Rutgers, Robert Wood Johnson Medical School
PBSIS Helping Schools Build Systems of Support

Description of NJ PBSIS

New Jersey Positive Behavior Support in Schools (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 and funded by I.D.E.A Part B.

NJ PBSIS provides comprehensive professional development to support the implementation of tiered interventions that provide equitable access to a range of school intervention needs including conduct, behavior and social and emotional wellness. Since 2003, NJ PBSIS annually enrolls a cohort of schools whose personnel participate in a three-year professional development experience to design and implement a plan for their tiered intervention system. There is no cost to schools or districts to apply, enroll, or receive the professional development services.  However, only schools that successful complete a competitive application process are eligible for services.  Visit the Enrollment tab for more information


The mission of the NJ PBSIS initiative is to build capacity among New Jersey school personnel to implement a multi-tiered system of support that results in equitable access to interventions for behavior, conduct, and social-emotional wellness.

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.
  • further developing their strengths.

Commitment to Equity and Racial Justice

NJ PBSIS is committed to supporting our school and district partners to install systems and practices that promote equity and dismantle systemic racism to improve the outcomes of students who are Black, indigenous, and people of color (BIPOC) and to ensure that Black Lives Matter. Further, NJ PBSIS is committed to ensuring that professional development promotes equity and addresses systemic racism in schools by:

  • Continually reflecting on NJ PBSIS training curriculum and materials to ensure that equity is centered within the learning experience
  • Providing tiered system implementation resources that support school personnel to make policy, procedure and practice changes that result in education equity
  • Soliciting input from NJ PBSIS implementation stakeholders for point of view, feedback and suggestions
  • Engaging in our own continuous professional development, reflection, and self-evaluation