This report describes a project that sought to validate an approach to implementing Positive Behavior Interventions and Supports in a partnering school district, and, as a result, delivering a locally and nationally useful and policy-relevant approach to addressing issues that impact students’ success in high-poverty, urban settings.
The project described here was a collaboration between the Consortium for Policy Research in Education (CPRE), a partnering school district, and several other partners who collaboratively designed and supported the Positive Behavior Interventions and Supports (PBIS) implementation approach, funded by the National Institute of Justice. PBIS is a school-climate improvement program with the goal of addressing challenges faced by high-poverty, urban schools. The study’s goals were to assess the effectiveness of two different interventions with different intensities and resource requirements: brief trauma trainings for school safety officers; and expanded climate supports that included intensive, whole-staff training and ongoing coaching in trauma, and school-wide PBIS. The paper discusses the project’s major goals and objectives, research design, and an overview of the expanded, trauma-informed PBIS implementation model; it introduces project participants and other collaborating organizations; and lays out project outcomes, including activities and accomplishments, results and findings, and limitations. The results and findings center on the three main research questions that sought to do the following: assess the impacts of brief trauma-awareness training for school safety officers; assess the implementation and impacts of expanded, trauma-informed PBIS implementation in four kindergarten through fifth grade or kindergarten through eighth grade schools; and to assess the costs of the expanded, trauma-informed PBIS implementation model components.
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