Social Emotional Learning (SEL) & Positive Behavioral Intervention and Supports (PBIS)

Supporting the Whole ChildGuiding Documents, Policies & ComplianceSocial Emotional Learning (SEL)Positive Behavioral Interventions & Supports (PBIS)Community Partners & ResourcesProfessional Learning RecordingsOhio PBIS ShowcaseContact Us

Supporting the Whole Child

Whole Child FrameworkOhio’s Strategic Plan for Education, Each Child, Our Future, encourages collaboration with parents, caregivers, and community partners to help schools meet the needs of the whole child.

As a result, Ohio’s Whole Child Framework was developed. This research-based, whole child approach to education helps to ensure students are healthy, safe, engaged, supported, and challenged. A whole child approach broadens district and school focus beyond academics to include meeting students’ social emotional, physical, and safety needs.

What We Do

Our consultants provide guidance and resources for developing and implementing a PBIS framework and supporting Social Emotional Learning Standards in school districts through professional learning opportunities and direct support. This work is aligned with the Ohio Department of Education Learning Standards and the Ohio PBIS Network.

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Guiding Documents, Policies & Compliance

As a part of the Statewide System of Support, State Support Teams work closely with the Ohio Department of Education to provide training, resources, and technical assistance to schools and districts as they strive to ensure that each child has access to a high-quality education. The documents, policies, and laws shared here provide the foundation to this work.

ODE Notice: Restraint & Seclusion Law Regarding Parent Notification
Clarifying information for districts about the PBIS/R&S rule, specifically the annual parent notification:

The rule states that districts must annually inform parents about the district’s policies and procedures regarding the implementation of PBIS and the use of restraint and seclusion, including the district’s complaint process. The Department has the “What Parents Need to Know” information sheet, but this does NOT meet the requirement of the rule. The information sheet provides a general overview of the rule (state level), but the requirement is for districts to provide parents with the district (local level) policies and procedures.   I have been looking around at different district websites for examples regarding the annual parent notification and noticed several that only have the “What Parents Need to Know” sheet listed. To meet the requirements of the rule, they would need to add their district policy and procedures.

posted November 4, 2021


Social Emotional Learning (SEL)

Social and Emotional Learning (SEL) is the process of developing the self-awareness, self-control, and interpersonal skills needed in order to set goals, build relationships, and be successful in school, work, home, and community.

People with strong social-emotional skills are better prepared to manage and overcome everyday challenges to benefit academically, professionally, and socially. Schools can implement structures that support the social-emotional development of students and help them learn how to build and maintain positive relationships, manage strong emotions, and express empathy for others. 

Positive Behavioral Interventions and Supports (PBIS)

Ohio PBIS IconPBIS is a proactive approach to setting positive expectations for student behavior so all students can experience social, emotional, and academic success. This framework guides school teams in selecting and implementing evidence-based practices for improving academic, social, and behavior outcomes. 

PBIS is a systems change process that requires ongoing commitment in order to successfully create effective systems for teaching and supporting a positive school climate. 

In Ohio, PBIS efforts are primarily supported by the Office of Exceptional Children, the 16 regional State Support Teams, and local Educational Service Centers.

An Overview of the PBIS Tiers

PBIS Tier 1

Universal Prevention

Tier 1 establishes school- and classroom-wide systems for all students, staff, and settings. These foundational behavior and academic expectations provide universal support to all students.


Targeted Prevention

While most students will respond positively to the Tier I level of support, some students will demonstrate behavior or academic difficulties that require more intensive supports. Tier II interventions are designed with these students in mind.

Schools ready to introduce PBIS Tier II will first need to complete the Tiered Fidelity Inventory to assess the effectiveness of their Tier I PBIS structures.


Intensive, Individualized Prevention

Tier III provides intensive, individualized interventions for students who exhibit persistent or severe behavioral challenges who have not responded to Tier I or II. 

State Support Team 1 will assist schools with implementing Tier III strategies and connect them with additional community support agencies, as needed.

Community Partners & Resources


Professional Learning Recordings

PBIS Network: Van Buren Elementary Tier II Practices

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State Support Team 1 is here to help!

State Support Team 1 is happy to assist with any questions or support requests you may have. Our PBIS and Social Emotional Learning consultants are here for you.

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Tamie Cruz, M.A.

419.720.8999 ext. 123

PBIS | English Learners | Family-School Partnerships

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Heather Gaskins, M.F.C.S.

419.720.8999 ext. 134

Early Childhood | School Improvement | Literacy | PBIS

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