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2014-2015 SWPBIS Facilitators Training Opportunity

The PaPBS Network is pleased to announced that we are seeking new School-Wide Local Facilitators to join our 2014-2015 Cohort 4. If interested, please follow the instructions in the application as to how to apply. Applications are due November 30, 2014


2014-2015 Facilitator Application
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

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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
2014-2015 Pa's PBIS Tier 1 Recognition Process (NEW!)

Does your Program or School implement PBIS?  Are you implementing with Fidelity?
If so, please download this  application  and talk with your Facilitator to apply to be
recognized at this years on May 27-28, 2015.



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).

Download OSEP's definitional document: "What is School-Wide Positive Behavioral Interventions and Supports?"