Feature Description Common Vision/Values A mission, purpose, or goal that is embraced by the majority of members of the organization, reflects shared needs, and serves as the basis for decision-making and action planning. Common Language The terminology, phrases, and concepts that describe the organization’s vision, actions, and operations so that communications are understood, informative, efficient, effective, and relevant to members of the organization. Common Experience A set of actions, routines, procedures, or operations that are practiced and experienced by all members of the organization and include data feedback systems or loops to assess the quality of implementation and link activities to outcomes. Quality Leadership Personnel, policies, structures, and processes that are organized and distributed to achieve and sustain the organization’s vision, language, and experience. PBIS CORE FEATURES AND PRACTICES The PBIS logic is linked to the response-to-intervention (RtI) and multi-tiered support systems (MTSS) approaches. In general, PBIS, MTSS, RTI, and MTBF share the following core features: In the following table, each PBIS core feature is described briefly. Feature Description Implementation Fidelity Structures and procedures are in place to assess, ensure, and coordinate appropriate adoption and accurate and sustained implementation of evidence-based practices and systems in the context of assessment data regarding student responsiveness.
implementers also intensify. The following table summarizes these core practices and systems by tier. I. Universal or Primary All students, all staff, all settings Systems Practices Leadership team with active administrator participation Efficient routine, schedule, and structure for conducting efficient team meetings Commitment statement for establishing a positive school-wide social culture Procedures for on-going data-based monitoring, evaluation, and dissemination Procedures for selection, training and coaching of new personnel Procedures for evaluation of personnel related to PBIS implementation Set of school-wide positive expectations and behaviors are defined and taught Procedures for establishing classroom expectations and routines that are consistent with school-wide expectations Continuum of procedures for encouraging expected behavior Continuum of procedures for discouraging problem behavior Procedures for encouraging school-family partnerships II. Targeted or Secondary Supplemental small group Systems Practices All Tier I systems above Intervention team with coordinator Behavioral expertise Increased precision in data collection related to implementation fidelity and progress monitoring Formal process for screening and identifying students in need of more than Tier I support. Access to training and technical assistance on Tier II practices and supports All Tier I practices above Increased instruction and practice with and social skills Increased adult supervision Increased opportunity for positive reinforcement Increased antecedent manipulations (e.g., precorrection) Increased precision to minimize rewards for problem behavior Increased access to academic supports III. Intensive or Tertiary Tailored for individual student