effective, and. equitable. teaching and learning environments where all students can receive the level of support (Tier…
Resource: Expectations Matrix Posterwww.pbis.org/resource/expectations-matrix-poster
Word Doc: Example School-Wide Matrix
Expectations Matrix Poster. Example School-Wide Matrix. Download Resource. Keywords: Social skills. PBIS Foundations. Tier 1. Share this resource: Share. Tweet. Tweet. Related Resources…
Resource: Teaching Expectations and Reinforcement Systemswww.pbis.org/resource/teaching-expectations-and-reinforcement-systems
Slide Deck: This presentation the why and how of developing a system for teaching behavior. Behaviors are prerequisites for academics, Procedures and routines create structure, Repetition is key to learning new skills: For a child to learn something new, it needs to be repeated on average 8 times, For a child to unlearn an old behavior and replace it with a new behavior, the new behavior must be repeated on average 28 times
Teaching Expectations and Reinforcement Systems. This presentation the why and how of developing a system for teaching behavior.…
Resource: Sample Lesson Plan on Teaching Respectwww.pbis.org/resource/sample-lesson-plan-on-teaching-respect
Word Doc: Sample Lesson Plan on Teaching Respect: Middle School Level, skit for Whole School Assembly or Grade Level Assembly.
Sample Lesson Plan on Teaching Respect. Sample Lesson Plan on Teaching Respect: Middle School Level, skit for Whole School Assembly or Grade Level Assembly. Download Resource. Keywords: Social skills. Tier 1. Suggested Citation: Rob Horner, Steve Goodman.…
Resource: Suggested Scripts for Teaching/Reviewing Procedureswww.pbis.org/resource/suggested-scripts-for-teaching-reviewing-procedures
PDF: Example Lesson Plan for Teaching School-Wide Expectations
Suggested Scripts for Teaching/Reviewing Procedures. Example Lesson Plan for Teaching School-Wide Expectations. Download Resource. Keywords: Social skills. Tier 1. PBIS Foundations. Share this resource: Share. Tweet. Tweet. Related Resources…
Resource: Teaching Function of Behavior to All Staffwww.pbis.org/resource/teaching-function-of-behavior-to-all-staff
PDF: Presentation on methods of teaching function of behavior to all staff, making it easy, and getting to teh root of problems by identifying motivation.
Teaching Function of Behavior to All Staff. Presentation on methods of teaching function of behavior to all staff, making it easy, and getting to teh root of problems by identifying motivation. Download Resource. Keywords: Tier 3.…
Resource: Teaching Social-Emotional Competencies within a PBIS Frameworkwww.pbis.org/resource/teaching-social-emotional-competencies-within-a-pbis-framework
PDF: Positive behavioral interventions and supports (PBIS) provides an ideal framework for promoting social-emotional competencies to improve outcomes for the whole child. The purpose of this brief is to describe how school personnel can teach social-emotional competencies within a PBIS framework to support systematic, school-wide implementation through one system, rather than trying to improve student outcomes through separate, competing initiatives.
Teaching Social-Emotional Competencies within a PBIS Framework. Positive behavioral interventions and supports (PBIS) provides an ideal framework for promoting social-emotional competencies to improve outcomes for the whole child.…
Resource: Remote Instruction Strategy Matrix for Collaboration with Familieswww.pbis.org/resource/remote-instruction-strategy-matrix-for-collaboration-with-families
PDF: Successful partnerships between schools and parents/families benefit the academic success and social-emotional development of students. The Remote Instruction Strategy Matrix for Collaboration with Families is designed for educators (e.g., teachers, administrators, school counselors) to use as they collaborate with parents or families to be used within a continuum of supports based on available technology. This allows schools to coordinate efforts that match the regularity and depth of communication and supports based on identified student needs.
Remote Instruction Strategy Matrix for Collaboration with Families. Successful partnerships between schools and parents/families benefit the academic success and social-emotional development of students.…
Resource: Adapting PBIS Practices for Rural Settings: Remote Instruction Strategy Matrixwww.pbis.org/resource/adapting-pbis-practices-for-rural-settings-remote-instruction-strategy-matrix
PDF: Rural education settings often have accessibility strengths and weaknesses that can make virtual instruction challenging. A range of resources are needed that can be tailored in intensity to meet various student needs (social, emotional, behavioral well-being, academic engagement) adapted to different types of technology. The Remote Instruction Strategy Matrix with corresponding resources provides educators with a continuum of learning support strategies that can be followed by adaptations for implementation based on available technology.
