Positive Behavioral Interventions and Supports

Positive Behavioral Interventions and Supports (PBIS) implementation is a state-initiated project that provides districts and individual schools throughout Minnesota with the necessary training, coaching, technical support and evaluation to promote improvement in student behavior across the entire school, especially for students with challenging social behaviors. PBIS school teams establish clearly defined outcomes that relate to students’ academic and social behavior, systems that support staff efforts, practices that support student success and data to guide decision-making.

PBIS is identified in Minnesota's Olmstead Plan as a strategy for increasing the percentage of students with disabilities receiving education in the most integrated setting. Read more about the Olmstead Plan. Read more information about the Minnesota Department of Education Positive Behavioral Interventions and Supports Initiative below.

PBIS Definition

PBIS is defined in state statute, thanks to the implementation efforts of more than 39 percent of schools (803 schools to date) with support from districts and/or funded Regional Implementation Projects. The definition of PBIS is below:

“Positive behavioral interventions and supports” or “PBIS” means an evidence-based framework for preventing problem behavior, providing instruction and support for positive and prosocial behaviors, and supporting social, emotional and behavioral needs for all students. Schoolwide implementation of PBIS requires training, coaching, and evaluation for school staff to consistently implement the key components that make PBIS effective for all students, including:

  1. establishing, defining, teaching, and practicing three to five positively stated schoolwide behavioral expectations that are representative of the local community and cultures;
  2. developing and implementing a consistent system used by all staff to provide positive feedback and acknowledgment for students who display schoolwide behavioral expectations;
  3. developing and implementing a consistent and specialized support system for students who do not display behaviors representative of schoolwide positive expectations;
  4. developing a system to support decisions based on data related to student progress, effective implementation of behavioral practices, and screening for students requiring additional behavior supports;
  5. using a continuum of evidence-based interventions that is integrated and aligned to support academic and behavioral success for all students; and
  6. using a team-based approach to support effective implementation, monitor progress, and evaluate outcomes.

Consistent with Minnesota Statutes, section 120B.232, subdivision 1, character education curriculum and programs may be used to support implementation of the key components of PBIS.

Read how over 800 Minnesota schools are getting great results using PBIS.