Positive Behavior Support in Schools (PBSIS)

Clifton Public Schools has partnered with the state network New Jersey Positive Behavior Support In Schools (NJ PBSIS), known nationally as Positive Behavioral Interventions and Supports (PBIS). This alliance provides training and technical assistance on the multi-tiered PBIS framework at no cost to the school district. NJ PBSIS is a collaboration between the New Jersey Department of Education Office of Special Education and The Boggs Center, Rutgers Robert Wood Johnson Medical School, funded by I.D.E.A Part B.

Positive Behavioral Interventions and Supports (PBIS) is an evidence-based, tiered framework for supporting students’ behavioral, academic, social, emotional, and mental health. When implemented with fidelity, PBIS improves social-emotional competence, academic success, and school climate. It also enhances teachers' health and well-being. It is a way to create positive, predictable, equitable, and safe learning environments where everyone thrives.

For additional information, please visit the Center on PBIS.

Leadership

Paula Raigoza

PBSIS District Coordinator

praygoza@cliftonschools.net

(973) 470-2291

Amanda Rhodes

PBSIS District Coach

a rhodes@cliftonschools.net

(973) 470-2291

Tracy Morigi

PBSIS District Coach

tmorigi@cliftonschools.net

(973) 470-2291

Behavior Support

Positive Behavioral Interventions and Supports (PBIS): Promoting a Positive Learning Environment

At Clifton Public Schools, we are committed to fostering a positive and supportive learning environment for all students. Using the Positive Behavioral Interventions and Supports in Schools (PBSIS) framework, we proactively teach and reinforce positive behaviors while addressing challenges early. This approach helps create schools where all students feel safe, supported, and set up for success both academically and socially.

Through careful tracking of student behaviors, we identify patterns and provide targeted interventions tailored to each student’s unique needs. Our data-driven approach ensures timely and effective support while strengthening partnerships with families, staff, and the community.

Defining Behaviors: Special Action Referrals (SARs) and Staff-Managed Infractions (SMIs)

To maintain consistency and clarity in addressing student behavior, Clifton Public Schools categorizes incidents into two types as defined by Clifton Public Schools Code of Conduct:

A Special Action Referral (SAR) is used to address significant or repeated behavior issues that go beyond what can be managed in the classroom. These behaviors often involve violations of school rules, safety concerns, or actions that disrupt the learning environment. Teachers or staff members document these incidents through a formal referral process, which involves school administration to ensure appropriate interventions are provided.

A Staff-Managed Infraction (SMI) addresses minor or low-level behaviors that occur within the classroom or school setting. These behaviors, while less severe, still require timely intervention by teachers or staff to maintain a positive and productive learning environment. SMIs do not typically involve administration but are an important part of reinforcing expectations and guiding students.

Behavior Management Across Grade Levels

The definitions and guidelines for SARs and SMIs are specifically tailored to meet the developmental and behavioral needs of students at both the elementary and middle/high school levels. These distinctions help ensure that behavioral concerns are handled in a fair, consistent, and age-appropriate manner, contributing to a safe and welcoming school environment for all students.

Behavior Definitions

5 Systems & Practices

Equity

Full implementation of the PBSIS framework with fidelity aligns with Clifton School Districts’ goals and objectives. Leadership teams work with school and community members to promote high expectations for all students. We support educators’ roles in implementing this framework, adapting practices to meet students' individual needs, and disaggregating data through a student group to ensure success for all.

Systems

Data

Practices

Outcomes

PBSIS Goals

Foundational Systems

A shared vision for a positive school social culture.
A supportive and involved school administration.
A representative leadership team that meets regularly and shares expertise in coaching, social-emotional, behavioral, academic, equity, mental health, physical health, wellness, and trauma.
Families and community members are actively engaged‍.
On-going access to professional development for preparing all staff to implement each tier of PBIS across all content areas.
Collaboration and alignment with the Counseling Department.
Systematic collection of screening, progress monitoring, outcome, and fidelity data.
Ongoing use of data for decision-making.
Disaggregating data to examine equity among student subgroups.

Implementation of multi-tiered systems of support foster learning environments that contribute to everyone:

Being safe emotionally, physically, and socially.
Experiencing success every day.
Receiving what they need to be successful.
Working together to achieve goals.
Feeling welcomed and valued.

Tier 1: Universal, Primary Prevention (All)

Tier 1 systems, data, and practices support students, educators, and staff across all school settings. They establish a foundation for positive and proactive support. Tier 1 support is robust and differentiated and enables most (80% or more) students to experience success. Tier 1 practices include:

Collaboration with students, families, and educators to define positive school/program-wide expectations and prioritize appropriate social, emotional, and behavioral skills.
Aligning classroom expectations with school/program-wide expectations.
Directly teaching expectations and skills to set all students up for success.
Encouraging and acknowledging expected behavior.
Preventing and responding to unwanted behavior in a respectful, instructional manner.
Fostering school/program-family partnerships.

Tier 2: Targeted, Secondary Prevention (Some)

In addition to the Tier 1 foundation, students receiving Tier 2 supports get an added layer of systems, data, and practices targeting their specific needs. On average, about 10-15% of students need Tier 2 support. The support provided at Tier 2 is more focused than at Tier 1 and less intensive than at Tier 3. Tier 2 practices include:

Providing additional instruction and practice for behavioral, social, emotional, and academic skills.
Increasing adult support and supervision.
Providing additional opportunities for positive reinforcement.
Increasing prompts or reminders.
Increasing access to academic support.
Increasing school-family communication.

Tier 3: Intensive and Individualized, Tertiary Prevention (Few)

In most schools and programs, a small number (1-5%) of students for whom Tier 1 and Tier 2 support have not been sufficient to experience success. At Tier 3, students receive more intensive, individualized support to improve their outcomes. Tier 3 supports are available to any student with intensive needs, whether they receive special education services or not. Tier 3 practices include:

Engaging students, educators, and families in function-based problem-solving and intervention planning.
Coordinating support through wraparound and person-centered planning.
Implementing individualized, comprehensive, and function-based support.

In This Section

Positive Behavior Support in Schools (PBSIS)

Leadership

Behavior Support

Positive Behavioral Interventions and Supports (PBIS): Promoting a Positive Learning Environment

Defining Behaviors: Special Action Referrals (SARs) and Staff-Managed Infractions (SMIs)

Behavior Management Across Grade Levels

Behavior Definitions

5 Systems & Practices

Equity

Systems

Data

Practices

Outcomes

PBSIS Goals

Foundational Systems

Tier 1: Universal, Primary Prevention (All)

Tier 2: Targeted, Secondary Prevention (Some)

Tier 3: Intensive and Individualized, Tertiary Prevention (Few)

Resources

Rutgers Health Boggs Center NJ PBIS

Center on PBIS

PBIS World

Boys & Girls Club of Clifton

Clifton Public Library