Adapting PBIS Practices for Rural Settings: Remote Instruction Strategy Matrix. Rural education settings often have accessibility strengths and weaknesses that can make virtual instruction challenging.…
Video: Effective Teaming for Improved Resultswww.pbis.org/video/effective-teaming-for-improved-results
Teaming is a core feature of a Multi-Tiered System of Support. Participants will learn strategies of effective teaming, including roles, functions, and team membership to improve their processes and results. Examples and resources will be shared to promote expanded teams with student, family, and community partner participation and voice.
Effective Teaming for Improved Results. Running Time: 59:19. min. Teaming is a core feature of a Multi-Tiered System of Support.…
Resource: Interconnected Systems Framework (ISF): Teaching and Learning Stories, A Demonstration Briefwww.pbis.org/resource/interconnected-systems-framework-isf-teaching-and-learning-stories-a-demonstration-brief
PDF: This brief builds from the progressive development and increasing momentum of integrating SMH within a PBIS framework, with this work on ISF beginning in the late 2000s (see Barrett et al., 2013). Around the nation, many communities are implementing PBIS with an ISF focus—recognizing the complementary and mutual benefits of education and mental health systems working together with other youth-serving systems (e.g., child welfare, juvenile justice; Lever et al., 2003) and co-designing a continuum of supports with families and youth (Weist et al., 2017).
Interconnected Systems Framework (ISF): Teaching and Learning Stories, A Demonstration Brief.…
Resource: The Working Smarter Matrix: Group Self-Assessment and Action Planning Toolwww.pbis.org/resource/the-working-smarter-matrix-group-self-assessment-and-action-planning-tool
PDF: Having multiple teams, committees, or workgroups that address similar needs within a given organization can lead to confusion over responsibility, staff overload, and potential duplication of efforts. The Working Smarter Matrix is a self-assessment and action planning tool designed for leadership teams to evaluate and streamline teaming structures and routines for increased and specific impact.
The Working Smarter Matrix: Group Self-Assessment and Action Planning Tool.…
Video: [Session H1] PBIS Forum 2021: Teaching Behavior: Managing Classrooms with Effective Instructionwww.pbis.org/video/session-h1-pbis-forum-2021-teaching-behavior-managing-classrooms-with-effective-instruction
This session will focus on specific teacher instructional behaviors with evidence for increasing student success around both academics and behavior. Considerations for implementation in typical classrooms and video examples will be used to clarify processes and procedures.
[Session H1] PBIS Forum 2021: Teaching Behavior: Managing Classrooms with Effective Instruction. Running Time: 73:21. min.…
Video: [Session B10] PBIS Forum 2021: Voices from the Field: PBIS Rural Leaderswww.pbis.org/video/session-b10-pbis-forum-2021-voices-from-the-field-pbis-rural-leaders
This session will share the experiences of leaders in rural schools that are using PBIS and highlight background information on rural implementation. A panel of school leaders will discuss strengths, challenges, and provide insight on how to support successful rural implementation.
Be sure to check out these related resources: Adapting PBIS Practices for Rural Settings: Remote Instruction Strategy Matrix. PBIS in Rural America: Addressing Barriers and Building on Strengths.…
Resource: Using a PBIS Framework: Working Smarter, Not Harder in Rural Schoolswww.pbis.org/resource/using-a-pbis-framework-working-smarter-not-harder-in-rural-schools
PDF: Given some of the barriers faced by schools, especially those in rural areas, the Working Smarter Matrix matches interventions with current PBIS resources to assist a school team in using an efficient and effective problem-solving process. As part of the problem-solving process and after PBIS teams have identified and analyzed the problem, they can use this matrix to select an appropriate intervention approach and locate corresponding, hyperlinked resources to support that approach.
Given some of the barriers faced by schools, especially those in rural areas, the Working Smarter Matrix matches interventions with current PBIS resources to assist a school team in using an efficient and effective problem-solving process.…
Video: Enhancing Leadership Teaming — PBIS CoP District Series 2024-25www.pbis.org/video/enhancing-leadership-teaming----pbis-cop-district-series-2024-25
These Community of Practice events are a continuation from our October 2024 PBIS District Leadership Institute in Chicago, IL. During the virtual events we will share and learn from expert district and regional leaders who are implementing the PBIS/MTSS framework.
