Prevention & Intervention


Positive Behavioral Interventions and Supports (PBIS) is a multi-tiered prevention framework for building system capacity and enhancing the adoption and implementation of a continuum of evidenced-based interventions. These interventions support the establishment of a culture of social emotional, behavioral and academic success for ALL students.

The premise of PBIS is that continual teaching, modeling, acknowledging, and reinforcing of positive student behavior will reduce excessive discipline and promote a climate of greater productivity, safety, and learning. PBIS schools apply a multi-tiered approach to prevention, using disciplinary data and principles of behavior analysis to develop school-wide prevention strategies, targeted supports, and individualized interventions and supports to improve effectiveness, efficiency and equity of schools.

triangle of interconnected multi-tired systems of support divided into 3 parts representing social emotional, academic, and behavioral supports

Evidence-Based Features of PBIS:

  • Prevention
  • Define and teach positive social expectations
  • Acknowledge positive behavior
  • Arrange consistent consequences for problem behavior
  • On-going collection and use of data for decision making
  • Continuum of intensive, individual interventions and supports
  • Implementation of the system that supports effective practices
Schools that effectively implement PBIS demonstrate
  • Up to a 50% reduction in office referral rates per year (and corresponding reduction in suspension and expulsion rates)
  • Improved Attendance Rates
  • Improved academic achievement
  • Improved staff perceptions of school safety and atmosphere

PBIS is a systems approach for establishing the social culture needed for a school to be an effective learning environment for ALL students.

3 circles representing a ven diagram of how data systems and practices will develop culturally responsive pbis outcomes

PBIS Implementation

Our team is comprised of specialists with specific areas of emphasis that coach and support LEAS with both initial school-wide PBIS implementation and sustainability. Coaching supports are based on phase of implementation, data-indicated need, and individual school team technical assistance. 

The process is guided by PBIS trainings, attended by identified PBIS team members, including a school administrator.

Continued support of PBIS implementation is provided based on school fidelity data and identified needs for sustainability.

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