Senate Bill 100

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Senate Bill 100 (SB100) was passed in the Illinois Senate January of 2015. The bill seeks to address the causes and consequences of the "school-to-prison pipeline" by legislating disciplinary guidelines for both public and charter schools. SB100 explicitly calls for schools to engage in problem solving to support behavioral needs in place of suspensions and / or expulsions.

For information on how PBIS can help your school achieve the goals of Senate Bill 100, as well as more complete information on SB100, please see the documents below.

SB100 Key Elements February 2016	SB100: Key Elements Summarized (11 points)
Midwest PBIS Network brief on SB100 February 2016	SB100: Responding from a PBIS Perspective (1-Page Brief)
SEDOL Classic Conference February 4, 2016	Teri E. Engler, Esq. Engler Callaway Baasten & Sraga, LLC Legal Implications of SB 100 (PPT) Ali Hearn, LCSW Midwest PBIS Network Responding to SB 100 from a PBIS Perspective (PPT)
How PBIS is helping other states focus on reducing restraints.	Dr. George Sugai Director- Center for Behavioral Education and Research Neag School of Education, UConn Article Video
Resources	U.S. Department of Education Releases Guidance to Schools on Ensuring Equity and Providing Behavioral Supports to Students with Disabilities. (Press Release, August 2016). "Dear Colleague" letter Hall, Nakia, Hank Bohanon and Steve Goodman. Research-based program reduces discipline problems. National School Board Association: American School Board Journal, Newsroom: Behavioral Support. March 2016. Sugai, G., Horner, R., and McIntosh, K. The Role of Positive Behavioral Interventions and Supports (PBIS) In Education: Establishing a Positive School-wide Social Culture. OSEP Center on Positive Behavioral Interventions and Supports. May 2016. Summary: Improving academic and behavioral outcomes is about ensuring that all students have access to effective and accurately implemented instructional and behavioral practices. School-wide PBIS is a multi-tiered system of support for achieving these outcomes. This one page brief defines and lists the benefits of PBIS for a school, district or community audience. Sugai, G., Horner, R., and McIntosh, K. Implementing PBIS at Scales of Social Significance: PBIS is Multi-Tiered System that is Empirically Validated and Implemented at Scale. OSEP Center on Positive Behavioral Interventions and Supports. May 2016. Summary: The core features of PBIS have been empirically validated through rigorous research studies. The challenge today is less about identifying the behavior support strategies needed in schools and more about enhancing state, regional and district capacity to implement these strategies at scales of social significance with fidelity, efficiency, sustainability, and cultural relevance. This brief is an overview of the key structures for implementing across a district.