Enhancing Leadership Teaming — PBIS CoP District Series 2024-25. Running Time: 52:52. min. These Community of Practice events are a continuation from our October 2024 PBIS District Leadership Institute in Chicago, IL.…
Resource: Lesson Plan to Address Behaviorwww.pbis.org/resource/lesson-plan-to-address-behavior
PDF: Example Lesson Plan for Teaching School-Wide Expectations
Example Lesson Plan for Teaching School-Wide Expectations. Download Resource. Keywords: Social skills. PBIS Foundations. Tier 1. Suggested Citation: Adapted from: Langland, S. Lewis-Palmer, T. & Sugai, G. (1998) T/TAC William & Mary workshop.…
Resource: Expectation Lesson Plan for Hallwaywww.pbis.org/resource/expectation-lesson-plan-for-hallway
PDF: Example Lesson Plan for Teaching School-Wide Expectations
Example Lesson Plan for Teaching School-Wide Expectations. Download Resource. Keywords: Social skills. PBIS Foundations. Tier 1. Suggested Citation: West Sioux. Share this resource: Share. Tweet. Tweet. Related Resources…
Resource: Lesson Plan: Co-creating Classroom Expectations with Students (Elementary Schools)www.pbis.org/resource/lesson-plan-co-creating-classroom-expectations-with-students-elementary-schools
PDF: The purpose of this lesson is to partner with elementary students to create a classroom matrix together, based on existing schoolwide expectations.
The purpose of this lesson is to partner with elementary students to create a classroom matrix together, based on existing schoolwide expectations. Download Resource. Keywords: Implementation. PBIS Foundations. Tier 1. Trauma. Youth Voice.…
Resource: Cyclone Character Lesson Planwww.pbis.org/resource/cyclone-character-lesson-plan
Word Doc: Example Lesson Plan for Teaching School-Wide Expectations
Example Lesson Plan for Teaching School-Wide Expectations. Download Resource. Keywords: Social skills. PBIS Foundations. Tier 1. Share this resource: Share. Tweet. Tweet. Related Resources…
Resource: Creating Effective Classroom Environments Plan Templatewww.pbis.org/resource/creating-effective-classroom-environments-plan-template
Word Doc: Educators can download this template and create their own plan to implement PBIS in their classroom. The template includes opportunity to develop a classroom matrix, create lesson plans to teach expected behavior, script prompts or reminders for desired behavior, and plan praise and corrections.
The template includes opportunity to develop a classroom matrix, create lesson plans to teach expected behavior, script prompts or reminders for desired behavior, and plan praise and corrections. Download Resource. Keywords: Action plan. Behavior.…
Video: Primer on Developing State and District Leadership Teaming Capacity (SCTG Webinar)www.pbis.org/video/primer-on-developing-state-and-district-leadership-teaming-capacity-sctg-webinar
A recorded webinar describing the key features of state and district-level leadership teams and the lessons learned around creating effective teams. This webinar was given to School Climate Transformation Grant recipients originally.
Primer on Developing State and District Leadership Teaming Capacity (SCTG Webinar). Running Time: 60. min. A recorded webinar describing the key features of state and district-level leadership teams and the lessons learned around creating effective teams.…
Center on PBIS | Bullying Preventionwww.pbis.org/topics/bullying-prevention
Topic Page: Bullying is frequently noted as an example of disrespectful and aggressive behavior. The majority of bullying and harmful behavior happens in order to get attention, praise, or social status from by-standers, peers, or even the victim. An effective social culture has a formal process for limiting the social rewards available for bullying, and harmful behavior. We call this bullying prevention.
Teaching students formal skills and routines for responding to the problem behavior of others is more than. bullying. prevention.…
Resource: Vermont Annual Report 2024-25www.pbis.org/resource/vermont-annual-report-2024-25
PDF: The Building Effective Supports for Teaching (BEST) Project reports three times a year. This Annual Report captures the full scope of activities from the 2024-2025 school year (July 2024-June 2025) and includes an Action Plan for Sustainability for the 2025-2026 school year.
The Building Effective Supports for Teaching (BEST) Project reports three times a year.…
Video: Social Emotional Learning: Cultivating Essential Life Skillswww.pbis.org/video/social-emotional-learning-cultivating-essential-life-skills
Social-Emotional Learning needs to be deliberate and explicit in teaching prosocial behavior, coping strategies, emotional regulation, and problem solving skills. Kelly Perales shares why this explicit instruction is needed and how we can go about conducting this instruction.
