Abstract
Positive Behavioral Interventions and Supports (PBIS) are effective when schools address perceived obstacles for teachers, engage in the problem-solving process using disaggregated behavior data, and routinely use reliable measurement tools to evaluate its level of implementation. Although PBIS schools have made great strides in outcomes for students, discipline disproportionality and exclusionary practices adversely affecting culturally and linguistically diverse students, especially African American and Latino/a students, continue to exist across the country. Consequently, PBIS experts are expanding PBIS to consider racial disproportionality, equity, and racial bias. This article describes a promising multi-component approach for enhancing equity in school discipline and includes a case example that describes the three-year journey of a statewide project with a local school to reduce racial discipline disparities.
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