PBIS is a whole school program that promotes responsibility, accountability, productivity, respect, and safety of all students while establishing a unified discipline system. It is a program that establishes a common language, common practices, and consistent positive and negative reinforcement (Supports, 2011) and requires universal language, consistency, and unification among faculty and students. 

Prior research has shown that schools have adopted PBIS for the following reasons and have seen improvements in the following areas:

• Decrease levels of disruptiveness, rates of office referrals, and suspension

• Improve school climate, safety, and order

• Increase instructional time

• Increase administrative time for purposes other than to manage discipline problems

• To enhance overall operation and performance of the school

• To more effectively partner with parents and the community

Outline of the program:

Emphasis is placed on prevention of problem behaviors, development of pro-social skills, and the use of databased problem solving for addressing existing behavior concerns (Dunlap, Goodman, McEvoy, & Paris, 2010, p. vii).

The core values, principles, and behavioral expectations are designed based upon the specific needs of each school.

Three Tier Program:

• A. Tier I: Universal Phase

• B. Tier 2: Secondary Phase

• C. Tier 3: Tertiary Phase

Components of PBIS

1. Rules (aligned to behavior expectations)

2. Rewards (to acknowledge positive student behavior)

3. Routines (to support efficient classroom and school management)

4. Relationships (to build positive working relationships in a safe environment)

Classroom Curriculum: 

Each lesson plan has three components:

Introduction of the rule

This includes the definition of the rule/behavior and why it is important.

Demonstration of the rule through modeling and role plays

The demonstration of the rule supports the “I do, We do, You do” model where the    teacher models the behavior, the students practice together, and then students engage in role play (using positive examples) as a class. 

Monitor and provide feedback

This includes reinforcement activities and observation of students. 

Monthly PBIS Team Meetings

• ​The PBIS team meets to make adjustments and to determine if specific behaviors should be targeted for re-training. 

• Staff evaluates how effective the lessons were, areas where they have struggled or have concerns, and the appropriateness of the corrective consequence procedures.

• Each month, the data collected from the Minor/Major Incident Documentation Form, restitution plans, and fix-it plans will be evaluated; however, only major behaviors would be entered into the data software.  The evaluation and collection of all the data will help monitor the progress of the program. 

Assessing the overall effectiveness of the program

• At the end of the year, data is collected through surveys and from prior monthly data to determine the overall effectiveness of the program.