Social-Emotional Learning needs to be deliberate and explicit in teaching prosocial behavior, coping strategies, emotional regulation, and problem solving skills.…
Resource: Behavior Expectations Jeopardywww.pbis.org/resource/behavior-expectations-jeopardy
Slide Deck: Example Game for Teaching School-Wide Expectations. Realistic Jeopardy formatted powerpoint with categories, clickable number amounts and squares become red after they've been answered.
Example Game for Teaching School-Wide Expectations. Realistic Jeopardy formatted powerpoint with categories, clickable number amounts and squares become red after they've been answered. Download Resource. Keywords: Social skills. PBIS Foundations. Tier 1.…
Resource: The High School Behavior Education Program (2nd edition)www.pbis.org/resource/the-high-school-behavior-education-program-2nd-edition
PDF: Academic Seminar is a 45 minute daily class designed to address work avoidance behaviors for middle and high school students at risk of poor school outcomes. The curriculum targets teaching, practicing and reinforcing organizational and self-advocacy skills, termed “academic self-management.”
The curriculum targets teaching, practicing and reinforcing organizational and self-advocacy skills, termed “academic self-management.”. Download Resource. Keywords: Academics. Tier 2. Social skills.…
Center on PBIS | Coachingwww.pbis.org/topics/coaching
Topic Page: In PBIS, coaching keeps schools from falling into the problems associated with training in isolation. Coaches support schools throughout their PBIS implementation to make professional development content fit with local, school, and classroom settings. When planning for systems to support implementation across the tiers, leaders (state, district, and school) benefit from identifying adequate coaching capacity to support systems, team/group and individual change.
This type of coaching focuses on teaching school personnel specific skills and how to apply those skills in context. Coaches provide support and give feedback to ensure use, confidence, and acceptable implementation on trained skills.…
Video: Enhancing Equity of PBIS Through Cultural Responsiveness (SCTG Webinar)www.pbis.org/video/enhancing-equity-of-pbis-through-cultural-responsiveness-sctg-webinar
A recorded webinar teaching how to embed principles of cultural responsiveness deeply into their Tier 1 PBIS systems. New resources for enhancing equity are shared from the National Center on PBIS. This webinar was given to School Climate Transformation Grant recipients originally.
A recorded webinar teaching how to embed principles of cultural responsiveness deeply into their Tier 1 PBIS systems. New resources for enhancing equity are shared from the National Center on PBIS.…
Resource: Facilitating Civil and Productive Classroom Conversations: Guidance and Lesson Planswww.pbis.org/resource/facilitating-civil-and-productive-classroom-conversations
PDF: This set of lesson plans is intended to assist educators in increasing the frequency and quality of classroom conversations about community crises and current events to make them more civil and productive. It includes tips for teaching life-long skills for constructive and respectful discussions, even when disagreements will occur. The content is designed specifically for discussing societal events, community crises, and productive civic engagement. They can be modified to fit the local student and school context.
It includes tips for teaching life-long skills for constructive and respectful discussions, even when disagreements will occur. The content is designed specifically for discussing societal events, community crises, and productive civic engagement.…
Resource: Tips for Responding to Challenging Behavior in Young Childrenwww.pbis.org/resource/tips-for-responding-to-challenging-behavior-in-young-children
PDF: There are several strategies you can use when responding to challenging behavior but these should always be combined with more intentional promotion and prevention practices. The use of these response strategies is intended to reduce the likelihood of challenging behavior, but will not be effective without careful and intentional attention to teaching social skills and emotional competencies.
The use of these response strategies is intended to reduce the likelihood of challenging behavior, but will not be effective without careful and intentional attention to teaching social skills and emotional competencies. Download Resource.…
Resource: Multi-Tiered System of Supports (MTSS) in the Classroomwww.pbis.org/resource/multi-tiered-system-of-supports-mtss-in-the-classroom
PDF: This guide provides guidance to educators implementing positive behavioral interventions and supports (PBIS) in the classroom across the continuum of student need. Educators regularly provide a range of supports for students in the classroom—from universal supports for all students to intensive and individualized supports for a few students. This guide will help educators familiar with PBIS organize classroom supports for preventing, teaching, and responding to students’ social, emotional, and behavioral (SEB) needs across the continuum.
