5.3 School-Wide PBIS and Tiered Behavioral Supports

Theoretical Foundations of SWPBIS and MTSS

School-Wide Positive Behavioral Interventions and Supports (SWPBIS) is an evidence-based, data-driven framework embedded within a Multi-Tiered System of Supports (MTSS). Grounded in behavioral science and implementation research, PBIS replaces reactive discipline with a systemic, prevention-oriented continuum of behavioral supports across educational environments.

Rather than viewing behavioral difficulties as inherent deficits within individual students, PBIS conceptualizes behavior as a dynamic interaction between the student and the educational environment. By establishing clear expectations, teaching prosocial behaviors explicitly, recognizing positive actions, and using data to guide systemic decisions, schools create safe, predictable, and supportive environments that maximize academic engagement and social-emotional growth for all learners.

The Three-Tiered Continuum of Behavioral Support

PBIS organizes behavioral supports into a public-health epidemiological pyramid designed to match intervention intensity to student need:

• Tier 1: Universal / Primary Supports (80%–90% of population): School-wide and classroom-wide proactive practices experienced by all students across all school settings. Designed to establish a positive climate and prevent the development of new problem behaviors.
• Tier 2: Targeted / Secondary Supports (10%–15% of population): Specialized, rapid-access group interventions for students displaying persistent at-risk behaviors who do not respond adequately to Tier 1 universal supports alone.
• Tier 3: Intensive / Tertiary Supports (1%–5% of population): Individualized, highly intensive interventions based on formal FBAs, BIPs, and multi-agency wraparound supports for students with severe, chronic, or high-risk behavioral challenges.

Tier 1 Universal Behavioral Supports (All Students)

Tier 1 forms the foundational bedrock of school-wide culture, providing universal behavioral instruction across all school environments including classrooms, hallways, cafeterias, playgrounds, and school buses.

Core Components of Tier 1 SWPBIS:

1. 3 to 5 Positively Stated Expectations: Schools select a concise set of memorable core values (e.g., Be Safe, Be Respectful, Be Responsible). Expectations are phrased positively ("Walk in hallways") rather than negatively ("Don't run") to clearly define desired behaviors.
2. School-Wide Behavioral Expectation Matrix: A comprehensive visual matrix defining what each core expectation looks like across every school setting (Classroom, Hallways, Cafeteria, Playground, Bus, Restrooms).
3. Explicit Behavioral Instruction: Expectations are explicitly taught to all students at the beginning of the school year and systematically retaught following academic breaks. Lessons feature teacher modeling, student role-play, and guided practice.
4. High Ratios of Positive Feedback (4:1 Ratio): Staff maintain a minimum ratio of 4 positive interactions for every 1 corrective interaction. Schools utilize formal token economies (e.g., school currency, tickets, assemblies) to acknowledge expected behaviors.
5. Consistent Continuum of Procedures for Misbehavior: Clear operational distinctions between minor classroom-managed behaviors (e.g., talk-outs, brief off-task) and major office-managed behaviors (e.g., physical aggression, weapons, severe property destruction).

Tier 2 Targeted Group Behavioral Interventions (At-Risk Students)

Tier 2 supports provide efficient, low-cost group interventions for students who exhibit moderate behavioral difficulties (e.g., earning 2 to 5 Office Discipline Referrals) or indicate risk on universal behavioral screening tools such as the Student Risk Screening Scale (SRSS).

Check-In / Check-Out (CICO) / Daily Progress Report (DPR)

Check-In/Check-Out (CICO) is the gold-standard Tier 2 intervention. It provides structured feedback and continuous adult encouragement throughout the school day without requiring intensive individual functional assessments.

The CICO Daily Cycle:

1. Morning Check-In: The student meets with a dedicated CICO coordinator each morning to review behavioral goals, receive their Daily Progress Report (DPR) card, and start the day with positive adult contact.
2. Periodic Teacher Evaluation: At the end of each class period, the teacher rates the student's performance on a 0–2 scale for each school-wide expectation on the DPR card and provides brief, supportive feedback.
3. Afternoon Check-Out: The student returns to the CICO coordinator at the end of the day to tally points earned. If the student meets their daily point goal (typically 80% of total points), they receive a small reinforcer or praise.
4. Home Component: The student takes a copy of the DPR home for parent signature, establishing positive school-home alignment.

Other Tier 2 Interventions

• Targeted Social Skills Instructional Groups (SSIG): Small group instruction focusing on specific skill deficits (e.g., anger management, peer conflict resolution).
• Academic Behavior Support Groups: Group tutoring paired with structured executive functioning and task-initiation coaching.

Tier 3 Intensive Individualized Supports and Implementation Fidelity

Tier 3 interventions are designed for students who exhibit severe, persistent, or dangerous behaviors (e.g., 6+ ODRs or non-response to Tier 2 supports).

Individualized FBA/BIP and Wraparound Services

• Individualized FBA and BIP: Comprehensive assessment of behavioral function resulting in a customized intervention plan.
• Wraparound Services: A family-centered, community-based planning process that integrates school personnel, mental health providers, social services, and juvenile justice to support students with complex needs.

Data-Based Decision Making and Implementation Fidelity

Schools track behavior using Office Discipline Referrals (ODRs) calculated per 100 students per day. Data teams analyze referrals across five core dimensions:

• What behavior occurred?
• When did it occur (time of day)?
• Where did it occur (location)?
• Who was involved?
• Why did it occur (perceived function)?

To ensure programs operate as intended, schools evaluate implementation integrity using the School-Wide PBIS Tiered Fidelity Inventory (TFI), targeting a minimum score of 80% fidelity across tiers.