When I served as a principal, I intentionally and consistently used PBIS strategies to strengthen school culture, improve student behavior, and ultimately enhance academic outcomes. When students were adequately supported and ready to engage in academics, their performance improved. Similarly, when students were prepared to socialize appropriately and participate in the school culture, both their behavior and sense of belonging improved. Consequently, teachers chose to remain at the school because they felt supported by clear behavior systems and a positive, respectful climate.

This firsthand experience with the impact of structured behavioral supports has shaped my understanding of how intentional systems can drive meaningful changes at schools. That same commitment to effective, responsive behavioral support is reflected in the work of Positive Behavior Supports Corp (PBS Corp.), where we partner with districts and schools to meet their specific behavioral needs. The school contracts are tailored to meet the diverse needs of schools nationwide and vary in scope and purpose. Some contracts focus on conducting Functional Behavior Assessments (FBAs) and developing Behavior Intervention Plans (BIPs), while others include the provision of one-to-one Registered Behavior Technicians (RBTs) to support individual students or classrooms.Additionally, classroom management training as well as PBIS training assist schools with their own behavioral systems.

As part of the partnership, the school-based team leader conducts quality assurance meetings with school-based contracts across the United States.

During each quality assurance meeting, consistent questions are asked using a Likert-type scale to evaluate the quality of services. Providing ABA services in school settings differs significantly from delivering services in home-based environments, making it critical that staff assigned to schools are specifically trained for this context. One particularly important question asks whether PBS Corp. staff are well trained and responsive, as this directly reflects staff preparedness and the likelihood of successful service delivery. Across the meetings conducted to date, this item has received an average score of 4.70 out of 5, indicating a high level of readiness to support students in school settings. School partners consistently report that staff training and responsiveness are strongly associated with teacher satisfaction. Special Education teachers note increased satisfaction when student behavior is effectively addressed, allowing students to remain engaged and focused on academics.

Another quality assurance survey question, PBS Corp. staff are attentive to the needs of my students has an average score of 4.9 out of 5. This question is important as it represents the highest form of service to young students in each school or district’s efforts for students to be able to participate in the general education setting. Student success is certainly part of each school district’s mission, but it is also part of the PBS Corp mission as well.

In addition to the survey questions asked, anecdotal data is part of the quality assurance meetings and includes reports on classrooms where the RBT has been faded due to less disruptive behavior, reduced behavior referrals or ODRs, students’participation in general education settings, and families feeling confident and happy about the services provided to their children.

Ultimately, both my experience as a school leader and the quality assurance data from PBS Corp. reinforce the same conclusion: intentional, well-implemented behavioral support systems are foundational to successful schools and retaining teachers. When students receive responsive, school-based behavioral support, they are better able to engage academically, teachers feel more supported in their classrooms, and families gain confidence in the services their children receive. These outcomes collectively contribute to a positive school climate where staff retention and student success can thrive.

PBS Corp helps districts and schools move beyond behavior management toward sustainable, systems-level change. Schools seeking to strengthen culture, improve outcomes, and support both educators and students will find PBS Corp. to be a strategic and reliable partner.

For additional information about partnering with PBS Corp to support a positive school culture and improved student outcomes, please contact businessdevelopment@teampbs.com