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Supplemental PBIS Resources and Links

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What is PBIS?

Positive Behavioral Interventions and Supports (PBIS) is an evidence-based three-tiered framework for improving and integrating all of the data, systems, and practices affecting student outcomes every day. It is a way to support everyone – especially students with disabilities – to create the kinds of schools where all students are successful.

PBIS isn’t a curriculum you purchase or something you learn during a one-day professional development training. It is a commitment to addressing student behavior through systems change. When it’s implemented well, students achieve improved social and academic outcomes, schools experience reduced exclusionary discipline practices, and school personnel feel more effective.

For more information, technical assistance and training to implement PBIS at your school or district please contact Wes Temple

Wtemple@esc19.net   Office: (915) 780-5340

Systems/Practices Resources

Project Restore: Trauma-Informed Training Series

As a result of school closures and remote learning due to the COVID-19 pandemic, students have been at higher risk of exposure due to adverse childhood experiences and first hand exposure to the effects of COVID-19. We also know that many educators have themselves experienced a prolonged state of stress over the course of the pandemic and share many of the concerns regarding loss of safety, health and predictability as students upon the return to school.

TIER (TEA) Technical Assistance Network

The Tiered Interventions using Evidence-based Research (TIER) network is developing comprehensive and coherent trainings and resources for evidence-based intervention practices across the state. The network strives to increase LEA and ESC capacity to develop and implement an effective, integrated, comprehensive framework for intervention that is grounded in differentiated instruction and aligns the systems that are fundamental for all students’ academic, behavioral, and social achievement. 

National Center on PBIS

Positive Behavioral Interventions and Supports (PBIS) is an evidence-based three-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.

PBISApps

PBISApps is the maker of the School-Wide Information System (SWIS) Suite, PBIS Assessment, and PBIS Evaluation. Our applications have been implemented in more than 25,000 schools in the US and abroad. PBISApps has been making schools safer, more productive places for more than a decade by empowering educators to make data-based decisions as problems emerge.

Northeast Positive Behavior Support

Northeast PBIS (NEPBIS) is a regional network dedicated to improving efficiency and effectiveness of PBIS...

Data Resources

Tiered Fidelity Inventory

The purpose of the SWPBIS Tiered Fidelity Inventory (TFI) is to provide a valid, reliable, and efficient measure of the extent to which school personnel are applying the core features of school-wide positive behavioral interventions and supports (SWPBIS).

Tier 1 Benchmarks of Quality

This assessment allows school teams to examine their Tier 1 implementation fidelity, document whether it has been effective, and identify strengths and weaknesses for action planning. The manual provides instructions on how to administer the BoQ and includes the complete assessment tool with supporting materials.

Annual Dropout Data (TEA)

This page provides annual dropout data for all Grade 7-12 students by race/ethnicity, gender, economic status, program participation (bilingual or English as a second languagecareer and technical educationgifted and talentedSection 504special education, and Title I), and other student characteristics (at-riskdyslexiaEnglish learnerfoster carehomelessimmigrantmigrantmilitary-connected, and overage)

Discipline and School Removals (TEA Resource)

Under IDEA, a free, appropriate public education (FAPE) must be made available to all children with disabilities aged of 3 through 21,  including children who have been suspended or expelled from school, as provided in 34 CFR §300.530(d) (See 20 USC §1412(a)(1) and 34 CFR §300.101(a))

Suspension and Expulsion Rates (TEA)

Special Education State Performance Plan Indicator 4 Resources.