541-693-5713 pbisinfo@hdesd.org

About the PBIS Conference

The goal of the Central Oregon PBIS Conference is to provide schools and districts evidence-based tools and strategies in order to implement all aspects of multi-tiered systems of support (MTSS). MTSS has been shown to improve overall school climate, maximize academic achievement and address the specific needs of all students in early intervention through high school.

The conference offers sessions in school-wide PBIS, academic interventions, successful interventions for students with challenging behaviors, and effective data-based decision making.

What should you know about PBIS?

Studies show that students with poor behavior also struggle academically. Research has found that schools implementing PBIS see decreased exclusionary, reactive and punitive discipline practices, increased student satisfaction, and improved perceptions of school safety. In short, when schools are safer, students are more successful.

PBIS can be implemented across grade levels (including early learning). Implementing PBIS reduces incidents of bullying and harassment. Implementing PBIS increases staff, student and family satisfaction. Schools implementing PBIS see an increase in instructional time resulting in academic gains and graduation rates.

Borrowed with permission from: NWPBIS Network

What is PBIS?

Positive Behavioral Interventions and Supports (PBIS) is an evidence-based approach for establishing the social culture and behavioral supports needed for a school to be an effective learning environment for all students. It is a team- based process for systemic problem solving and planning.

Borrowed with permission from: NWPBIS Network

What is RTI?

Response to Instruction and/or Intervention is a framework to provide all students with the best opportunities to succeed academically.  RTI focuses on providing high quality instruction and interventions matched to student need, monitoring progress frequently to make decisions about changes to instruction or goals.  Data are used to allocate resources to improve student learning and staff implementation of effective practices.