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Quin-Anne Hinrichs; Chelsea R. Johnston; Laura Feuerborn; Ashli Tyre – Beyond Behavior, 2025
Implementation of a culturally responsive positive behavioral interventions and supports (PBIS) framework is associated with positive outcomes for secondary students when implemented schoolwide. Yet, educators often report more implementation challenges in secondary school as compared to elementary school settings. Difficulties obtaining student…
Descriptors: Behavior Modification, Positive Behavior Supports, Student Behavior, Behavior Problems
Wilson, Karen V.; Rhodes, Cheyenne E.; Kern, Laura; George, Heather Peshak – Center on Positive Behavioral Interventions and Supports, 2022
This brief describes a school's transformation from using ineffective and punitive disciplinary practices to implementing effective and proactive responses to behavior by installing the PBIS framework in a unique setting. Specifically, this demonstration highlights the work of the PBIS school leadership team at the American School for the Deaf…
Descriptors: Discipline, Punishment, Positive Behavior Supports, Deafness
Flannery, K. Brigid; Kato, Mimi McGrath; Horner, Robert H. – Technical Assistance Center on Positive Behavioral Interventions and Supports, 2019
Using data for decision-making is critical for schoolwide leadership teams and has been shown to enhance both social and academic outcomes for students (Faria et al., 2017). Using data effectively, however, requires that teams have a clear vision about the type of data, format of data presentation, and process for using data. To avoid expending…
Descriptors: High School Students, Data Use, Outcomes of Education, Positive Behavior Supports
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Drury, Jodi; Krezmien, Michael P.; Camacho, Kristine A.; Gonzales, Alicia – Journal of the American Academy of Special Education Professionals, 2021
Sixty-one educational leaders from a rural section of the Northeastern United States participated in this mixed-methods sequential explanatory study to determine the extent to which educational leaders felt knowledgeable and prepared to lead the implementation of multi-tiered systems of support (MTSS) in their schools. Despite educators' initial…
Descriptors: Instructional Leadership, Leadership Qualities, Knowledge Level, Competence
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Chaparro, Erin A.; Green, Ambra L.; Thompson, Sylvia L.; Batz, Ruby – Preventing School Failure, 2021
A substantial achievement gap, with culturally and linguistically diverse (CLD) students falling behind native-English-speaking White peers, has been widely documented in research as well as government reports. However, a corresponding discipline gap has not been evident due to the various labels and methods used for identifying specifically…
Descriptors: English Language Learners, Bilingual Students, Student Behavior, Academic Achievement
Council for Exceptional Children, 2021
The Council for Exceptional Children (CEC) recognizes the positive influence that a Multi-Tiered System of Supports (MTSS) framework can have on improving the education of all children, the roles of special educators, and the special education system, by providing a structure to organize practices based on data, evidence and research. The MTSS…
Descriptors: Evidence Based Practice, Student Needs, Problem Solving, Student Behavior
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Bastable, Eoin; Falcon, Sarah Fairbanks; McDaniel, Sara C.; McIntosh, Kent; Santiago-Rosario, Maria Reina – Journal of Positive Behavior Interventions, 2021
With the emergence of interventions shown to reduce school discipline disparities, it is important to explore what variables influence educators to implement these approaches. In-depth interviews were conducted with a purposeful sample of 21 educators asked to describe their experiences implementing an equity-focused Positive Behavioral…
Descriptors: Program Implementation, Positive Behavior Supports, Intervention, Student Behavior
Bastable, Eoin; Falcon, Sarah Fairbanks; McDaniel, Sara C.; McIntosh, Kent; Santiago-Rosario, Maria Reina – Grantee Submission, 2021
With the emergence of interventions shown to reduce school discipline disparities, it is important to explore what variables influence educators to implement these approaches. In-depth interviews were conducted with a purposeful sample of 21 educators asked to describe their experiences implementing an equity-focused PBIS intervention. A…
Descriptors: Program Implementation, Positive Behavior Supports, Intervention, Student Behavior
Bastable, Eoin; McIntosh, Kent; Fairbanks Falcon, Sarah; Meng, Paul – Grantee Submission, 2021
As interventions show promise for reducing school discipline disparities, it is important to understand what variables increase educators' commitment toward addressing racial equity in schools. In-depth interviews were conducted with a purposeful sample of 15 educators asked to describe pivotal events that shifted their own or others' active…
Descriptors: Discipline, Student Behavior, Racial Bias, Teacher Attitudes
Office of Special Education Programs, US Department of Education, 2015
The purpose of this document is to summarize evidence-based, positive, proactive, and responsive classroom behavior intervention and support strategies for teachers. These strategies should be used classroom-wide, intensified for support small-group instruction, or amplified further for individual students. These strategies can help teachers…
Descriptors: Evidence Based Practice, Student Behavior, Intervention, Positive Behavior Supports
Petersen, Amanda J.; MartinRogers, Nicole – Wilder Research, 2016
The school-wide positive behavioral interventions and supports (SW PBIS) program is managed by the Minnesota Department of Education and is implemented in hundreds of Minnesota schools. PBIS is an evidence-based model that attempts to develop a school-wide positive behavior culture. Based on previously documented outcomes, PBIS is a potential…
Descriptors: Positive Behavior Supports, Intervention, Evidence Based Practice, Student Behavior
Basu, Semonti; LaTurner, Jason – Online Submission, 2009
Positive Behavior Support (PBS) is a framework by which all educational decisions are made in order to produce a safe, civil, and productive learning environment. The goal of PBS is to improve school climate through a range of systemic and individualized strategies that are offered to students and teachers, based on their demonstrated level of…
Descriptors: Positive Behavior Supports, School Districts, Data Use, Teamwork