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Positive Behavioral Interventions and Support (PBIS)

Positive Behavioral Interventions and Supports (PBIS) is a schoolwide, tiered framework consisting of evidence-based practices and systems, established to improve academic, social and behavior outcomes for all students. Research indicates that schools implementing PBIS have a more positive school climate, decrease in behavior incidents and increased academic performance.

ACPS school teams use the PBIS framework to design a customized system of equitable behavioral support for all students.  PBIS places emphasis on preventing problem behavior, developing pro-social skills, and data-based problem solving for specific behavior concerns (school-wide, class-wide or student-specific). Schools continually build upon and refine their PBIS framework to meet the current needs of their community.
While each school’s PBIS programming is tailored to meet the needs of the student population, there are critical components that anchor PBIS implementation in schools. These components include: 
  • Defined expectations and explicit instruction of behavioral/ social expectations
  • Acknowledgement of positive behavior
  • Ongoing collection and use of data for decision making
  • Systems focused on creating and maintaining a student experience that is predictable, positive, safe, and consistent
  • Processes for problem-solving, intervention planning and progress monitoring to support students’ social-emotional, behavioral, and academic needs (Multi-Tiered System of Support [MTSS])
In ACPS, schools use PBIS, Restorative Practices and Social Emotional Learning together to increase positive social, emotional, behavioral and academic outcomes for students.