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The Application process to become a School-Wide Positive Behavior Support Local Facilitator for the PAPBS Network is now OPEN.

For Current Application and Instructions :  CLICK HERE

·    Follow instructions on page 11 regarding  point of contact for application submission. Application deadline is 4:00 PM on October 30th, 2017.                


Spring 2017 Newsletter

PAPBS Schools in Action:

NEW! PAPBS Video Presentation: This video is an introduction to school-wide positive behavior support. Pennsylvania’s community of practice on school-based behavioral health, in partnership with the Pennsylvania Department of Education and its Bureau of Special Education, is pleased to share with you an overview of school-wide positive behavior interventions and supports. This video primarily features Pennsylvania schools and their efforts to reduce non-academic barriers to student achievement.  

More news from PAPBS Schools
School-Wide vs. Program-Wide

"School-Wide" refers to PBIS in elementary, middle and secondary schools, while "Program-Wide" refers to PBIS in early childhood and pre-school settings in Pennsylvania. Check the tabs for each for more information.

Schools in Pennsylvania Implementing Positive Behavior Support


Request for Proposal, Implementers' Forum:  Link for Proposals
**All Requests for Proposal are due October 12, 2017.

Recognition Application:  Link to Recognition Application
Recognition Supporting document:  2017-2018 School recognition App FINAL.doc
**All Recognition Applications must be submitted through the Link to Recognition Application by November 3, 2017.


Pennsylvania Positive Behavior Support Implementers’ Forum

May 22 & 23, 2018 Hershey Lodge and Convention Center, Hershey Pa.


May 16 & 17, 2017:  Pennsylvania Positive Behavior Support Implementers' Forum

Many of the session were recorded and will be available soon. Stay tuned for more information.

2016-2017 School-Wide Positive Behavioral Interventions and Supports Recognition

280 schools and programs were recognized and honored during the May 16 & 17, 2017 Implementers Forum.

Of the 280 recognized, 90 schools/programs were acknowledged for meeting their first year of fidelity to Tier 1; 133 schools/programs were recognized for sustaining Tier 1 with fidelity; 39 schools/programs for implementing Tier 1 and Tier 2 with fidelity; and 18 schools/programs implementing all three tiers with fidelity.    

CLICK HERE   for the schools and programs recognized at the May 16 &17, 2017 Implementers Forum   

CLICK HERE  for  Streaming Media of recorded keynote session and workshops can be accessed at

    The 2016 PAPBS Implementers Forum, “Keys to a Successful PBIS Framework” was held on May 5 & 6, 2016 and was a great success.

We are pleased to announce the 2016-2017 Model School Site Awardees

There are procedures for PAPBS Network Schools, or schools working with a PAPBS Facilitator to become affiliated with the Network. If  interested in visiting a model site contact your Regional or Local PAPBS local facilitator. This year’s Grant recipients include:

Eastern Region--Tina Lawson, Tlawson@pattan.net

Wescosville Elementary School (East Penn School District)

Central Region: Laura Moran, lmoran@pattan.net

Donald H. Eichorn Middle School (Lewisburg School District)

James Burd Elementary school (Shippensburg School District)
Western Region: Kathryn Poggi, kpoggi@pattan.net
Sharon Middle / High School (Sharon School District)


The Pennsylvania Positive Behavior Support Network:

The mission of the Pennsylvania Positive Behavior Support Network (PAPBS Network), through training and technical assistance, is to support schools and their family and community partners to create and sustain comprehensive, school-based behavioral health support systems in order to promote the academic, social and emotional well-being of all Pennsylvania’s students. The network’s goal is to ensure that all schools have the necessary technical assistance, collaborative opportunities, and evaluative tools needed to overcome non-academic barriers to learning and achieve competence and confidence in advancing academic, social, and emotional success for all students.

CORE STATEMENT: Pennsylvania's Community of Practice on School-Based Behavioral Health

What is Positive Behavior  Interventions and Supports (PBIS)?

Positive Behavior Interventions and Supports is an evidence-based, cost-effective, systems approach for establishing the social culture needed for schools to be effective learning environments for all students. Positive Behavior Interventions and Supports eliminates barriers to learning, creates and maintains a safe and effective learning environment in schools, and ensures that all students have the social and emotional skills needed to succeed in school and beyond. Positive Behavior Interventions and Supports helps schools teach students expected behaviors and social skills, creates student behavioral health and academic support systems, and applies data-based decision-making to discipline, academics, and social/emotional learning. Positive Behavior Interventions and Supports uses the three-tiered approach of universal interventions (for all students and settings), secondary interventions (for students who are at-risk), and tertiary interventions (for individual students needing specialized assistance).

Information about School-Wide Positive Behavioral Interventions and Supports (SWPBIS) from the Office of Special Education Programs

Improving student academic and behavior outcomes is about ensuring all students have access to the most effective and accurately implemented instructional and behavioral practices and interventions possible. SWPBIS provides an operational framework for achieving these outcomes. More importantly, SWPBIS is NOT a curriculum, intervention, or practice, but IS 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, SWPBIS emphasizes four integrated elements: (a) data for decision making, (b) measurable outcomes supported and evaluated by data, (c) practices with evidence that these outcomes are achievable, and (d) systems that efficiently and effective support implementation of these practices.

SWPBIS schools organize their evidence-based behavioral practices and systems into an integrated collection or continuum in which students experience supports based on their behavioral responsiveness to intervention. A three-tiered prevention logic requires that all students receive supports at the universal or primary tier. If the behavior of some students is not responsive, more intensive behavioral supports are provided, in the form of a group contingency (selected or secondary tier) or a highly individualized plan (intensive or tertiary tier).