Positive Behavior Support

What it means for Hays High

School

Where did it come from?

• Senate Bill 1196 • Commissioner’s Rule TAC §89.1053 • Called for a change in traditional discipline systems

toward a more proactive system using research-based practices

• Positive Behavior Supports was offered to districts as a viable option for school improvement

• 2009-2010 Hays CISD Superintendant Jeremy Lyon mandated district-wide implementation of PBS

Overarching Ideas of Positive Behavior Supports (PBS)• Systemic and individualized strategies based on an

extensive body of research-based practices• Prevention-based approach• Focus on teaching academic, social, and behavioral

expectations• Uses data to determine and analyze

interventions

Critical Attributes of School-wide PBS (Each one will be considered individually)

1. Focus on all systems within the school2. Attention to the needs of all students through a 3-tiered

prevention/intervention model3. Widespread commitment to improving school climate and student

performance4. Intervention strategies designed to meet the unique needs of each

campus5. Team-based planning and decision-making6. Emphasis on an instructional approach to discipline

and behavior management7. Data-based decision making8. Long-term commitment to systems change and

implementation of PBS practices9. Continual evaluation and refinement of PBS interventions

Non-classr

oom

Setting Systems

ClassroomSetting Systems

Individual Student

Systems

School-wideSystems

1. Focus on all systems

within the school

All of these systemsimpact each other. We will develop prevention and intervention strategies for each.

Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Secondary Prevention:Specialized Group

Systems for Students with At-Risk Behavior

Tertiary Prevention:Specialized, IndividualizedSystems for Students with

High-Risk Behavior

~80% of Students

~15%

~5%

2. Attention to the needs of all

students through a 3-tiered prevention/ intervention model

Students who do

not respond to these broad

interventions will receive

increasing levels of support.

Most students will respond to consistent, and predictable expectations.

3. Widespread commitment to improving school climate and student performance

• In September 2009, 94% of HHS faculty and staff stated that discipline is a concern and should be made a priority

• Long-term outlook – PBS will be implemented over time and will create long-

term sustainable changes.• Commitment of necessary resources

– Time, money, and human resources will be used toward implementing PBS.

PBS is an operational framework to improve academic and behavioral outcomes

• At HHS, we will design PBS to be exactly what we want it and need it to be to reduce disciplinary problems and increase academic outcomes.

It is not a curriculum, intervention, or practice• It is not something learned at professional development but

never fully implemented• It is not only a system of behavior reinforcement• It is not only for special education students

4. Intervention strategies designed to meet the unique needs of each campus

• Campus PBS Team is formed to lead campus in developing and implementing the most effective instructional and behavioral practices and interventions possible

• Team reviews school data to guide decision-making• Team shares plans, gets input from faculty and staff

Hays PBS team:• External/Internal Coach: Glenna Billingsley• Team Leader: Carol Reeves• Team Members: Damon Adams, David Pierce, Devi Puckett,

Doug Ragsdale, Laura Travalini, Marianne Wensmann• Please let us know if YOU would like to join the Hays PBS team!

5. Team-based planning and decision-making

• Students are actively taught the expectations for all areas of the school• Soon, you will help our school decide what the expectations for

adults and students should be for common areas around campus.• Lesson plans will be developed where you will teach these

expectations to your students.• Expectations are re-taught as needed• Consequences for disciplinary infractions are proactive,

consistent, and tied to the school expectations• Consequences will be consistent across settings and begin in the

classroom with proactive classroom management.

6. Emphasis on an instructional approach to discipline and behavior management

7. Data-based decision-making

• ODRs (Office Discipline Referrals)• Attendance data• Report card data• Standardized test scores• Staff and student climate surveys• PBS metrics

These data will be regularly analyzed, communicated to all faculty/staff and will guide interventions.

7. Data-based decision making

8. Long-term commitment to systems change and implementation of PBS practices

• Begin implementation at the universal, or school-wide tier first– After reviewing data and learning when/where our

problems are, we will begin implementing changes at the universal, or school-wide tier first.

– Assistance with making positive changes to your classroom management is available.

• Look at significant change 3 to 5 years in the future– Meaningful, sustainable change happens slowly over time.

8. Long-term commitment to systems change and implementation of PBS practices

• Based on data• Based on changing population• Based on changing needs

PBS is only a framework; thus it is flexible, and interventions are changed as necessary.

The goal of PBS is based on outcomes. If the outcomes are not what we want, we must change our responses and interventions until we see the change we want to see.

9. Continual evaluation and refinement of PBS interventions