Ohio Positive Behavioral Interventions & Supports
What is Positive Behavioral Interventions and Supports (PBIS)?
Ohio schools and districts are responsible for creating a positive school environment where each student can thrive and reach their potential. Positive Behavioral Interventions and Supports (PBIS) is a framework that guides school teams in the selection, integration, and implementation of evidence-based practices for improving academic, social, and behavior outcomes for all students. PBIS is a research-based system, that employs a positive approach to discipline. When implemented with fidelity, PBIS can reduce office referrals, in-school suspensions, and out-of-school suspensions, thereby increasing instructional time for students. The PBIS framework provides support to students, families, and educators by using a proactive approach to teach all students the knowledge, skills, and attitudes needed to be competitive and successful wherever their path takes them.
The PBIS process emphasizes four integrated elements:
- Systems that efficiently and effectively support implementation.
- Data informs practices and decision making.
- Practices and interventions provide a continuum of multi-tiered supports to address varying student needs.
- Outcomes are continually monitored for progress to ensure systems and practices are effectively meeting the needs of students, staff, and families.
Implementation of PBIS helps eliminate barriers to learning and creates a consistent, safe, and positive school climate. PBIS is not a curriculum or a one-day training. PBIS is a systems change process that requires on-going commitment to achieve the best outcomes for students, staff, and families.
Ohio Rules and Policy
Ohio students benefit when they are in school and have access to the continuum of evidence-based practices and supports provided within the Positive Behavioral Intervention and Supports framework. Ohio Law requires that no school or district issue out-of-school suspensions or expulsions to students in grades pre-kindergarten through three. Ohio has one of the strongest state laws in the country addressing multi-tiered behavioral supports in the interest of reducing disciplinary referrals, especially for prekindergarten through grade 3 students.
Ohio Law requires PBIS implementation, limits the use of restraint and seclusion, requires professional development, and includes how PBIS is represented on Ohio Report Cards.
Ohio PBIS Network
The Ohio PBIS Network includes professionals from each of the 16 Ohio State Support Teams, Educational Service Centers, state stakeholders, and Department staff.
State Support Team and Educational Service Center PBIS consultants are available to provide coaching and resources to schools and districts to support the scaling up of PBIS in Ohio schools.
Ohio PBIS Training and Professional Development
Schools and districts can access free, on demand PBIS training through Ohio’s Online Professional Development (OhioPBIS.org). The PBIS training modules are designed for use by anyone in a student facing role. Modules can be completed as a complete series for more comprehensive learning or as stand-alone modules. PBIS Leadership Teams may use them to provide guidance, strengthen a focus area, and provide supplement learning for all school personnel, families, and community members.
In January 2025, six new Tier 1 Schoolwide PBIS modules will be available. Additional Tier 1 Classroom Practices and Tier 2 modules will be available in June 2025. All modules within the PBIS Online Professional Development series include instructions for potential use, technical tips, and resources. Schools and districts are encouraged to contact their State Support Team for more in-depth coaching and implementation support.
Federal Guidance
The Office of Special Education Programs (OSEP) at the United States Department of Education (USDOE) provide actionable recommendations for schools and districts to create safe and supportive learning environments for students and educators.
These documents reference Multi-Tiered Systems of Support (MTSS) and PBIS to remind 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. These documents also provide IDEA requirements for PBIS as well as resources that support planning and implementation of services.
Last Modified: 12/20/2024 3:12:31 PM
