High School PBIS

  • Granville Jr-Sr High School PBIS

    "Marching Forward with HORDE"

    What is PBIS?


    Positive Behavioral Interventions and Supports (PBIS) is a systems approach to preventing and responding to school and classroom discipline problems. PBIS develops school-wide systems that support staff to teach and promote positive behavior in all students. Schools that implement PBIS focus on taking a team-based system approach and teaching appropriate behavior to all students in the school.  The purpose of PBIS is to create an environment where everyone feels welcome, promote unity, and maximize learning.


    Schools that have been successful in implementing school-wide positive behavioral interventions and supports describe the following benefits:


    • Increases in attendance.
    • Student self-reports of a more positive and calm environment.
    • Teacher reports of a more positive and calm environment.
    • Reduction in the proportion of students who engage in behavioral disruptions.
    • Reduction in the number of behavioral disruptions.

    Why PBIS? 

    Previously, school-wide discipline has focused mainly on reacting to specific student misbehavior by implementing punishment-based strategies including reprimands, loss of privileges, office referrals, suspensions, and expulsions. Research has shown that the implementation of punishment, especially when it is used inconsistently and in the absence of other positive strategies, is ineffective. Introducing, modeling, and reinforcing positive social behavior is an important aspect of a student’s educational experience. Teaching behavioral expectations and recognizing students for following them is a much more positive approach than waiting for misbehavior to occur before responding. The purpose of school-wide PBIS is to establish a climate in which appropriate behavior is the norm.

    Click Here for "PBIS STAFF HANDBOOK"

    Granville Junior Senior High School

    Building-Wide Expectations 

    In accordance with PBIS universal guidelines, the PBIS expectations at Granville Junior Senior High School are designed to (1) provide a clear understanding of expected student behavior, (2) be few in number,(3) be positively stated and structured, (4) use familiar language, and (5) include example behaviors defined for purposes of instruction. These expectations are:

       Honesty        Optimism        Respect       Determination       Excellence                                



    Click here for "Positive Referral Form"

    Continuum of School Wide PBIS

    SWPBIS schools organize their evidence-based behavioral practices and systems into an integrated collection or continuum in which students experience supports based on their behavioral responsiveness to intervention. A three-tiered prevention logic requires that all students receive supports at the universal or primary tier. If the behavior of some students is not responsive, more intensive behavioral supports are provided, in the form of a group contingency (selected or secondary tier) or a highly individualized plan (intensive or tertiary tier).


                        How our school looks 2010 - 2013


    The PBIS Process


    1.      Establish Commitment and Maintain Teamestablish PBIS Universal team; attend training; commit to 3-5 years of PBIS; get school-wide agreement and support (need at least 80% staff buy in to be successful.


    Where We Are: A PBIS Universal Team was established at the Granville Junior-Senior High School during the 2010-2011 school year. The team attended several training at the Capital Region BOCES offices, which will continue during the 2012-2013 school year.


    2.      Establish an On-Going System of Reward - acknowledge expected behavior and use tangible rewards and acknowledgements (i.e., cards) and social recognition (i.e., bulletin boards, name over PA system, name in newsletter, etc).


    Where We Are: We continued to use our Character Education system, which included Character Education cards, Words of Wisdom daily and monthly lessons, and biweekly/quarterly events. During the 2011-2012 school year, we  re-designed card, which has been aligned with our HORDE expectations and matrix (see below). 


    3.      Establish a System for Responding to Behavioral Challenges - develop an agreement about which behaviors are handled in the classroom and which result in an office referral; use a variety of consequences; use pre-correction and restatement of expected behaviors.


    Where We Are: Teachers use their own system of consequences. The PBIS universal team created a behavior flow chart and list of problem behaviors, which was implemented in the 2011-2012 school year. This will allow for more consistency throughout the Junior-Senior High School building.


    4.      Establish a Data System to Monitor Progress & Aid in Decision Making - develop a system to review the office discipline data to make decisions during implementation of PBIS.


    Where We Are: Using E-School, we have been able to look at several graphs of our office discipline referral data, including by location, by time, by infraction, and by month. This has allowed us to focus on the major and minor infractions during the 2010-2011 school year. We will continue this system throughout the 2012-2013 school year.


    5.      Encourage Family Involvement - building a strong and caring partnership between schools and parents/guardians/community.





Related Files