They also include action planning routines; procedures to ensure selected practices and data are used consistently and effectively; and procedures for ensuring the active engagement of students, staff, and families in all elements of implementation.
Practices, data, and systems are implemented across a continuum of prevention and support from universal (Tier 1), to targeted (Tier 2), to individualized (Tier 3; see Figure 2).
As the intensity of need increases, the precision with which systems and data are used to support implementation must also increase.
A representative leadership team guides PBIS implementation. These teams are organized across the tiers of support and are representative of the school and community. This ensures a range of expertise and experiences are considered in implementation and data-informed decision-making at the school and district levels.
Effective teams develop clear communication systems, roles, and operating procedures to ensure all team members are fully included in decision-making processes.
Leadership teams intentionally implement practices, data, and systems in a way that ensures all members of the school community can meaningfully participate, experience belonging and success, and achieve valued outcomes.
Teams focus on both supporting and monitoring individual student success for all students and identifying and removing systemic barriers to access or achievement.
When PBIS is implemented with fidelity, it includes active use of data to guide implementation and engagement with students, families, and community members to support the development of intervention components and to monitor and adjust implementation as needed.
FIGURE 2 | SAMPLE PRACTICES, DATA, AND SYSTEMS WITHIN A TIERED SYSTEM OF DELIVERY INDIVIDUALIZED SUPPORT TARGETED SUPPORT PROACTIVE AND PREVENTATIVE SUPPORT
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