Ohio Positive Behavioral Interventions & Supports
What is Positive Behavioral Interventions and Supports (PBIS)?
PBIS is a general education initiative, supporting all children and youth.
The OSEP Center on Positive Behavioral Interventions & Supports defines PBIS as: a decision making framework that guides selection, integration and implementation of the best evidence-based academic and behavioral practices for improving important academic and behavior outcomes for all students. In general, PBIS emphasizes four integrated elements: data for decision making, measurable outcomes supported and evaluated by data, practices with evidence that these outcomes are achievable, and systems that efficiently and effectively support implementation of these practices.
What is the Ohio PBIS Network?
The Ohio PBIS Network was initiated by the Ohio Department of Education Office for Exceptional Children to develop materials, resources and training to support the scaling up of PBIS in Ohio schools. The Ohio PBIS Network is primarily composed of professionals from each of the 16 Ohio State Support Teams and the Office for Exceptional Children.
The Ohio PBIS Network Vision Statement: All learning environments in Ohio will implement Positive Behavioral Interventions and Supports (PBIS) as an effective and proactive framework for improving safety, social competence, and academic achievement for all students.
Ohio Rules and Policy
Ohio PBIS Network:
Ohio PBIS Training
The primary source for PBIS training is through your regional State Support Team (SST). See the section above to find the SST closest to you. Also, see the Tab above (PBIS Recognition, Visitation and Showcase) for information on the annual PBIS Showcase event.
The Ohio PBIS Network occasionally offers statewide trainings. Any scheduled trainings would be listed below with registration available through STARS.
The Office of Special Education Programs (OSEP) issued a letter of significant guidance related to the implementation of Positive Behavior Interventions and Supports (PBIS), reminding states and districts of the responsibility for ensuring a free appropriate public education (FAPE) to students with disabilities, including the IEP team addressing the implications of a child’s behavioral needs. OSEP further clarifies that a failure to consider and provide for needed behavioral supports through the IEP may result in a student not receiving a meaningful educational benefit or FAPE. The letter provides IDEA requirements for PBIS as well as resources that support planning and implementation of services.
Last Modified: 2/15/2019 4:59:54 PM