The mission of school-wide Positive Behavior Interventions & Support (PBIS) is to establish and maintain a school environment where the sociocultural and behavioral supports create an effective learning environment for all students.  PBIS is not a program or curriculum, rather it is a process for systematic problem-solving, planning, and evaluation. It is an approach to creating a safe and productive learning environment where teachers can teach and all students can learn.

All students are taught the building PBIS expectations SAFE, RESPECTFUL, RESPONSIBLE in all areas of the school. Modeling and practicing of these expectations take place multiple times throughout the school year and are reinforced daily. Individual and classroom reward systems are in place to positively incentivize our students to follow school-wide expectations.

As part of the PBIS process, teachers and other staff members use evidence-based practices to increase learning and decrease classroom disruptions. 

To keep students following the rules in a positive manner, we do the following when teaching both academics and behavior:

• Consistently teach and practice our school-wide expectations.
• Provide students with more praise than correction.
• Talk to students with respect using positive behavior language.
• Actively engage everyone in the classroom during instruction.
• Use pre-correcting, prompting, and redirecting as we teach.
• Look for positive first and provide positive, frequent, and explicit feedback. 

Schoolwide PBIS is backed by years of research, and districts see consistent, positive outcomes like:

• Improves school culture and safety
• Builds social skills

• Reduces office discipline referrals and suspensions
• Increases instructional time
• Cultivates social and emotional development
• Increases student engagement and academic performance
• Encourages family involvement
• Improves classroom Management

At Hallsville, our PBIS work is grounded in a shared belief that:

• All behavior is communication
• Behavior is a skill, and desired behaviors can be taught
• Teaching academic and behavioral skills is our responsibility
• Positive student-teacher relationships are essential to student success
• Every student deserves positive relationships with staff
• Proactive practices are more effective than punitive practices
• Individual student needs require unique approaches
• Students should be empowered to make things right and take responsibility for their actions and choices

PBIS is based on research that indicates the framework can have a significant effect on the overall school climate.  Research shows there is a strong correlation between a positive school environment and academic success for all students when students clearly understand behavioral expectations.  Students must be supported in learning the skills necessary to enhance a positive school climate and avoid negative behavior.  PBIS decreases office discipline referrals, increases instructional time and improves student achievement.  
 

Across Hallsville schools, students are taught common behavior expectations using shared language. Our expectations are:

Safe
Respectful
Responsible

These expectations are taught, modeled, practiced, and reinforced throughout the school year in classrooms and across school settings.

A Multi-Tiered System of Support (MTSS) is a data-driven, problem-solving framework to improve outcomes for all students. MTSS relies on a continuum of evidence-based practices matched to student needs. PBIS is an example of a MTSS centered on social behavior.

    

Tier 1: Universal Prevention (All Students)

 Tier 1 supports serve as the foundation for behavior and academics. We provide these universal supports to all students. For most students, the core program gives them what they need to be successful. Specific Tier 1 supports include explicitly teaching expectations, reinforcing positive behaviors, providing consistent consequences, and using data to guide decision-making. 

Tier 2: Targeted Prevention (Some Students)

Tier 2 practices and systems provide targeted support for students who are not successful with Tier 1 supports alone. The focus is on supporting students who are at risk for developing more serious problem behaviors before they start. Specific Tier 2 interventions include practices such as social skills groups, self-management, and academic supports.  

Tier 3: Indivualized Prevention (Individual Students)

Tier 3 supports are the most intensive supports the school offers. These supports require the most intensive resources due to the individualized approach of developing and carrying out interventions. At this level, we rely on formal assessments to determine a student’s need and to develop an individualized support plan. Student plans often include goals related to both academics as well as behavior support.

Students are recognized for demonstrating positive behavior through a variety of building-level systems such as tickets, assemblies, student recognition, and incentive programs. These systems help reinforce expectations and celebrate student success.

When students need support, staff use a range of strategies including reteaching expectations, classroom supports, and additional interventions. The goal is to help students learn from mistakes and successfully return to learning.

PBIS is supported by teams at both the district and building level. These teams work together to review data, strengthen supports, and ensure consistent expectations for students across all schools.

PBIS teams are made up of a variety of roles, including:

• Administrators – Provide leadership, support implementation, and ensure alignment across schools
• Teachers – Help teach expectations, reinforce positive behavior, and provide classroom insight
• Counselors and Student Support Staff – Support social-emotional needs and targeted interventions
• Interventionists and Specialists – Provide additional academic and behavioral support for students
• Support Staff – Help reinforce expectations across all areas of the school day
• Students (in some buildings) – Provide voice and feedback to strengthen schoolwide systems
• Community Partners – Collaborate to support student well-being and access to additional resources

These teams meet regularly to monitor progress, problem-solve, and ensure all students are supported in a positive and consistent way.