Positive Behavioral Interventions and Supports (PBIS) is a multi-tiered framework to improve and integrate all of the data, systems, and practices affecting student outcomes every day. PBIS creates schools where all students succeed.

PBIS Mission Statement

The purpose of PBIS in OASD is to establish and maintain a safe and effective school environment that maximizes the academic achievement and social-emotional-behavioral competence of ALL students.

Why do we have PBIS?

PBIS lives and breathes in what we do on a daily basis and in how we interact with everyone every day. Research supports that a PBIS system, implemented with fidelity, effectively reduces classroom disruptions and student suspensions through a schoolwide, systematic, tiered-intervention approach that leads to increased student achievement. PBIS improves social, emotional and academic outcomes for all students, including students with disabilities and students from underrepresented groups. PBIS is about changing adult behavior and the environment rather than the students. 

Why do we teach behavioral expectations?

  • Just as in academics, we use the instructional framework to build behavioral/social emotional skills. Behavioral errors are indicators of lagging skill sets that have not yet been learned to fluency. 
  • Skill deficit and performance deficit require more teaching and practice to resolve.
  • Errors are seen as opportunities to teach rather than situations requiring punishment.
  • Behaviors are taught in the actual settings where behaviors are to occur.
  • To transform broad school-wide and classroom expectations into specific, observable behaviors through common language, common vision, and common experiences.
  • To build a social culture that is predictable and focused on student success.

Why do we acknowledge students?

  • The purpose of an acknowledgement system is to prompt adults to respond positively when a student engages in the behavioral expectations.
  • Positive interactions between students and adults builds relationships. Positive relationships build positive behaviors.

What happens when students do not demonstrate school-wide/classroom defined expectations? 

  • Behavioral errors are indicators of lagging skill sets that have not yet been learned to fluency. They require reteaching, modeling, and practicing in the setting in which they occur. 
  • Behavior reports with clear guidelines for what is handled in classroom vs office (minor/ major) referrals are completed to collect data to look for patterns or trends of unwanted behavior.
  • Teacher reflection is vital in determining if consequences given were effective in decreasing unwanted behaviors. i.e: reflect on environmental adaptations, what skills the student might need, was I consistent in my actions, was I timely in my prevention strategies utilized? 
  • Do not expect negative consequences to change behavior patterns. The research on behavior is clear: negative consequences are a way of “keeping the lid on” behavior only (it doesn’t change it). Teaching changes behavior patterns over the long term. 

Why do we take the TFI and SAS surveys?

  • They allow schools to have data that encourages them to expand, refine, and sustain full implementation of an equitable, multi-level system of supports. 
  • They are constant assessments that remind us to ask “Are we doing what we said we would do?” and “Is it benefitting students and families?”
  • The SAS is an all-staff survey to identify the staff’s perception on how well PBIS is being implemented. The TFI is a core team survey that looks to see if all the necessary components are being fully implemented. 
  • Results of the TFI and SAS are used to identify building priorities for annual action planning.

Why data?

  • Ongoing data is collected for decision making.
  • We use data to assess the health of our current status, implementation fidelity and to assess the impact on students.
  • Data needs to be discussed within the first 5 minutes of your team meeting.
  • Data helps place the “problem” in the context rather than in the students.
  • Data assists us in asking the right questions.
  • “Without data, all anyone has is an opinion.”  W. Edwards Deming

Why a precision statement?

  • A precision statement is a concise, data based description of an existing problem and current status. Because it is based on objective data, a precision statement moves us away from talking or planning based on subjective, non-measurable problems. 
  • Precision statements define the current status of student behavior by answering the questions of who, what, where, when, and why. 
  • It helps us to look for the smallest change that will produce the largest effect.

Why an agenda?

  • It reviews what has been happening by asking the question “Are we doing what we said we would do?”
  • It establishes new business in the form of an action plan. 
  • It drives team practices. 
  • It provides data summary, updates, identifying problems through the precision statement, problem solutions, and how and when this information will be shared to key stakeholders. 

Why celebrations and boosters?

  • Celebrations are used to acknowledge successes and positive culture of the school, as well as re-focus students on the school-wide expectations.
  • Boosters or assemblies are held on a regular basis to remind all students and staff of the expectations and build excitement around your PBIS framework.
  • Boosters should take place at the beginning of the school year (PBIS kick-off), after natural breaks in the calendar (after winter and spring break), and anytime students/staff  need a reminder of the behavior expectations.

Why do we inform/include families?

  • To help children connect their home and school life and increase their positive behaviors in both settings.
  • We need to recognize families as the first teachers and experts of their child. 

Why do we need an end of year data summary?

  • This summary is critical. Knowing how you end the year informs every goal you have moving into next year.


Sources cited: Wisconsin RtI Center; Milwaukee Public Schools; Rob Horner;  PBISApps Teach By Design
Created: April 2019

If you have any further Questions please feel free to contact:

Jean Manecke
PBIS Coordinator
Office:    (920) 424-0170 ext. 4339
Cell:        (920) 252-1766
Email: jean.manecke@oshkosh.k12.wi.us

Katie Tennessen
PBIS Systems Support Facilitator
Office: (920) 424-0170 ext.6771
Email: katie.tennessen@oshkosh.k12.wi.us