MTSS: Positive Behavior Interventions Supports
MISSION STATEMENT:
SCOE's MTSS Team is dedicated to efficiently and empathetically providing sustainable, evidence-based, collaborative training, coaching, and support; addressing mental health, social, emotional, and behavioral needs to help equip the school-wide leadership teams in supporting the whole child and all stakeholders.
What is PBIS?
Positive Behavioral Interventions and Supports (PBIS) is an evidence-based, three-tiered framework that supports students in the behavioral. academic, social, emotional, and mental health needs. PBIS integrates all data, systems, and practices affecting every day student outcomes.
The purpose of California PBIS is to establish a network for state education leaders, county offices, school districts and schools implementing multi-tiered frameworks through Positive Behavioral Interventions and Supports (PBIS). The intention is to create professional learning communities for those dedicated to effective PBIS/MTSS implementation.
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Elements of PBIS
PBIS integrates and emphasizes four elements: data for decision making, measurable outcomes supported and evaluated by that data, practices with evidence that those outcomes are achievable, and systems that efficiently and effectively support the implementation of those practices.
Effects of PBIS
Schools that implement PBIS with integrity and durability have learning environments that:
- Are less reactive, aversive, dangerous and exclusionary
- Are more engaging, responsive, preventive, and productive
- Address classroom management and disciplinary issues (attendance, tardiness, disruptive behavior)
- Improve supports for students whose behaviors require more specialized assistance (emotional and behavioral disorders, mental health)
- Most importantly, maximize academic engagement and achievement for all students
PBIS schools organize their evidence-based behavioral practices and systems into an integrated collection, or a multi-tiered system of supports framework. This three-tiered prevention logic requires that all students receive supports at the universal or primary tier. If the behavior of some students is not responsive, more intensive behavioral supports are provided, in the form of a group contingency (selected or secondary tier) or a highly individualized plan (intensive or tertiary tier).
PBIS is an effective strategy to include in Local Control Accountability Plans as it effectively addresses multiple priorities, especially student achievement, student engagement and positive school climate. A well-trained and organized leadership team can help ensure effective and sustainable implementation.
