PBIS - The Hawk Way

In tier one of the PBIS model are the universal guidelines for all students, staff, and include the development of school-wide expectations, a behavioral matrix, and a reinforcement system to reward desired social behaviors.  Outcomes, systems, data, and practices are continually evaluated when providing universal supports.  It is estimated that about 80% of students responds to tier one interventions.  Here are some adaptations we have made to our behavior management system:

• Hawk Way Traits:  Hawks are respectful, responsible, honorable, and successful.
• A matrix was designed featuring each Hawk Trait and the expectations for behavior in each common area.  The matrix is taught to our students on the first days of school and in subsequent advisory lessons throughout the year.
• Expectations for common areas are posted throughout campus.
• Student discipline data is tracked and students are identified who need additional support for behavior modification.
• Positive student behaviors are reinforced with random school wide positive behavior events. 

Along with strengthening preventative aspects of our student management system, PBIS provides us with some structures in identifying supports and tracking at-risk students. Tier two interventions are designed to serve students who have not responded to tier one supports. When a student if referred to a tier two intervention, the student, as well as the PBIS intervention team, work on solutions and pathways together.

• Teachers observing behavior, academic challenges, and attendance concerns may also make a referral to the PBIS tier two team.
• Students who are failing three to four classes, have five or more unexcused absences, or three to five discipline referrals in a single month will also be referred to the tier two team.

Possible tier two interventions:

• Check-in and check-out (CICO) with an assigned staff member
• Peer mentor
• Adult mentor
• Specialized core classes
• Attendance contract with school leadership
• Behavior contract with school leadership
• Functional Behavior Assessment
• Behavior intervention plan
• Specialized counseling
• Skill streaming 

Generally, 5% of the school population need these individualized intensive services, which include a Functional Behavior Assessment and subsequent behavior intervention plan.

Possible tier three interventions:

• Special education evaluations for different learning paths
• Check-in and check-out (CICO) with an assigned staff member
• Adult mentor
• Specialized core classes
• Attendance or behavior contract with leadership
• Other academic choices (Gravity, New Market Skills Center, etc.)
• Functional Behavior Assessment
• Social worker connection
• Specialized counseling
• Skill streaming
• Behavior Intervention Plan