Positive behavior Intervention and Supports (PBIS) Data Systems

Abstract

The Anchorage Schools District (ASD), a large and diverse educational system, currently operates without standardized systems, tools and training for effectively capturing and analyzing student data. This limitation, coupled with reliance on outdated disciplinary practices, has resulted in a predominantly reactive organizational approach. Through the successful implementation of Positive Behavior Interventions and Supports (PBIS) framework to PreK- 12+ students at all Anchorage School District (ASD) school sites, this project aims to evaluate the effectiveness of an optimized documentation process within the district. This evidence-based, tiered framework supports students’ behavioral, academic, social, emotional, and mental health, which has been proven to improve social-emotional competence, academic success, and school climate. It also improves the health and well-being of teachers and school-based staff. The Anchorage School District (ASD) is using a cohort-based approach to implement district-wide updates across all existing systems. The primary focus of the project is to implement the updates and analyze their outcomes. The proposed changes to the existing data systems target the reliability and efficiency of behavior data. This, in turn, facilitates thorough analysis and informed decision-making to proactively enhance to the overall learning environment.