Positive Behavioral Interventions and Supports (PBIS) Information

Clayton County Public Schools has developed district discipline strategies using Positive Behavioral Interventions and Supports (PBIS) within the Multi-tiered Systems of Support Framework. Positive Behavioral Interventions and Supports (PBIS) is a framework for positive interventions and supports that is designed to enhance academic and social-behavior outcomes. PBIS is a data based decision making framework that guides selection, integration, and implementation of evidence based practices to improve student outcomes. A particularly important feature of PBIS is the focus on developing and sustaining a proactive and preventive system, which is rooted in the public health and disease control model. The tiered model applies to both academic and behavior instruction and intervention to meet the needs of all students in a school (Sugai & Simonsen, 2012; Childs, K. E., Kincaid, D., & George, H., 2007-2008).


Georgia's application of this model occurs at four levels that are fluid and that are analyzed through structured problem solving to inform the needs of students, before interventions are developed, monitored, and altered based upon the need(s) of the students

Tier 1: All students, in all settings are provided with standards-based instruction, universal screening, progress monitoring, and direct behavioral instruction to prevent the development of academic and/or behavior problems. Tier I support should meet the needs of at least 80% of all students in a given school. 

Tier 2: Systems of support are designed to provide additional interventions to students who have access to Tier 1 supports but are not responding to them. Approximately 10-15% of the students within a given school may need Tier 2 supports. 

Tier 3: The most intensive/individualized support system is provided for students who exhibit patterns of severe or extreme problem behavior. Student's needs are discussed at a structured meeting of the Student Support Team (SST), which oversees the intervention process. Almost 5% of students within a school will require this type of support. 

Tier 4: If a student does not respond to intensive/individualized support, the SST makes an appropriate referral for consideration of placement of the student in an appropriate Tier 4 program (i.e., Special Education, English to Speakers of Other Languages [ESOL],Gifted, or other program).

PBIS Critical Elements

PBIS has ten critical elements:

  1. The PBIS team must have administrative support, regular meetings at least monthly, and an established a clear mission/purpose;
  2. Faculty Commitment: Faculty are aware of behavior problems across campus through regular data sharing, involved in establishing and reviewing goals, and feedback is obtained throughout the year;
  3. Effective Procedures for Dealing with Discipline-Discipline process includes documentation procedures, referral for includes information useful in decision making, problem behaviors are defined, and there are a suggested array of appropriate responses to office-managed problem behaviors;
  4. Data Entry and Analysis Plan Established: The data systems are SWIS and Infinite Campus to collect and analyze office discipline referral data, data is analyzed by the team at least monthly, and data is shared with team and the faculty monthly;
  5. Expectations and Rules Developed: There are 3-5 positively stated school-wide expectations and are posted around the school, rules are linked to expectations, and staff are involved in the development of expectations and rules;
  6. Reward/Recognition Program Established: The system includes incentives for staff and students, rewards has elements that are implemented consistently, a variety methods are used to reward students, staff, rewards are varied to maintain student interest, and the ratios of acknowledgement to corrections are high.
  7. PBIS includes teaching expectations and rules, lessons includes examples and non-examples, lessons use a variety of teaching strategies,
  8. Implementation Plan:- plans for training staff how to teach expectations/rules/rewards are developed, scheduled and delivered, there is a plan for teaching students expectations /rules/rewards are developed, scheduled, and delivered, booster sessions for students and staff are planned, scheduled, and delivered;
  9. Classroom Systems: classroom rules are defined for each of the school-wide expectations and are posted in classrooms, expected behavior routines in classrooms are taught, classroom teachers use immediate and specific praise, and classrooms have a range of consequences/interventions for problem behavior that are documented and consistently delivered; and
  10. Evaluation: Students and staff can identify expectations and rules, staff utilizes the reward system appropriately, and staff uses a referral process including behaviors which are office managed versus teacher managed.

Information Resource Retrieved By:
Clayton County Public Schools. (2019). Positive Behavioral Interventions and Support Information. Retrieved




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