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High Leverage Practices: Updated Resources for Administrators and Staff
High-leverage practices can improve instruction and result in better outcomes for students who struggle, including students with disabilities. Teachers who master these practices can engage in complex instructional practice and collaborations. These resources will support leaders as they design professional development opportunities to introduce and improve high-leverage practices in special education and encourage conversations about… Read More High Leverage Practices: Updated Resources for Administrators and Staff
MTSS at a Classroom Level: 4 Considerations
Classroom teachers everywhere are facing challenges related to academic skill gaps, as well as an increased number of students needing social/emotional/behavioral support (Office for Civil Rights, 2021). The narrative to which teachers ascribe, and the approach they take to providing supports, may be critical to their own feelings of competence and confidence (i.e. teacher efficacy… Read More MTSS at a Classroom Level: 4 Considerations
Formed Families Forward
Formed Families Forward is the family partner to the Virginia Tiered Systems of Supports project, an initiative of the Virginia Department of Education, and supports divisions and schools in their efforts to engage families and community partners. Formed Families Forward is a non-profit organization dedicated to supporting foster, kinship, and adoptive families of children and… Read More Formed Families Forward
Reopening Schools with SEL in Mind
As schools prepare to reopen this summer or early fall, it is imperative that everyone take a long, hard look at social-emotional learning and its potential impact on those involved in getting schools reopened. For students, the pandemic has ushered in a time of uncertainty in an institution that has, for all of their lives,… Read More Reopening Schools with SEL in Mind
Supporting ALL Students’ Academic Behaviors during Virtual and In-person Instruction
There are many ways to support students’ development of positive academic behaviors virtually and in-person. “It’s not what you say or do that ultimately matters… It IS what you get the students to do as a result of what you said and did that counts.” Anita Archer. Research consistently shows that student engagement (on-task, active participation in the… Read More Supporting ALL Students’ Academic Behaviors during Virtual and In-person Instruction
About
About
Positive Behavioral Interventions and Supports (PBIS) of Virginia is a Commonwealth of Virginia initiative to support positive academic and behavioral outcomes for all students. This web site is a collection of resources, tools, training opportunities and similar guides for educators and school administrators.
We work closely with public school teachers and administrators throughout Virginia to help them learn about and implement discipline approaches that reduce disruptive behavior in the classroom.
The program is based on extensive research and utilizes a preventative and proactive approach to discipline that reduces the amount of time spent dealing with office referrals, thereby increasing time spent teaching and learning. PBIS ultimately impacts the very culture of the school to shift attention to positive behavior and successful learning systems for children, teachers and administrators.
For more information, visit Positive Behavioral Interventions and Supports of Virginia.
Behavior Modules
Behavior Modules
The Virginia Department of Education is committed to providing all students the best possible education, in collaboration with the Training and Technical Assistance Center at Old Dominion University, we have developed a series of modules that relate to 25 strategies of proven effectiveness.
Learn more and register to view the modules by visiting the PBIS of Virginia website.
