Ohio Positive Behavioral Interventions & Supports

PBIS for Districts and Schools

Positive Behavioral Interventions and Supports (PBIS) is a proactive, schoolwide approach used within an Integrated Multi-Tiered System of Supports (iMTSS) to intentionally promote positive student behavior and create predictable, supportive learning environments. PBIS provides a structured foundation that supports all learners and works in coordination with academic, attendance, and wellness supports. 

When PBIS is implemented consistently and with fidelity, students experience clearer expectations, increased engagement in core instruction, and improved access to supports. The framework focuses on teaching and reinforcing expected behaviors, and addressing behavioral challenges through modeling and guidance to keep students connected to learning.

PBIS within Ohio's Integrated Multi-Tiered System of Supports Framework

Ohio’s iMTSS organizes academic and nonacademic supports into one clear, coordinated framework. PBIS serves as a core part of the nonacademic domain and strengthens how schools organize and deliver supports. 

PBIS contributes to iMTSS by helping schools: 

  • Apply Tier 1 universal practices to promote positive behavior schoolwide; 
  • ​Use universal screening and other data to identify student needs early; 
  • Engage in team-based problem-solving that aligns behavioral supports with district and school goals; 
  • ​Deliver Tier 2 and Tier 3 interventions matched to student needs; and 
  • ​Conduct ongoing progress monitoring to track outcomes and adjust supports. 

PBIS also supports iMTSS by strengthening the adult systems that guide this work, including those listed below. 

  • Shared leadership: School and district leaders coordinate decision-making, involve families as partners, align PBIS with broader MTSS goals, and ensure consistent implementation. 
  • ​Professional capacity: Staff receive ongoing learning and coaching to deepen their knowledge of PBIS, data use, and tiered supports.  
  • Communication and collaboration: Teams share data, strategies and updates across roles and departments so that PBIS and iMTSS practices stay aligned and transparent. 

By grounding PBIS in an iMTSS framework, schools streamline their systems, strengthen collaboration, and ensure students receive evidence-based supports that meet their needs.  

Alternatives to Discipline

PBIS emphasizes constructive responses to behavior that teach new skills, strengthen relationships, and address underlying causes. When schools use alternative approaches to discipline, they provide students with:  

  • Opportunities to learn problem solving and conflict resolution skills; 
  • Supportive interventions that align with their developmental needs; and 
  • Access to additional tiered behavioral supports in response to data-based need.  

State and national resources offer guidance on designing alternatives to discipline that align with PBIS and Ohio’s iMTSS Framework. Some of these are listed below.

Ohio Rules and Policies

Ohio law emphasizes keeping students engaged in instruction and connected to schoolwide supports. State policy: 

  • prohibits out-of-school suspensions and expulsions for students in pre-kindergarten through grade three;
  • ​limits the use of restraint and seclusion for all students; and
  • reinforces the importance of maintaining access to a full continuum of academic and nonacademic supports.

To learn more about requirements regarding discipline in Ohio law, access the Department’s webpages about PBIS rules and policies and Ohio School Discipline.  

Professional Development

Ohio rule describes the importance of including PBIS in professional development for staff. Ohio offers free virtual training modules to help schools and districts fulfill the state’s PBIS professional development requirement for all school personnel.

These modules:  

  • Are designed for use by anyone in a student-facing role; 
  • Introduce the core components of Ohio’s PBIS framework;  
  • Support staff in aligning Tier 1 practices with districtwide iMTSS systems; 
  • Offer flexible pathways for educators in different roles; and 
  • Help PBIS teams strengthen implementation, identify focus areas, and enhance schoolwide systems. 

As shared above, iMTSS emphasizes professional capacity as a key component to success. Additional professional learning and implementation support may be available from State Support Teams and Educational Service Centers (ESCs).   

Resources for Districts and Schools

MTSS Implementation and Classroom Supports

Family Engagement and Partnerships

PBIS and Families

How PBIS Supports Students

Schools use PBIS to create safe, predictable learning environments. PBIS helps a student understand what is expected at school and how to meet those expectations. When routines and expectations stay consistent, students spend more time learning and on-task.  

How Districts and Schools Can Help Families Stay Connected to PBIS 

PBIS is most effective when schools and families work together. Families bring valuable experiences and insights that help school teams understand students' needs and what works well at home. Districts and schools can make this partnership easier by clearly communicating expectations, keeping communication pathways open, and offering simple, meaningful ways for families to participate. When schools listen to family perspectives and create opportunities for two-way collaboration, the entire school community grows stronger and every child benefits.  

Below are practices districts can use to help families stay connected to PBIS across both home and school: 

Communicating and Modeling Schoolwide Expectations 

  • Provide families with clear, accessible explanations of school expectations and what those behaviors look like in action.  
  • Regularly share examples of when students demonstrate positive behavior and explain how acknowledgment systems work.  
  • ​Offer guidance and tools families can use if students are struggling with specific expectations or routines.  

Creating Easy, Early Communication Pathways 

  • Ensure families know how to contact teachers and staff through multiple options (in‑person, phone, email, digital platforms). 
  • Work with families to establish communication preferences for sharing celebrations, updates, and concerns.  
  • ​Make discipline policies transparent, easy to understand, and proactively offer opportunities for clarification.  

Designing Accessible Opportunities for Family Participation 

  • Provide a range of ways for families to engage in school events, meetings, or conferences, including flexible scheduling and virtual options.  
  • ​Keep families informed about learning and behavior supports so they feel connected and included. 

Gathering and Using Family Feedback to Strengthen Practices 

  • Actively seek family perspectives to understand student needs and improve schoolwide PBIS systems.  
  • ​Use feedback to refine practices so they are more effective, inclusive, and reflective of the school community.  

Resources for Families

General Resources

Last Modified: 5/13/2026 2:33:41 PM