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 Definition

PBIS is now defined in state statute, thanks to the implementation efforts of more than 33 percent of schools (690 schools to date) with support from districts and/or funded Regional Implementation Projects. Definition of PBIS 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 section 120B.232, subdivision 1, character education curriculum and programs may be used to support implementation of the key components of PBIS.

Read how more than 690 Minnesota schools are getting great results using PBIS.

PBIS Recognition System: Deadline March 29, 2019

Minnesota schools and districts are invited to apply for the Positive Behavioral Interventions and Supports (PBIS) Recognition System. The purpose of Minnesota PBIS Recognition is to identify and recognize exemplar schools and districts that have completed PBIS implementation and are continuing to achieve positive student outcomes. These schools and districts are able to demonstrate exemplary status by sustaining school-wide PBIS with fidelity in the current 2018-19 school year. Criteria are based on effective implementation of the essential components outlined by our national Technical Assistance Center on Positive Behavioral Interventions and Support. Applications for PBIS Recognition are due March 29, 2019.

Exemplar Sustaining PBIS Schools

Exemplar PBIS Districts

In addition to individual school recognition, districts that are coordinating and supporting their PBIS schools, whether cohort-trained or not, are invited to apply for district recognition. View the application overview for districts on the PBIS Minnesota website. View the Application for PBIS District Recognition on SurveyGizmo.