Positive Behavioral Interventions & Support

Positive Behavioral Interventions and Support is a district-wide initiative. It has been adopted by all campuses as a framework for creating structured, safe, learning environments where appropriate student behaviors are taught and reinforced. Adopted for our BISD school community are these five behavior expectations, which apply to all students and staff:  
  • District PBIS Leadership Team and Student Management Advisory Committee.

  • Behavior Expectations - The District PBIS Leadership Team has established 5 positively-stated behavior expectations. Campus PBIS teams have identified 3-5 school-wide expectations as well. These and common area expectations are posted throughout their campuses. Common area expectations align with the established school-wide expectations and clearly describe appropriate behavior for specific areas such as cafeterias, hallways, restrooms, and transportation pick-up areas. Expectations apply to both students and staff.

  • Classroom Systems - Rules and procedures that align with the school-wide expectations are defined, taught to students, and posted in each classroom. Procedures explicitly address each of the various activities that occur within the classroom so students have a clear understanding of expectations for activities such as whole group instructional time, cooperative learning activities, independent work times, and class transitions. CHAMPS is an example of a management system that many campuses in the district utilize. This system creates a consistent framework for an entire campus, but allows flexibility for each teacher to personalize classroom expectations to fit their teaching style and the activities planned throughout their class time.

  • Teaching Plans for Behavior & Social Skills - Campuses have designed lessons for teaching school-wide and common area expectations, as well as individual classroom rules and procedures. These lessons include examples and non-examples of what appropriate behavior looks like, and utilize a variety of teaching strategies. Booster lessons are provided for selected students who need occasional reteaching, and plans are in place for orienting new students who enroll during the school year. Lessons for teaching social skills also are utilized as needs for instruction are identified by teachers and campus staff.

  • Recognition - Various methods of recognition and rewards are utilized on each campus that are designed to maintain student interests and are linked to school-wide expectations. Input from students help to identify meaningful incentives, and staff incentives are included as well. In Brazosport schools, we recognize people are motivated by positive acknowledgement and work hard to ensure praise and recognition occurs at a  4:1 ratio.
  • BISD Discipline Procedure Flowchart  

  • Discipline Procedures - At times, correction and consequences for misbehavior are necessary. The flowchart above depicts the framework that campus staff utilizes when making decisions about implementing corrective measures or applying consequences. An array of appropriate responses that align to the Student Code of Conduct are described within this document. When these measures are taken, misbehavior is recorded on an Office Discipline Referral form, along with the actions taken by the school staff. This process is established to support consistent and fair application of disciplinary measures. 

  • Multi-Tiered Systems of Support - As part of the PBIS framework, a multi-tiered system of supports isutilized on each campus to improve the educational outcome for all students. In our district, this is referred to as RtI, or Response to Intervention, and applies to academic interventions as well as behavioral needs. As depicted in the diagram above, a continuum of tiered interventions with increasing levels of intensity and duration is used to provide the interventions or supports a student needs to be academically or behaviorally successful. Approximately 85% of students are typically able to meet universal school-wide expectations with minimal levels of in-class Tier I intervention. Up to 10% of students may need Tier II supports, which will require assistance from the campus intervention team. Less than 5% of students generally need the highest levels of support and individualized services. Below is a model that demonstrates the tiered levels of behavior support a student might receive in Brazosport schools.

  • Multi-Tiered Systems of Support for Behavior
  • Monitoring Plan - Each campus has a PBIS team that meets at least monthly to review data, including office discipline referral data, attendance, grades, and other data as appropriate. This data is used to makes decisions that lead toward continuous improvements in school-wide behavior. This team provides feedback to the staff on an ongoing basis, so strategies can be developed and implemented in a timely manner.
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