Positive Behavior Interventions and Support

  • The Goal of PBIS is to enhance the capacity of schools to educate all students, especially students with challenging behaviors, by adopting a sustained, positive, preventative, and instructional approach to school-wide discipline and behavior management.  This approach focuses on giving priority to teaching and encouraging positive school-wide behavioral expectations and increasing school capacity to support the sustained use of empirically validated practices.

     

    Tier 1
    Universal: School-wide
    • PBIS Campus Leadership Team completes PBIS 2-Day Team training
    • Develop and articulate a common mission/philosophy regarding behavior and discipline management
    • Develop and implement clear behavior expectations for common areas and activities
    • Teach and re-teach behavior expectations to all students
    • Work towards developing and/or improving school climate
    • Address school-wide safety issues that impact behavior
    • Clearly define types and levels of behaviors
    • Develop clearly defined Office Discipline Referral (ODR) procedures
    • Increase effectiveness of supervision in common areas and during school-wide activities
    • Gather, summarize, and analyze data as part of the decision-making process.
    • Evaluate “fidelity” of implementation efforts through the use of “Benchmarks of Quality” (BoQ)
    • Goal is to reach 70% on the BoQ scoring form
    • Provide ongoing staff development for staff and students
    • Develop effective problem-solving teams
     
     


     

     
  • Texas Behavior Support Initiative (TBSI)

    The Texas Behavior Support Initiative (TBSI) is a state level training mandated by Senate Bill 1196 and the Texas Administrative Code Ch. 89.1053.  The TBSI training is designed to provide foundational knowledge for the use of positive behavior interventions and supports for all students, including those with disabilities.  While the TBSI training meets legislative requirements related to procedures for the use of restraint and time-out, it also provides a framework for sharing a wide range of foundational-level behavior strategies and prevention based school-wide, classroom, and individual interventions.