This guide will help educators familiar with PBIS organize classroom supports for preventing, teaching, and responding to students’ social, emotional, and behavioral (SEB) needs across the continuum. Download Resource. Keywords: Behavior.…
Resource: Supporting and Responding to Students’ Social, Emotional, and Behavioral Needs: Evidence-Based Practices for Educatorswww.pbis.org/resource/supporting-and-responding-to-behavior-evidence-based-classroom-strategies-for-teachers
PDF: This practice guide is an updated version of Supporting and Responding to Student Behavior (Office of Special Education Programs, 2015). "Supporting and Responding" summarizes evidence-based, positive, and proactive practices that support and respond to students’ social, emotional, and behavioral (SEB) needs in classrooms and similar teaching and learning environments (e.g., small-group activity).
"Supporting and Responding" summarizes evidence-based, positive, and proactive practices that support and respond to students’ social, emotional, and behavioral (SEB) needs in classrooms and similar teaching and learning environments (e.g. small-group activity…
Resource: Advancing Education Effectiveness: Interconnecting School Mental Health and School-Wide Positive Behavior Supportwww.pbis.org/resource/advancing-education-effectiveness-interconnecting-school-mental-health-and-school-wide-positive-behavior-support
PDF: This monograph is about improving the quality of life and outcomes for children and youth, especially those children who are at risk for or experiencing emotional and behavioral challenges. The editors have wisely chosen a title for the monograph that signals the pivotal role of education in this endeavor. Advancing Education Effectiveness: Interconnecting School Mental Health and School- wide Positive Behavioral Support clearly conveys the message that effective education is the primary goal and linking two important processes will be the strategy promoted to achieve this goal. The Interconnected Systems Framework (ISF) is described in the following chapters as the proposed mechanism that can effectively link School Mental Health (SMH) and Positive Behavioral Interventions and Supports (PBIS) in order to leverage the individual strengths of each of these processes and produce enhanced teaching and learning environments through their strategic linkage.
in the following chapters as the proposed mechanism that can effectively link School Mental Health (SMH) and Positive Behavioral Interventions and Supports (PBIS) in order to leverage the individual strengths of each of these processes and produce enhanced teaching…
Resource: Extending Schoolwide Systems to Support Extracurricular Activitieswww.pbis.org/resource/extending-schoolwide-systems-to-support-extracurricular-activities
PDF: Although extracurricular activities are valuable for school communities, they present specific contextual challenges including a) scheduling outside of school hours/locations, b) attendees who may not be directly connected to the school community, c) large groups together in unstructured spaces, d) potential opportunities for increased access to prohibited items such as weapons, alcohol ordrugs, and e) likelihood for behaviors that may be difficult to regulate, supervise, or monitor. When communities gather in large group settings, it is important to define community agreements through a process that involves members of the community. The end product is a clear document that describes the community expectations for being together by a) providing consistent messaging and teaching, b) connecting extracurricular events as an extension of the school environment, c) emphasizing positive prosocial behaviors that are reflective of the values of the school community and d) providing explicit ways to ask for help or report concerns. It is equally important to intentionally foster positive relationships across community members, including those from groups least likely to benefit from existing educational systems.
The end product is a clear document that describes the community expectations for being together by a) providing consistent messaging and teaching, b) connecting extracurricular events as an extension of the school environment, c) emphasizing positive prosocial…
Center on PBIS | Tier 1www.pbis.org/pbis/tier-1
Tier 1 systems, data, and practices impact everyone across all settings. They establish the foundation for delivering regular, proactive support and preventing unwanted behaviors. Tier 1 emphasizes prosocial skills and expectations by teaching and acknowledging appropriate student behavior. Teams, data, consistent policies, professional development, and evaluation are essential components for these practices to work effectively.
Tier 1 emphasizes modeling, teaching, and acknowledging positive social, emotional, and behavioral (SEB) skills. Teams, data, consistent policies, professional development, and evaluation are essential components for these practices to work effectively.…
Center on PBIS | Early Childhood PBISwww.pbis.org/topics/early-childhood-pbis
Topic Page: You might know PBIS in early childhood settings as Early Childhood Program-Wide Positive Behavior Support (PW-PBS) or Program-Wide Positive Behavioral Interventions and Support (PW-PBIS). It is often referred to as the Pyramid Model. This model provides a framework of evidence-based practices to promote the social-emotional competence of all children, address the social-emotional and behavioral needs of children who are at-risk, and develop supports for children with persistent social, emotional or behavioral concerns.
