Tools
Positive Behavioral Interventions and Supports (PBIS) Information

Clayton County Public Schools has developed district discipline strategies using Positive Behavioral Interventions and Supports (PBIS) within the Multi-tiered Systems of Support Framework. Positive Behavioral Interventions and Supports (PBIS) is a framework for positive interventions and supports that is designed to enhance academic and social-behavior outcomes. PBIS is a data based decision making framework that guides selection, integration, and implementation of evidence based practices to improve student outcomes. A particularly important feature of PBIS is the focus on developing and sustaining a proactive and preventive system, which is rooted in the public health and disease control model. The tiered model applies to both academic and behavior instruction and intervention to meet the needs of all students in a school (Sugai & Simonsen, 2012; Childs, K. E., Kincaid, D., & George, H., 2007-2008).

                 

Georgia's application of this model occurs at four levels that are fluid and that are analyzed through structured problem solving to inform the needs of students, before interventions are developed, monitored, and altered based upon the need(s) of the students

Tier 1: All students, in all settings are provided with standards-based instruction, universal screening, progress monitoring, and direct behavioral instruction to prevent the development of academic and/or behavior problems. Tier I support should meet the needs of at least 80% of all students in a given school.

Tier 2: Systems of support are designed to provide additional interventions to students who have access to Tier 1 supports but are not responding to them. Approximately 10-15% of the students within a given school may need Tier 2 supports.

Tier 3: The most intensive/individualized support system is provided for students who exhibit patterns of severe or extreme problem behavior. Student's needs are discussed at a structured meeting of the Student Support Team (SST), which oversees the intervention process. Almost 5% of students within a school will require this type of support.

Tier 4: If a student does not respond to intensive/individualized support, the SST makes an appropriate referral for consideration of placement of the student in an appropriate Tier 4 program (i.e., Special Education, English to Speakers of Other Languages [ESOL],Gifted, or other program).

PBIS Critical Elements

PBIS has ten critical elements:

  1. The PBIS team must have administrative support, regular meetings at least monthly, and an established a clear mission/purpose;
  2. Faculty Commitment: Faculty are aware of behavior problems across campus through regular data sharing, involved in establishing and reviewing goals, and feedback is obtained throughout the year;
  3. Effective Procedures for Dealing with Discipline-Discipline process includes documentation procedures, referral for includes information useful in decision making, problem behaviors are defined, and there are a suggested array of appropriate responses to office-managed problem behaviors;
  4. Data Entry and Analysis Plan Established: The data systems are SWIS and Infinite Campus to collect and analyze office discipline referral data, data is analyzed by the team at least monthly, and data is shared with team and the faculty monthly;
  5. Expectations and Rules Developed: There are 3-5 positively stated school-wide expectations and are posted around the school, rules are linked to expectations, and staff are involved in the development of expectations and rules;
  6. Reward/Recognition Program Established: The system includes incentives for staff and students, rewards has elements that are implemented consistently, a variety methods are used to reward students, staff, rewards are varied to maintain student interest, and the ratios of acknowledgement to corrections are high.
  7. PBIS includes teaching expectations and rules, lessons includes examples and non-examples, lessons use a variety of teaching strategies,
  8. Implementation Plan:- plans for training staff how to teach expectations/rules/rewards are developed, scheduled and delivered, there is a plan for teaching students expectations /rules/rewards are developed, scheduled, and delivered, booster sessions for students and staff are planned, scheduled, and delivered;
  9. Classroom Systems: classroom rules are defined for each of the school-wide expectations and are posted in classrooms, expected behavior routines in classrooms are taught, classroom teachers use immediate and specific praise, and classrooms have a range of consequences/interventions for problem behavior that are documented and consistently delivered; and
  10. Evaluation: Students and staff can identify expectations and rules, staff utilizes the reward system appropriately, and staff uses a referral process including behaviors which are office managed versus teacher managed.

PBIS Schools in Clayton County Public Schools

Adamson Middle School
Babb Middle School
Callaway Elementary School
Eddie White Academy
Marshall Elementary School
Morrow High School
Mundy's Mill Middle School
Mundy's Mill High School
Northcutt Elementary School
Forest Park Middle School
Forest Park High School
North Clayton Middle School
North Clayton High School
Roberts Middle School
West Clayton Elementary School

Support for PBIS Schools

Clayton County Public Schools has established a PBIS District Leadership Team (DLT). The role of the DLT is to provide oversight and ongoing support to the PBIS schools in the district. The team will assist in monitoring the data and the fidelity of the implementation of the framework.

Support Expectations

  • Attend monthly discipline meetings
  • Monitor discipline
  • Assist schools with solutions/interventions
  • Contact with school on a weekly basis (email, observation, etc.)
  • Be knowledgeable about the Student Code of Conduct
  • Bring back concerns/challenges to the DLT

Infinite Campus (IC) - Student Information System

The District utilizes Infinite Campus (IC), a web-based information system,  to collect and  summarize  student behavior data which are used for problem solving and decision making. Research suggests that educators can make more effective and efficient decisions when they have the right data in the right form at the right time. Data from IC provides school personnel with the information they need to be successful decision makers. The Behavior Big 7 report in IC  frame the context within which problem behaviors occur at school and help teams to answer these questions:

  • How often do referrals occur?
  • What problem behaviors occur most frequently in our building?
  • What day of the week the problem behaviors occur the most?
  • What month the problem behaviors occur the most?
  • Where are problem behaviors most likely to occur?
  • When are problem behaviors most likely to occur?
  • Which students are involved in referrals?

