This study explored how one ambassador school that has been implementing PBIS with fidelity over the last few years is meeting the needs of all students using the Positive Behavioral Intervention Supports (PBIS) framework. An ambassador school is defined as a cohort that has a sustained exemplary state rating, measured Tier 1 fidelity within the last 12 months, is committed to measuring fidelity every 12 months, has data to show progress. This study looked closely at one school and their uses of interventions to meet the needs of students in Tier 2 and 3, and the perceptions teachers had regarding how to make PBIS successful in a school building. Nine teachers were interviewed virtually, and their responses were transcribed and coded for reoccurring themes. The school administrator shared documents that were analyzed and coded to find themes. The themes found in both the interviews and documents include consistency, team work, interventions, consistent language, relationships, matrix, communication, and collaboration. The teachers also mentioned effective interventions used for Tier 2 and 3 of the PBIS framework. These interventions included using check-in-check-out, small group social skills lessons, and point sheets.
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Schaefer, A. (2020). Positive Behavioral Intervention and Supports: Effective Elementary School Tier Two and Three Interventions [Doctoral dissertation, Bethel University]. Spark Repository. https://spark.bethel.edu/etd/563