Positive Behavioral Interventions and Supports (PBIS)

Improving student academic and behavior outcomes is about ensuring all students have access to the most effective and accurately implemented instructional and behavioral practices and interventions possible. PBIS provides an operational framework for achieving these outcomes. More importantly, PBIS is NOT a curriculum, intervention, or practice, but IS a decision making framework that guides selection, integration, and implementation of the best evidence-based academic and behavioral practices for improving important academic and behavior outcomes for all students.

Do You Want to See PBIS in Action?

Click HERE to view webinars from Region 8 regarding PBIS topics.
Click HERE for the PBIS Region 8 Warehouse that includes great local examples of PBIS implememtation aligned to the Tiered Fidelity Inventory (TFI). 

2020 Ohio PBIS Showcase

The Ohio PBIS Network & State Support Teams identify schools that exemplify best practices in the implementation of Positive Behavioral Interventions and Supports (PBIS). A recognized school demonstrates best practices within its system, and also is open and transparent in the sharing of their knowledge and resources with other schools. In applying for recognition, the school agrees to external verification of its application data and confirms its openness to involvement with the Ohio PBIS facilitation/coaching supports.
PBIS Award level schools have easily identifiable characteristics and are consistent in their methods of: 1) maintaining organized team based planning, 2) maintaining high levels of administrative involvement and support, and 3) systematically collecting, reviewing and applying data using a problem-solving process. These schools do a superior job of enhancing their school climate and culture in support of students and their academic achievement. These schools recognize that improvement in student behavior and achievement requires changes in adult behavior and in school systems.  You can view a list of state winners here: 2015 to 2020 Award Winners.pdf.

Congratulations to the 2020 award winners from Region 8!


Trauma-Informed Schools

The primary mission of schools is to support students in educational achievement. To reach this goal, children must feel safe, supported, and ready to learn. Children exposed to violence and trauma may not feel safe or ready to learn. Not only are individual children affected by traumatic experiences, but other students, the adults on campus, and the school community can be impacted by interacting or working with a child who has experienced trauma. Thus, as schools maintain their critical focus on education and achievement, they must also acknowledge that mental health and wellness are innately connected to students’ success in the classroom and to a thriving school environment.

Becoming trauma-informed should be an essential component of the overall mission of the education system. A trauma-informed school recognizes that trauma affects staff, students, families, communities, and systems. Thus organizational support, partnerships, and capacity-building are essential.
The National Traumatic Childhood Stress Network (NCTSN) identifies essential elements of a trauma-informed school system.   Click HERE for more information.

PBIS Leaders Network Recordings

October, 2021

Heidi Kerchenski
Kerchenski, Heidi
Educational Consultant
Office: 330-929-6634 x 511284
Michelle Smith
Smith, Michelle
Educational Consultant
Office: 330-929-6634 x 511286
Stacey Smith
Smith, Stacey
Educational Consultant
Office: 330-929-6634 x 511401
Mike Kaschak
Kaschak, Mike
Educational Consultant
Frank Gant
Gant, Frank
Educational Consultant
Office: 330-929-6634 x 511269
Rachel Undercoffer
Undercoffer, Rachel
Educational Consultant
Office: 330-929-6634 x 511229
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