Report page 22

Although identified outcomes frequently include improvements in school climate and/or students’ SEB or academic performance, outcomes should always be locally meaningful, collaboratively defined, and aligned with specific strengths and needs within the school.

The clear identification of outcomes guides teams in the selection of practices, the use of data for decision-making, and the development of systems within the PBIS framework.

Practices are the evidence-based supports and interventions provided to students to address valued outcomes and goals. In the PBIS framework, practices are organized within a continuum.

Universal, or Tier 1, practices are provided to all students to proactively support student SEB needs and to proactively promote connection and belonging.

Targeted, or Tier 2, practices are provided to small groups of students who are identified as needing supplemental support.

Individualized, or Tier 3, practices are intensive and individualized to support students who need support beyond what is offered in Tiers 1 and 2.

Data guide decision-making and all aspects of implementation. Leadership teams use multiple sources of data (e.g., attendance, discipline, academic, staff/student/family surveys, and rates of students experiencing homelessness) to assess strengths and needs within the school community and select a continuum of evidence-based practices that are aligned with documented needs and valued school and community outcomes.

Teams then assess the implementation fidelity and student outcomes associated with selected practices and adjust implementation supports and intensity to improve effectiveness for each and every student.

Systems, in PBIS, represent the infrastructure that supports implementation and sustainability.