Behavior Management

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

Tier 2: Targeted

Reducing the frequency and intensity of incidents of problem behaviors for students who are not responsive to primary intervention practices by providing more focused, intensive, and frequent small group-oriented responses in situations where problem behavior is likely.

Tier 3: Intensive

Reducing the intensity, frequency, and/or complexity of existing problem behaviors that are resistant to and/or unlikely to be addressed by primary and secondary prevention efforts by providing the most individualized responses to situations where problem behavior is likely.

Workshop Details

The customized workshop will include an online Canvas overview, two days of PBIS Campus training, and up to four hours of technical support. Within the technical support, an informal implementation walkthrough and a formal SET walkthrough will be provided.

Restorative Discipline Practices in Texas (Texas Gateway) began in the fall of 2015. The Texas Education Agency partnered with the Institute for Restorative Justice and Restorative Dialogue at The University of Texas at Austin School of Social Work to participate in a statewide roll out.

One of the results of that initiative shows how Dr. Gaye Lang describes and takes you through the "circle" process, which is the main component of restorative practices. The series of videos allows you to see how circles work to develop community and relationships. View the video series.

Autism spectrum disorder (ASD) and autism are both general terms for a group of complex disorders of brain development. These disorders are characterized, in varying degrees, by difficulties in social interaction, verbal and nonverbal communication and repetitive behaviors. Learn more about ESC Region 11's ASD program.

The Nonviolent Crisis Intervention Training Program is a comprehensive crisis management system based on the philosophy of providing the best care, welfare, safety, and security for staff and those in their care.

Participants will be trained to recognize the warning signs that often precede student escalation into crisis, learn verbal de-escalation techniques, and practice techniques to provide for student safety and security. Participants must complete all exercises and demonstrate required competency in this two-day workshop to receive certification from the Crisis Prevention Institute (CPI). Participants are expected to meet both written and physical standards. View CPI trainings at ESC Region 11.

In addition to the trainings above, the ESC Region 11 behavior team can customize behavior training that fits your campus/district needs. This includes, but is not limited to training relating to:

• Tier 1 - Universal Supports
• Tier 2 -Targeted Supports
• Tier 3 - Intensive Supports 
• Evaluation Supports
• Addressing Disproportionality
• Functional Behavior Assessment (FBA) and Behavior Intervention Plan (BIP)
• Consultations with staff
• Paraprofessional Training
• Autism Training Supports
• Students with Complex Access Needs (CAN) Training Supports
• Early Childhood Special Education (ECSE) Training Supports

For more information, please fill out the Service Request Form.