Representation from teaching staff. Someone to provide coaching and support to teachers. A behavior specialist. A family member.…
Center on PBIS | Schoolwidewww.pbis.org/topics/school-wide
Topic Page: When schools implement PBIS, they start by implementing it school-wide. Three critical features – systems, practices, and data – work together to promote positive, predictable, safe environments for everyone in all school settings.
Teaming structures. Scheduling practices. Staff selection. Training and coaching procedures. On-going data-based problem-solving routines. Data. School-wide PBIS schools collect and use data to guide their implementation and evaluate outcomes.…
Center on PBIS | Pre-Service Preparation of Educatorswww.pbis.org/topics/pre-service-preparation
Topic Page: Many PBIS resources can be used to prepare future educators (e.g., teachers, administrators, related service providers, mental health professionals) to implement equitable (a) practices to support students’ social, emotional, and behavioral growth; (b) systems to support staff; and (c) data to monitor and enhance implementation and outcomes. On this topic page, we offer example syllabi and other relevant resources that higher education faculty can use when designing and implementing university-based and field-based coursework.
…. general and special education teachers. to engage their students and families in creating vibrant teaching and learning environments where all students thrive with differentiated and culturally relevant implementation of evidence-based practices. …. specialists…
Center on PBIS | Track Positive Reinforcement with Our Be+ Appwww.pbis.org/announcements/track-positive-reinforcement-with-our-be-app
The TA Center on PBIS is excited to announce Be+: A free, mobile app to track positive reinforcement and pre-corrections.
Positive Behavioral Interventions and Supports (PBIS) is a framework built on the idea that teaching the behaviors we want to see at school is just as important as referring problem behaviors.…
Center on PBIS | Getting Startedwww.pbis.org/pbis/getting-started
Once you understand the basics of what PBIS is, it’s time to start implementing. Where do you start? No matter your role, there are initial steps everyone can take to get started with PBIS.
In the same way your school establishes systems to support PBIS practices, you need to establish systems for defining, teaching, and responding to the behaviors happening within your classroom.…
Video: [Session J3] PBIS Forum 2020: Critical Systems that are Necessary to Support Effective Tier 3 Practiceswww.pbis.org/video/session-j3-pbis-forum-2020-critical-systems-that-are-necessary-to-support-effective-tier-3-practices
This session will describe the critical Tier 3 system features needed for success at the district and school level. Discussion will include coaching, teaming, building expertise, fidelity and progress monitoring, and ensuring cultural and contextual fit.
Discussion will include coaching, teaming, building expertise, fidelity and progress monitoring, and ensuring cultural and contextual fit. Topic(s): Schoolwide. Published: February 3, 2025. Keywords: Tier 3. FBA/BIP/BSP. Individual…
Video: Systems for Implementing Advanced Tiers in Secondary Schoolswww.pbis.org/video/systems-for-implementing-advanced-tiers-in-secondary-schools
Systems are critical to successful initial and sustained implementation of advanced tiers of support. This session will provide examples of teaming structures, data systems and decision rules, district supports, and professional development strategies that have supported schools’ and districts’ development of advanced tiers.
This session will provide examples of teaming structures, data systems and decision rules, district supports, and professional development strategies that have supported schools’ and districts’ development of advanced tiers.…
Mental Health/Social-Emotional Well-Beingwww.pbis.org/mental-health-social-emotional-well-being
Teaching Social Emotional Competencies within PBIS Framework. Video: Social Emotional Learning: Cultivating Essential Life Skills. Screening. Best Practices in Universal SEB Screening. Special Topics. Human Trafficking. Opioid. See More/Less…
Center on PBIS | Why Implement PBIS?www.pbis.org/pbis/why-implement-pbis
PBIS is so much more than rewards and tokens. It is a framework for creating safe, positive, equitable schools where everyone feels successful and seen. By implementing evidence-based practices within a PBIS framework, schools support their students’ academic, social, and behavioral success, engage with families to create locally-meaningful and culturally-relevant outcomes, and use data to make informed decisions that improve the way things work for everyone. Why should you implement PBIS? Because it is good for kids and makes schools better. We know this because research shows it does, time and time again.
