Due to the challenges of holding this program in person, we regret that we must delay the start of this program until later in the year. Please check back after December. Thank you
Positive Behavioral Interventions and Supports
Positive Behavioral Interventions and Supports (PBIS) is a comprehensive framework that guides school and district teams on implementing support systems to achieve academically and behaviorally important outcomes for all students. The multi-tiered approach promotes adopting a continuum of evidence-based practices, effectively using data to make decisions, and using a team-based instructional approach to prevent behavioral problems.
C.E.S. offers training for school-based teams following the National Technical Assistance Center on PBIS model that supports the development of sustainable systems over a three-year training period. The three-year training process, a reflection of research of systemic change, offers the opportunity for schools to build lasting, flexible structures to address changing needs over time. As a result of participation, school-based teams increase their capacity to select and monitor practices, effectively use data as a guide for decision-making and build multi-tiered systems of support for all students, staff and families in the school community.
Dr. Christine Peck
is among the first five PBIS trainers endorsed by the Northeast Positive Behavioral Interventions and Supports Network. Click here to read more.
More than 65 schools from 11 districts in the C.E.S. region have successfully participated in PBIS team training with C.E.S. There are well over 200 PBIS schools in Connecticut and more than 20,000 nationally. C.E.S. initiated a regional PBIS Coaches Network in 2013-14 to provide ongoing support for all school-based teams.
Outcomes Associated with Implementation of PBIS
Schools that establish systems with the capacity to implement SWPBS (School-Wide Positive Behavioral Interventions & Supports) with integrity and durability have teaching and learning environments that:
Are less reactive, aversive, dangerous, and exclusionary.
Are more engaging, responsive, preventative, and productive.
Are able to address classroom management and disciplinary issues (e.g. attendance, tardies, antisocial behavior).
Improve supports for students whose behaviors require more specialized assistance (e.g. emotional and behavioral disorders, mental health).
Most importantly, maximize academic engagement and achievement for all students.
PBIS Systems Support
Fidelity of implementation of Connecticut's SRBI (Scientific Research-Based Interventions) Framework (CT SDE, August 2008)
Bullying prevention and positive school climate training requirements
Teacher evaluation expectations
PBIS Training Through C.E.S.
For information on team training or technical assistance, contact Dr. Christine Peck at firstname.lastname@example.org