Illinois Positive Behavioral Interventions & Support Networks

Positive Behavior Interventions and Supports (PBIS) is a proactive systems approach to establishing the behavioral supports and social culture and needed for all students in a school to achieve social, emotional, and academic success.

Mission

The mission of the Illinois PBIS Network is to build skills and capacity of PBIS district and school-based leadership teams through training, coaching and technical assistance. The focus is assisting schools in developing structures for teaching expected behaviors and social skills, creating student behavioral and academic support systems, and applying data-based decision-making to discipline, academics, and social/emotional learning at the school, district, regional, and state levels. The Illinois PBIS Network promotes family and community involvement at all levels of implementation.

Goals

1. Increase data-based decision-making about behavior and academic instruction and reinforcement across all school settings.
2. Increase consistent use and effect of research-based behavioral and academic instructional strategies among all school staff at school-wide, classroom and individual student levels.
3. Reduce use of reactive discipline measures in schools (e.g. office discipline referrals, detentions, suspensions, expulsions) for all students.
4. Increase academic achievement levels of students.
5. Implement effective intervention plans for students with the most comprehensive behavioral/emotional needs that support and evaluate their success across home, school, and community.
6. Increase capacity of general education settings to successfully educate students with disabilities and prevent academic/social failures of all students.

Critical Elements

• Careful acknowledgement, consideration and achievement of outcomes (e.g., academic achievement, social competence, career/work opportunities) that are valued by significant stakeholders (e.g., students, family members, teachers, employers).
• Adoption and sustained use of research-validated practices and curricula that maximize achievement of student and teacher outcomes.
• Application of data-based decision-making at many levels (i.e., individual, classroom, school), with multiple individuals (i.e., student, teacher, administrator, support staff), across contexts (e.g., general vs. special education, school vs. home), and with multiple outcomes (e.g., reading, grades, attendance, discipline referrals).
• Development of systems (e.g., processes, routines, working structures, administrative supports) that are needed to ensure consideration of valued outcomes, research validated practices, and data-based decision-making.