While initial training helps support teams in understanding and/or improving their knowledge and capacity related to Tier I installation, teams that receive ongoing support increase the likelihood of high fidelity implementation. As schools encounter setbacks, have questions, need support, systems have been established to support the team in problem solving, capacity building and delivering on action planning while continuously measuring outcomes. Having a highly trained school or district coach can support ongoing improvement of team implementation.
We know the strong positive correlation between behavior problems and low academic achievement (Gest et. al., 2005; Landrum et al., 2003)
We know that behavior problems can cause disruption in academic engagement. As a result, students may display lower levels of academic achievement due to a lack of engagement compared to students in a highly engaged class showing fewer behavior difficulties (Caldwell, Darling,Payne, & Dowdy,1999).
We know that the PBIS framework is supported by research spanning decades (Center on PBIS, 2020). Study after study confirms the positive impact these systems and practices have on improving student outcomes. The evaluation brief, "Is School-wide Positive Behavior Support an Evidence-based Practice?” (Horner, Sugai, & Lewis, 2020) and the article "Examining the Evidence Base for School-wide Positive Behavior Support” (Horner, Sugai, & Anderson, 2010)3 each lay out some of the research and provide additional resources to explore the topic further.
We know that ongoing job embedded professional development is necessary to provide educators with the skills, time and feedback necessary to implement new practices(Joyce and Showers, 2002; Darling-Hammond, 2012). Quality of teaching is the strongest school-based factor that can improve student learning and achievement (Hanushek, 2011; Nye, Konstantopoulos, and Hedges, 2004; Rivkin, Hanushek, and Kain, 2005). School Leadership is second only to teaching among school-based factors that have been shown to positively impact student achievement, and this factor is especially effective in traditionally underserved schools (Leithwood, Seashore Louis, Anderson, and Wahlstrom, 2004).