POSTERS FOR PAPBS IMPLEMENTERS FORUM!!!
We are seeking submissions for the Poster
Session of the PA Positive Behavior Support Implementers Forum.
The Poster Session, held on May 16, 2017, is
designed to provide information on innovative practices and research
surrounding the implementation of PBIS at the universal, tertiary or intensive
level. Posters presenters will be required to remain with their poster
during the one hour session and share information with participants. All
public and private schools and early childhood programs, higher education
institutions, and community agencies are encouraged to submit and share their
work with our colleagues across the state.
CLICK HERE To submit an application for the Poster Session,
Poster Session applications will be accepted until
March 31, 2017. All applicants will be notified of their status by April
As a thank you for adding your experience and
expertise to the Forum, Poster Session presenters will be entered in a prize
For further information, please contact Amy Smith,
email@example.com, 800-441-3215 ext. 7216.
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
Implementers’ Forum Film Festival - May 17, 2017
2017 marks the fourth year for the film festival at the
PAPBS Implementers’ Forum. We are presently seeking video submissions from network
schools. Eligible videos include both Program-Wide (Early Childhood) and School-Wide
examples of implementation.Click here for submission instructions.
Deadline for video submission is Friday March 31,
The 2016 PAPBS Implementers Forum,
“Keys to a Successful PBIS Framework” was held on May 5 & 6, 2016 and was a
Mark your calendars for next year’s Forum (2017), scheduled for May 16 & 17, 2017.
Fall 2016 PAPBS Newsletter
We are pleased to announce the 2016-2017 Model School
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
Eastern Region--Tina Lawson,
Wescosville Elementary School (East Penn School District)
Central Region: Laura Moran,
Donald H. Eichorn Middle School (Lewisburg School District)
James Burd Elementary school (Shippensburg School
Western Region: Kathryn Poggi,
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).