For example, when schools work to address bullying within a PBIS framework –teaching students how to interrupt bullying behaviors – schools actually see fewer incidents of bullying. 3,4.…
Resource: Enhancing Team Functioning in Schools' Multi-Tiered Systems of Supportwww.pbis.org/resource/enhancing-team-functioning-in-schools-multi-tiered-systems-of-support
PDF: This Practice Guide can be used by multidisciplinary teams within a multi-tiered system of support as a resource for overcoming challenges and setting up teams for success. The five effective teaming elements are described, as well as how to structure teams to enhance functioning and outcomes within schools.
The five effective teaming elements are described, as well as how to structure teams to enhance functioning and outcomes within schools. Download Resource. Keywords: Implementation. Interconnected Systems Framework (ISF). Sustainability. TIPS.…
Resource: Tier 3 District-Level Systems Guidewww.pbis.org/resource/tier-3-district-level-systems-guide
PDF: The purpose of this guide is to assist Tier 3 or MTSS District Teams in supporting school level and student level implementation of Tier 3 supports. These system features include procedures for teaming, professional development/training, coaching, data systems and evaluation, student support provisions and student and family engagement.
These system features include procedures for teaming, professional development/training, coaching, data systems and evaluation, student support provisions and student and family engagement. Download Resource. Keywords: Behavior. FBA/BIP/BSP.…
Center on PBIS | What is PBIS?www.pbis.org/pbis/what-is-pbis
Positive Behavioral Interventions and Supports (PBIS) is an evidence-based, tiered framework for supporting students’ behavioral, social, emotional, and academic growth. It is a way to create positive, predictable, and safe learning environments where everyone is successful.
Systems include. teaming structures, training, coaching. , and other supports for educators. In PBIS, these systems support accurate, durable implementation of practices and the effective use of data to achieve better outcomes.…
Resource: Guidance for Identifying Student & Family Engagement Liaisonswww.pbis.org/resource/guidance-for-identifying-student-family-engagement-liaisons
PDF: This guidance document from the School District of Philadelphia helps teams identify appropriate student and family members of their PBIS teams. This resource highlights how schools can increase student and family voice within PBIS teaming structures. It aligns with TFI 3.0 items 1.1 (Team Composition), 1.15 (Student Engagement), and 1.16 (Family and Community Engagement).
This resource highlights how schools can increase student and family voice within PBIS teaming structures. It aligns with TFI 3.0 items 1.1 (Team Composition), 1.15 (Student Engagement), and 1.16 (Family and Community Engagement). Download Resource.…
Center on PBIS | Restraint/Seclusionwww.pbis.org/topics/restraintseclusion
Topic Page: Restraint and seclusion (R/S) are reactionary crisis or emergency responses. School personnel should only use R/S in extreme situations like when a student exhibits dangerous behaviors towards self or others, when a risk of serious and imminent physical harm or injury is evident. Never use R/S as a planned part of a behavior support plan, as a therapeutic intervention, or as a consequence for behavior.
Explicitly teaching social and emotional skills, Providing positive, specific feedback. Reinforcing accomplishments. Implementation of Tier 1 PBIS for all students embeds intentional de-escalation strategies, and embraces a supported prevention policy.…
Resource: Tier 2 District-Level Systems Guidewww.pbis.org/resource/tier-2-district-level-systems-guide
PDF: The purpose of this practice guide is to assist district-level teams supporting and monitoring Tier 2 data, systems, and practices across schools in developing system features that facilitate durable implementation. These system features include procedures for teaming, training and coaching staff, engaging students and families, developing policy, and using data to evaluate overall effectiveness and individual student responsiveness to targeted academic and social-emotional-behavioral (SEB) supports.
These system features include procedures for teaming, training and coaching staff, engaging students and families, developing policy, and using data to evaluate overall effectiveness and individual student responsiveness to targeted academic and social-emotional-behavioral…
Center on PBIS | Data-based Decision Makingwww.pbis.org/topics/data-based-decision-making
Topic Page: A defining feature of PBIS is continuous improvement driven by data. Teams collect and analyze data to diagnose problems or gaps and select strategies to address these challenges. Data tell us which strategies are most effective so we continue to include them in our repertoire.
Teaching approaches. Opportunities to recognize desired behaviors. Ways to stop unwanted behaviors. Strategies to deliver consequences for unwanted behaviors.…
