Tier 1

PBIS Informational Video


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Why PBIS? .mov format

Why PBIS? Video Transcript


Tier 1 prevention of positive behavioral interventions and supports (PBIS) consists of rules, routines, and physical arrangements that are developed and taught by school staff to prevent initial occurrences of behavior the school would like to target for change.

Research indicates that 3-5 behavioral expectations that are positively stated, easy to remember, and significant to the climate are best. Every school in the Bakersfield City School District has implemented 5 positively stated expectations.

Tier 1 or Universal SW-PBS is the core social skills curriculum to which all students have access across all school settings. The systems and practices put in place at Tier 1  help to ensure that all students have been taught the behavioral expectations, that they have been supported as they learn and become fluent in these behaviors, and that staff respond to social skills errors with teaching strategies rather than punishment.

Research shows that when Tier 1 systems  and practices are  established and consistently implemented, the majority of students will respond to these supports, reducing the number of students requiring more intensive Tier 2 and Tier 3 interventions. This reduced number of students requiring these more intensive supports makes providing them much more manageable. Furthermore, access to Tier 1 reduces the possibility that schools will falsely identify students as requiring more intensive supports, including special education. Finally, the systems and practices put in place at Tier 1 provide the foundation for Tier 2 (Secondary) and Tier 3 (Intensive) supports. Therefore, it is critical that schools establish and maintain strong Tier 1 systems and practices.

Tier 1 is composed of the following:

  • Tier 1 PBIS team
  • School Matrix (behavior expectations)
  • Minor/major offenses
  • Teaching expectations
  • Professional development on the four core features of PBIS (teaching expectations, acknowledging appropriate behavior, correcting errors and requesting assistance).
  • Tier 1 classroom supports (school wide expectations, routines, acknowledgements, in-class continuum of consequences)
  • Feedback and acknowledgements
  • Faculty/student/family and community involvement
  • Discipline data
  • Data-based decision making
  • Fidelity data
  • Annual evaluation