Positive Behavior Interventions and Support (PBIS) is a widely used framework designed to support the social, emotional, and academic growth of every student. And while many districts and schools implement PBIS in some form, few educators ever see what a fully implemented PBIS framework looks like from the inside out.
-by Dr. Tim Grivois, Executive Director, TGS Educational Consulting
This article is your ‘exploded view’—like the kind you’d find in an instruction manual for assembling a chair. Most of us just sit in the chair and hope it holds. But when it breaks—or when we’re the ones responsible for building it—we need to know how it works. That’s what this article is for.
Tier 1 PBIS: Schoolwide Systems That Support Everyone
The best place to start with Positive Behavior Interventions and Support is schoolwide. A well-implemented Tier 1 PBIS framework ensures that 80–90% of students never need to access additional behavioral support. Think of it like a reading or math curriculum that works for almost every student—without pulling anyone out of class.
Core Tier 1 Positive Behavior Interventions and Support Systems
While each school’s culture is unique, the core systems of Tier 1 Positive Behavior Interventions and Support are remarkably consistent:
– Teaching
– Recognition
– Accountability
– Intervention
Teaching
Teaching systems help every student and adult understand your school’s core values—and how to live those values out loud. In a strong Tier 1 system, teachers explicitly teach behavioral expectations at least twice a year, across all school settings. This includes lesson plans, posted expectations, and a schedule for re-teaching as needed. Adults get support, too—ongoing professional learning ensures the whole community is aligned.
Recognition
Recognition systems allow staff to give specific, positive feedback when students live out school values. Whether using a point, ticket, or verbal praise, the focus should always be on the message, not the token.
Accountability
There’s a common myth that PBIS doesn’t allow for consequences. In fact, Tier 1 PBIS includes clear, consistent accountability systems. These systems guide how adults respond when students act outside of expectations, and they support students in taking responsibility and repairing harm.
Intervention
Effective schools don’t wait for behavior issues to escalate. They use data (e.g., office referrals) to identify patterns early and respond proactively. Interventions at Tier 1 may include reteaching expectations, adjusting supervision, or recognizing positive behavior more consistently. Here’s an example template.
Tier 2 PBIS: A Little Extra Support for a Few Students
Tier 2 Positive Behavior Interventions and Support provides additional support for the 5–10% of students who need more than Tier 1 can offer. These students don’t need intensive interventions—they just need a little more structure, feedback, or emotional regulation support to be successful.
Examples of Tier 2 Positive Behavior Interventions and Support Interventions
– Check-In/Check-Out (CICO)
– Breaks are Better (BrB)
– Academic CICO (ACICO)
– Social/Academic Instructional Groups (SAIG)
Students begin and end their day with a coach who helps them set goals and reflect. Throughout the day, teachers provide brief, values-aligned feedback. The goal is more positive interactions and less time spent correcting behavior.
Breaks are Better (BrB)
For students who become overwhelmed or overstimulated, BrB allows structured in-class breaks. The process is predictable: the student requests a break, takes a short pause, and returns ready to learn.
Academic CICO (ACICO)
Some students struggle not with behavior but with organization and academic habits. ACICO helps them build routines—checking in about materials, tracking assignments, and building executive function skills.
Social/Academic Instructional Groups (SAIG)
SAIG groups focus on a specific social or academic skill. These short-term, small-group interventions help students learn practical strategies they can apply in class—and teachers reinforce those skills using Tier 1 recognition systems.
Tier 3 PBIS: Individualized Support That’s Built on Trust
Tier 3 PBIS is where schools support the students who are always on your mind—and in your heart. These students may arrive with significant needs, or their challenges may emerge gradually over time. Either way, effective Tier 3 support requires proactive planning, deep relationships, and teamwork.
Tier 3 Positive Behavior Interventions and Support Support Systems
– Functional Behavioral Assessment (FBA)
– Behavior Support Plan (BSP)
– Family-Led Support (Wraparound)
Functional Behavioral Assessment (FBA)
In PBIS, an FBA is a structured process to understand the “why” behind a student’s behavior. It often includes interviews with the student, family, and staff, plus a review of discipline data. The goal is to move from data to action quickly and respectfully.
Behavior Support Plan (BSP)
A BSP should never be about filling in a form. It’s a living document built by people who care. Strong plans focus on strategies that are doable, culturally responsive, and grounded in the student’s wellness—not just behavior.
Family-Led Support within Positive Behavior Interventions and Support
Families—not schools—lead the way by sharing their goals and needs. Together, schools and families build a plan that may include outside services and school-based strategies that honor the family’s voice.
Putting It All Together: Positive Behavior Interventions and Support Is a System, Not a Store
If PBIS in your school still looks like points, prizes, or posters—it’s time to look deeper. The real work of PBIS happens in the systems you build: how you teach expectations, recognize positive behavior, respond with care, and intervene early.
Think of this guide as your PBIS blueprint. Whether you’re a district leader building a cohesive framework or a school team looking to improve what you already have, this article can be your starting point.