What is NYS-PBIS?
Positive Behavioral Interventions and Supports (PBIS) is a research-based approach for schools and districts that teaches positive behavior to all students, especially those with challenging social behaviors. PBIS establishes foundations in systems, data and practices to develop long-term sustained improvements in school-wide climates that promote safety and academic achievement. PBIS is identified in federal No Child Left Behind (NCLB) legislation, and is a NYS Education Department (NYSED) authorized activity under the Individuals with Disabilities Education Improvement Act (IDEIA) of 2004, and a preferred intervention strategy pursuant to State Performance Plan (SPP) indicators for schools needing assistance in developing behavioral supports.
The NYS-PBIS model, developed under guidance from the US Office of Special Education Programs (OSEP) national center on School-wide Positive Behavioral interventions and Supports (see www.pbis.org) is implemented in approximately 450 schools throughout New York State (06/2009). NYS-PBIS schools are provided training and technical assistance to collect/report behavioral data that identifies areas of need at individual, targeted and school-wide levels for developing positive behavioral interventions and support systems. PBIS is a natural fit providing mutual support and increased effectiveness to Response to Intervention (RtI) and Social and Emotional Development Learning (SEDL) systems.
NYS-PBIS Addresses:
- High rates of problem behavior that interfere with learning
- Ineffective and inefficient disciplinary practices
- Lack of supports for staff to analyze and address problem behavior
- Lack of general and individualized behavior interventions
- Reliance on crisis/reactive management
- Negative school climates
Core Elements of NYS-PBIS:
· Instruction and consistent implementation of School-wide positive behavioral guidelines and discipline practices for prevention and improved school climates
· Use of behavioral and academic data for school planning/decision-making
· Classroom management and behaviorally-based interventions
· Functional-based assessment and behavior intervention planning (FBA/BIP)
· Comprehensive planning for students with intensive needs, including wraparound
· Active participation of families, students, education, mental health and other stakeholders in team-based planning, problem-solving and decision-making
· Integration with mental health and other community supports
· Active leadership and ongoing participation of Principals/Administration
· Cultivation of staff commitment for consistent implementation
Goals of NYS-PBIS
- Build the capacity of target schools to (a) establish positive social cultures, (b) implement effective school-wide and classroom behavior support, (c) deliver function-based, comprehensive, intensive individual behavior support, and (d) integrate educational, behavioral and mental health services.
- Establish the organizational systems needed for maintenance of school-wide behavioral support.
- Develop capacity of State, regional and local school staff to effectively train and support schools in NYS-PBIS implementation.
- Provide evaluation data to determine effectiveness of NYS-PBIS and specific structures and features needed for successful implementation and sustainability throughout the State.
Expected Outcomes for NYS-PBIS Schools
1. Consistent use of positive teaching and reinforcement strategies for behavior among teachers and other school staff across all school settings.
2. Reductions of discipline referrals, suspensions, and expulsions while increasing academic performance.
3. Increased data-based decision making about behaviors and the school climate.
4. Implementation of effective behavior and/or academic change plans for students with specific needs not being addressed by school-wide systems (5-15%) through problem-solving teams.
5. Implementation of effective comprehensive supports/services/interventions for students with the most intensive needs (1-7%) through wraparound plans that address home, school, and the community.
6. Identification of students in need of school-wide, targeted and individualized mental health services and facilitated access to a range of flexibly-designed and effectively provided mental health services.
7. Increased family and student voice and participation in implementing positive behavior, academic, and mental health systems and practices at Tier 1: Universal; Tier 2: Targeted; and Tier 3: Intensive levels.
Expectations of NYS-PBIS Schools
- NYS-PBIS will be one of the TOP-3 School Improvement goals for 3-5 years and will therefore receive major attention and focus at the building level.
- Building-based administrators will provide active leadership and support for overall NYS-PBIS implementation and for the building-based NYS-PBIS School Leadership Team.
- The majority (80%+) of the school staff will commit to participate in implementation of NYS-PBIS.
- The NYS-PBIS School Leadership Team will meet at least one time per month to plan and guide the school-wide NYS-PBIS process.
- The NYS-PBIS School Leadership Team will analyze and review school-wide data and actively use the data to guide implementation.
- Designated school staff will participate in ongoing training and technical assistance activities to ensure their ability to effectively implement interventions at level of need for all students, including those with intensive needs.
- A Problem-solving Team will meet at least three times per month to review and develop function-based support plans for individual or small groups of students identified as at-risk.
- Specialized school staff will be identified and trained to provide leadership in developing individualized wraparound teams for students with intensive needs and partner with local mental health staff and other community representatives.
- Staff will be trained as local and regional NYS-PBIS Coaches with the role of providing leadership and guidance to NYS-PBIS implementation at the building level.
July 2008
Revised May 2009
NYS-PBIS Initiative
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