(1) Educators and the general public cite dis-
ciplinary issues as the leading challenge facing 
schools. 
(2) There is significant evidence that zero toler-
ance and other get-tough approaches to school dis-
cipline are ineffective and even counter-productive. 
(3) Learning and behavior are inextricably 
linked. The most successful schools have high aca-
demic and behavior standards, and improvements in 
student behavior and school climate are correlated 
with improvements in academic outcomes and grad-
uation rates. 
(4) Evidence-based practices for improving be-
havior and creating a school climate more conducive 
to learning have not been uniformly adopted and 
sustained. 
(5) Many problems can be prevented or mini-
mized with early intervening services that have been 
shown to be effective and reduce the need for more 
intensive and more costly interventions. 
(6) In particular, the use of positive behavior 
supports leads to greater academic achievement, sig-
nificantly fewer disciplinary problems, lower suspen-
sion and expulsion rates, greater inclusion, more 
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time for instruction, and increased opportunities for 
all students to achieve. 
(7) The application of schoolwide positive be-
havior supports decreases rates of problem behaviors 
by improving the systematic and consistent use of 
active supervision, positive feedback, and social skills 
instruction. 
(8) When approaches such as positive behavior 
support are paired with effective interventions and 
services for students with significant needs, all stu-
dents, including those with the most challenging be-
haviors, can succeed. 
(b) PURPOSES.—The purposes of this Act are to ex-
pand the use of positive behavior supports and other early 
intervening services in schools in order to systematically 
create a school climate that is highly conducive to learn-
ing, reduce discipline referrals, and improve academic out-
comes. 
SEC. 3. POSITIVE BEHAVIOR SUPPORT DEFINED. 
Section 9101 of the Elementary and Secondary Edu-
cation Act of 1965 (20 U.S.C. 7801) is amended by add-
ing at the end the following: 
‘‘(44) POSITIVE
BEHAVIOR
SUPPORT.—The 
term ‘positive behavior support’ means a broad 
range of systemic and individualized strategies for 
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achieving important social and learning outcomes 
while preventing problem behavior with all stu-
dents.’’. 
SEC. 4. SCHOOLWIDE POSITIVE BEHAVIOR SUPPORT. 
(a) FLEXIBILITY TO USE TITLE I FUNDS TO IMPLE-
MENT SCHOOLWIDE POSITIVE BEHAVIOR SUPPORT.— 
(1) IN GENERAL.—Section 1003(b) of the Ele-
mentary and Secondary Education Act of 1965 (20 
U.S.C. 6303(b)) is amended— 
(A) by redesignating paragraphs (1) and 
(2) as subparagraphs (A) and (B), respectively; 
(B) by inserting ‘‘(1)’’ before ‘‘Of the 
amount’’; and 
(C) by adding at the end the following: 
‘‘(2) Of the amount reserved under subsection (a) for 
any fiscal year, the State educational agency may allocate 
funds to develop and implement coordinated, early inter-
vening services (including schoolwide positive behavior 
supports) for all students, including those who have not 
been identified as needing special education but who need 
additional academic and behavioral support to succeed in 
a general education environment. Funds so allocated shall 
be aligned with funds authorized under section 613(f) of 
the Individuals with Disabilities Education Act and shall 
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be used to supplement, and not supplant, funds made 
available under such Act for these activities and services.’’. 
(2) TECHNICAL ASSISTANCE.— 
(A) 
Subparagraph 
(B) 
of 
section 
1116(b)(4) of such Act (20 U.S.C. 6316(b)(4)) 
(relating to technical assistance) is amended by 
redesignating clauses (iii) and (iv) as clauses 
(iv) and (v), respectively, and by inserting after 
clause (ii) the following new clause: 
‘‘(iii) shall include assistance in imple-
mentation of schoolwide positive behavior 
supports and other approaches with evi-
dence of effectiveness for improving the 
learning environment in the school;’’. 
(B) Paragraph (3) of section 1117(a) of 
such Act (20 U.S.C. 6317(a)) (relating to re-
gional centers) is amended by inserting ‘‘any 
technical assistance center on schoolwide posi-
tive behavior supports funded under section 
665(b) of the Individuals with Disabilities Edu-
cation Act,’’ after ‘‘2002),’’. 
(C) 
Subparagraph 
(B) 
of 
section 
1117(a)(5) of such Act (20 U.S.C. 6317(a)(5)) 
(relating to functions of school support teams) 
is amended by redesignating clauses (iii) and 
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(iv) as clauses (iv) and (v), respectively, and by 
inserting after clause (ii) the following new 
clause: 
‘‘(iii) review the number of discipline 
referrals in the school and the overall 
school climate and engagement of families, 
and use that information to assist the 
school to implement schoolwide positive be-
havior supports and/or other early inter-
vening services;’’. 
(b) LEA FLEXIBILITY TO IMPROVE SCHOOL CLI-
MATE.—Subclause (I) of section 1114(b)(1)(B)(iii) of 
such Act (20 U.S.C. 6314(b)(1)(B)(iii)) (relating to 
schoolwide reform strategies) is amended by redesignating 
items (bb) and (cc) as items (cc) and (dd), respectively, 
and by inserting after item (aa) the following new item: 
‘‘(bb) improve the learning 
environment in the school, includ-
ing 
the 
implementation 
of 
schoolwide positive behavior sup-
ports, in order to improve aca-
demic outcomes for students;’’. 
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