What is PBIS?
PBIS stands for positive behavioral interventions and supports. There are three main components of PBIS. They are teaching appropriate behavior in all settings, providing interventions when behavior expectations are not met, and recognizing students when behavior expectations are met.
PBIS is a team based school-wide design for discipline which includes all students and all staff in all settings. It is a framework that can be modified as we go along to better meet the needs of our student population by using the results of surveys completed by students, parents, and staff and the analysis of discipline data.
PBIS in the Classroom
When PBIS is implemented in the classroom, it may be referred to as classroom PBIS, positive classroom behavior support (PCBS), positive and proactive classroom management, or a variety of other synonyms. The same critical features (practices, data, and systems) come together to promote desired outcomes for students and educators in the classroom.
Classroom PBIS practices include preventative and responsive approaches that may be effectively implemented with all students in a classroom and intensified to support small groups or a few individual students.
Systems refer to the structures and supports district and school leadership teams provide to enhance teachers' implementation of classroom PBIS practices with fidelity.
Data are an active, dynamic part of decision-making in the classroom that allow educators to identify patterns of strengths and needs. Those patterns drive decision making to continue, adopt, or modify classroom PBIS practices and systems.
To learn more about PBIS in the classroom, click on one of the features (practices, systems, or data) in the figure on the PBIS website. Each feature is more fully explained in a technical guide (posted under resources and hyperlinked within each feature). Content is hyperlinked so that you may easily navigate within and among the critical features as you learn more about implementing PBIS in the classroom.