Paul V. Sherlock Center on Disabilities, 600 Mount Pleasant Avenue, Rhode Island College, Providence, RI 02908, 401-456-8072
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Positive Behavioral Supports and Interventions (PBIS)
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RI PBIS

School-wide PBIS | Early Childhood PBIS

The Paul V. Sherlock Center on Disabilities at Rhode Island College provides training and technical assistance to any school in the state of Rhode Island interested in implementing PBIS. The Sherlock Center requires a five year commitment from a school to participate in training and technical assistance.

Research has shown that the PBIS systems change effort takes 3-5 years for full implementation. Implementation with fidelity means that schools are implementing all features required at each level with a level of precision. In Rhode Island, schools that implement with fidelity have their school-wide systems in place to support: teaching, acknowledging, a system for discipline, district support, and management. Our research and data shows that schools implementing with fidelity have higher NECAP scores in reading, math, and writing, lower numbers of problem behaviors, lower numbers of students needing intensive/individualized supports (typically 2% of the student body), and out-of-school suspensions reduced by 50%. Our data also shows that schools implementing with fidelity were twice as likely to meet AYP and had improved attendance by at least .4%.

The Sherlock Center has trained over 100 schools (8 cohorts and 11 districts) in PBIS since 2005. Initially, the Sherlock Center trained individual schools within a cohort to support systems change and improved behavior one school at a time. The Sherlock Center now supports a District Model, where the individual school districts commit that all schools within the district will implement PBIS within a 3-5 year period. Districts indentify a District Trainer and District Coach that work hand in hand with the Sherlock Center. The Center supports train-the-trainer model, providing in-district support, technical assistance, and materials to ensure that schools can succeed with this systems change approach. The commitment to a philosophy change, behavior support infrastructure, and capacity building are key to success.
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