There are other reports in IC which allow teams to dive  deep into the data, get more detailed information about specific questions related to the overall school-wide patterns. Using these reports, teams can look at disproportionality by ethnicity/gender/SWD, individual student's referral patterns and year-end reports to guide action planning for the upcoming school year. Below are examples of the report:






For more information on PBIS go to pbis.org

Multi-Tiered System of Support

Clayton County Public Schools is committed to ensuring that schools are safe, secure and orderly environments in which teaching and learning are a priority. With the efforts of the entire school community including but not limited to students, teachers, administrators, parents, guardians, counselors, social workers, psychologists, safety and security personnel, custodial and bus staff, and food service staff must work together and model mutual respect.

The Multi-Tiered Systems of Support for Behavior is a framework comprised of intervention practices and organizational systems for establishing the social culture, learning and teaching environment, and individual behavior supports needed to achieve academic and social success for all students (http://www.gadoe.org/curriculum-instruction-and-Assessment/curriculum-and-instruction/Pages/Response-to-intervention.aspx).

The Code of Conduct promotes positive student behavior and an atmosphere of respect and dignity by assisting students as they strive to become productive, responsible citizens in a global society. All members of the school community-students, teachers, administrators, parents, guardians, counselor, social workers, psychologists, safety and security personnel, custodial and bus staff, and food service staff must know and understand the code of conduct which all students are expected to adhere to and the consequences when they are not in adherence.

The Clayton County Public Schools Code of Conduct provides a description of conduct that meets the expectation of behavior for students. It includes a range of guidance interventions and a range of permissible disciplinary and intervention measures which schools utilize to address misbehavior.

Proactive Approach to School-Wide Discipline

Clayton County School District implements Multi-Tiered Systems of Support for Behavior in all schools. This framework is a proven, research and evidence-based discipline program that emphasizes school-wide systems of support that include strategies for defining, teaching, modeling and supporting appropriate student behaviors to create positive school environments.

The Clayton County Public Schools Code of Student Conduct compliments and supports the district-wide implementation of Multi-Tiered Systems of Support for Behavior to foster student academic and behavioral success. The Multi-Tiered Systems of Support for Behavior emphasizes teaching students to behave in ways that contribute to academic achievement and school success and that support a school environment where students and school staff are responsible and respectful. It places emphasis on the need for school staff to promote appropriate behaviors by teaching, modeling, reinforcing and monitoring appropriate behavior.

This framework recognizes that effective school discipline is anchored to meaningful corrective instruction and guidance that offers students an opportunity to learn from their mistakes and contribute to the school community. Multi-Tiered Systems of Support for Behavior also involves ongoing monitoring of discipline data to ensure equitable school-based discipline practices are implemented in a fair and non-discriminatory manner. Schools that implement school-wide systems of positive behavior support focus on taking a team-based approach and teaching appropriate behavior to all students in the school. Schools have been successful in building school-wide systems with procedures to accomplish the following:

  1. Behavioral expectations are Defined
  2. Behavioral expectations are Taught
  3. Appropriate Behaviors are Acknowledged
  4. Behavioral errors are corrected Proactively
  5. Decisions about behavior management are data based

Establishing a school-wide tiered framework of behavioral supports and interventions guides the entire school community toward following the school's rules and expectations, as well as the delivery of consistent and appropriate consequences, e.g., some schools will implement Positive Behavioral Interventions and Supports (PBIS). Effective social emotional learning helps students develop fundamental skills for life effectiveness, including: recognizing and managing emotions; developing caring and concern for others; establishing positive relationships; making responsible decisions; and handling challenging situations constructively and ethically. Such skills help prevent negative behaviors and the disciplinary consequences that result when students do not live up to behavioral standards.
School staff members are also responsible for addressing inappropriate student behaviors that are disruptive to the learning environment. Administrators, teachers, counselors and other school staff are expected to engage all students in intervention and prevention strategies that address a student's behavioral issues and discuss these strategies with the student and his/her parent(s). If, at any time, school officials suspect that a student's difficulties may be the result of a disability which may require special education services, the student should be referred immediately to the Student Support Team and Response to intervention process.

PARENTS AS PARTNERS

Parents are an important part of the implementation of Multi-Tiered Systems of Support for Behavior. Parents are encouraged to use similar positive behavioral expectations to those that the school teaches. Students, parents and school personnel all have a role in making schools safe and must cooperate with one another to achieve this goal. School staff should keep parents informed of their child’s behavior and enlist parents as partners in addressing areas of concern. Outreach to parents can include, but is not limited to, a phone call and/or a written communication. As role models, parents and school staff should exhibit the behaviors which they would like to see students emulate.

To become active and involved partners in promoting a safe and supportive school environment, parents must be familiar with the Clayton County Code of Conduct. Educators are responsible for informing parents about their child's behavior and for nurturing the skills students need to succeed in school and in society. Parents are encouraged to discuss with their child's teacher and other school staff issues that may affect student behavior and strategies that might be effective in working with the student. It is important that there is consultation and communication between the school and the home. Guidance conferences attended by the principal or his/her designee, a guidance counselor, the student's parent(s) and one or more of the student's teachers are an effective means of encouraging parental input and should be held with students when appropriate.