Positive Behavior Interventions and Supports (PBIS)

What Is PBIS?

"School-Wide Positive Behavioral Interventions and Supports (SW-PBIS) is a broad set of research-validated strategies designed to create school environments that promote and support behavior of all students.” (Best Practices IV, 2010) SW-PBIS is a framework to ensure all students have access to the most effective instructional and behavioral practices and interventions possible to facilitate social competence and academic achievement. What’s more important to understand is that SW-PBIS is not a specific curriculum, intervention, or practice. Rather, the framework guides selection, integration, and implementation of the best evidence-based academic and behavioral practices for improving outcomes for all students

Positive Behavior Interventions and Supports (PBIS)

What Is PBIS?

SW-PBIS is a multi tiered system of support that provides increasingly intense interventions to students who demonstrate behavioral concerns.  The purpose of the multi-tiered model is to provide support for student’s when they begin to demonstrate a concern rather than waiting for them to demonstrate a significant need to qualify for additional services. If we can meet the needs of students sooner, and thereby prevent them from developing intensive, individualized needs, we can reserve our resources within the building.

Positive Behavior Interventions and Supports (PBIS)

So what does SW-PBIS look like?

Tier 1, also referred to as your universal intervention, includes 5 core features:

1. 3-5 Positively stated school wide rules/expectations

2. Direct instruction of school rules IN the school wide settings

3. School Wide Acknowledgement System

4. Clear and consistent discipline procedures

5. Systematic Data collection to monitor student progress

Positive Behavior Interventions and Supports (PBIS)

So what does SW-PBIS look like? (con't)

Think of the Tier 1 system as your core curriculum that should meet the academic and behavioral needs of approximately 80-95% of the students.  We know that there will be approximately 5% - 20% students who do not respond to the Tier 1 systems of support. These students would be identified to receive Tier 2 interventions. These interventions may include a behavior contract or small group instruction with a narrow focus on a specific skill or group of skills.

 At this level, students would be monitored and assessed more frequently to ensure that the Tier 2 intervention is meeting their needs.  Tier 2 is designed to be fluid with students entering and exiting the intervention regularly as opposed to remaining for a prolonged period of time. Students who do not demonstrate progress with the Tier 2 interventions (approximately 1 – 5% of students) would then be referred for Tier 3 interventions which include individualized behavior supports. This may include an individualized behavior support plan along with individualized instruction in the specific areas of need.

Positive Behavior Interventions and Supports (PBIS)

We know that academic and behavioral concerns are closely linked.  For example, when students exhibit struggles with reading skills, they are very likely to demonstrate behavioral difficulties as well.  Therefore, when students receive effective academic instruction and effective behavior management, they are most likely to succeed. As such, these SW-PBIS and Response to Intervention (RTI) tend to converge after they are established to create a comprehensive Response To Intervention (RTI)  program.

What is Response to Intervention (RTI)?

Lewiston Public Schools believes in providing an education to meet the individual needs of each student. Occasionally, students experience difficulties for a variety of reasons. If your child is struggling in any area, we will use a research-based process known as Response-to-Intervention (RTI). Parents are important partners in this process.

The RTI process is a multi-step approach to providing progressive services and interventions to students who struggle academically and / or socially & emotionally. The progress students make at each tier is closely monitored. Results of this monitoring are used to make decisions for further research-based instruction.

What is Response-to-Intervention (RTI)? con't
  1. RTI is a problem solving approach to ensure success for all learners.

  2. RTI is a requirement in Maine Schools (Chapter 101 [Sections III(1) and VII(2)L(1)2a(i)] and Title 20-A, Sect. 4710 require that Maine schools establish a system of interventions).

  3. Each school has a RTI Student Support Team who simplifies this process.

Response to Intervnetion (RTI)

The RTI Process - A Parent/Guardian's Perspective

Students may be referred to the Student Support Team by either (1) Universal Screening results or (2) teacher referral. The team consists of professionals with varying perspectives, such as instructional coaches, school counselors, social workers, and administrators.

(1) If the referral comes from Universal Screening results, the child is placed in a research-based intervention. A letter will be sent to you detailing the intervention plan. 

(2) If the referral comes from your child's teacher one of two things will happen.  

       (A) a letter will be sent to you detailing the intervention plan or 

       (B) a member of the team will invite you to join the problem-solving discussion.

A team will review the student's progress monthly (progress monitoring) to determine if modifications are needed. You will remain informed of your child's progress through a monthly letter.

Response to Intervnetion (RTI)

Terms to Know

Intervention: A change in instruction for a student in the area of learning or behavioral difficulty to try to improve performance and achieve adequate progress.

Progress monitoring: A scientifically-based practice used to assess students' performance and evaluate the effectiveness of instruction.

Scientific, research-based instruction: Curriculum and educational or behavioral interventions that are research-based and have been proven to be effective for most students.

*Universal Screening:*A review of academic assessments and Student Risk Screening Scale (SRSS) to determine which students are "at risk" for not meeting grade level standards or who are at risk for behavioral problems. Students whose scores fall below a certain cut-off point are identified for potential interventions.

Response to Intervnetion (RTI)

What Parents Need to Know

When your child is struggling or in need of enrichment in any area, you or a teacher may request assistance from the Student Support Team.

You are an important member of the Student Support Team

The team works together to design supports for your child.