Positive Behavioral Interventions and Supports of Virginia (PBIS)

Positive Behavioral Interventions and Supports (PBIS) has been defined, described, and studied ever since its introduction in the reauthorization of the Individuals with Disabilities Act (1997). PBIS is an implementation framework that is designed to enhance academic and social behavior outcomes for all students by (a) emphasizing the use of data for informing decisions about the selection, implementation, and progress monitoring of evidence-based behavioral practices; and (b) organizing resources and systems to improve durable implementation fidelity.

Benchmarks of Quality Resources

  • PBIS Team

    +

    1. Team has administrative support
    2. Team has regular meetings (at least monthly)
    3. Team has established a clear mission/purpose

  • Faculty Commitment (4-6)

    +

    1. Faculty are aware of behavior problems across campus(regular data sharing)
    2. Faculty involved in establishing and reviewing goals
    3. Faculty feedback obtained throughout year

  • Effective Procedures for Dealing with Discipline (7-12)

    +

    1. Discipline process described in narrative format or depicted in a graph form
    2. Process includes documentation procedures
    3. Discipline referral form includes information useful in decision making
    4. Problem Behaviors defined
    5. Major/minor behaviors are clearly differentiated
    6. Suggested array of appropriate responses to minor (non office-managed) problem behaviors

  • Data Entry & Analysis Plan Established (13-16)

    +

    1. Data system to collect and analyze ODR data
    2. Additional data collected (attendance, grades, faculty attendance, surveys)
    3. Data analyzed monthly (minimum)
    4. Data shared with team and faculty monthly (minimum)

  • Expectations & Rules Developed (17-21)

    +

    1. 3-5 positively stated school-wide expectations posted around
    2. Expectations apply to both students and staff
    3. Rules developed and posted for specific settings (where problems are prevalent)
    4. Rules are linked to expectations (MATRIX)
    5. Staff feedback/involvement in expectations/rule

  • Reward/Recognition Program Established (22-28)

    +

    1. A system of rewards has elements that are implemented consistently
    2. A variety of methods are used to reward students
    3. Rewards are linked to expectations and rules
    4. Rewards are varied to maintain student interest
    5. Ratios of reinforcement to corrections are high
    6. Students are involved in identifying/developing incentives
    7. The system includes incentives for staff/faculty

  • Lessons Plans for Teaching Expectations (29-34)

    +

    1. A behavioral curriculum includes concept and skill level instruction
    2. Lessons include examples and non-examples
    3. Lessons use a variety of teaching strategies
    4. Lessons are embedded into subject area curriculum
    5. Faculty/staff and students are involved in development and delivery of lesson plans
    6. Strategies to reinforce the lessons with families/community are developed and implemented

  • Implementation Plan (35-41)

    +

    1. Develop, schedule, and deliver plans to teach staff the discipline and data system
    2. Develop, schedule, and deliver plans to teach staff the lesson plans for students
    3. Schedule/plans for teaching students expectations/rules/rewards are developed
    4. Booster sessions for students and staff are scheduled, planned
    5. Schedule for rewards/incentives for the year is planned
    6. Plans for orienting incoming staff and students are developed
    7. Plans for involving families/community are developed and implemented

  • Classroom Systems (42-48)

    +

    1. Classroom rules are defined for each of the school-wide expectations and are posted in the classroom.
    2. Classroom procedures are explicitly identified for activities for where problems occur (e.g. entering class, asking questions, sharpening pencil, using restroom, dismissal)
    3. Expected behavior routines in the classroom are taught
    4. Classroom teachers use immediate and behavior specific praise
    5. Schedule for rewards/incentives for the year is planned
    6. Acknowledge of students demonstratng adherence to classroom rules and routines occurs more frequently than acknowledgment of Inappropriate behaviors.
    7. Procedures exist for tracking behavior problems
    8. Classrooms have a range of consequences/interventions for problem behaviors that are documented and consistently monitored

  • Evaluation (49-53)

    +

    1. Students and staff are surveyed about ESD
    2. Students and staff know expectations and rules
    3. Staff use discipline system/documentation appropriately
    4. Staff use reward system appropriately
    5. Outcomes (behavior problems, attendance, morale) are documented and used to evaluate ESD plans