Positive Behavioral Interventions & Supports (PBIS)

Hughes STEM High School is committed to cultivating a school environment that is safe, supportive, and conducive to teaching and learning. To support our efforts in this area, we have adopted a targeted approach to teaching and promoting positive behaviors — Positive Behavioral Interventions and Supports (PBIS). 

PBIS (Positive Behavioral Interventions and Supports) is an organized, data-driven system of interventions, strategies, and supports that positively impact school-wide and individualized behavior planning.

Using the most current best practices, strategic teams are trained to positively impact behavior at three key behavioral tiers: Universal or primary (Tier l, whole school); Secondary (Tier ll, individual child or group of at-risk children); and Tertiary or Intensive (Tier lll, children with complex needs and behaviors that severely impact the child, school and/or community functioning).

The PBIS Staff Handbook and PBIS Student Handbook were both created to provide all Hughes STEM High School stakeholders with the essential information on how Hughes STEM High School will plan, implement, and evaluate our Positive Behavioral Interventions and Supports.

Read the PBIS Student Handbook.

Tier 1 — Primary Prevention

three behavioral tiersTier 1 practices and systems are considered primary prevention, and it includes implementation of school-wide interventions for all learners to prevent behavior challenges. Tier 1 emphasizes prosocial skills and expectations by teaching and acknowledging appropriate student behavior. The core principles guiding Tier 1 PBIS include the understanding that we can and should:

  • Effectively teach appropriate behavior to all children
  • Intervene early before unwanted behaviors escalate
  • Use research-based, scientifically validated interventions whenever possible
  • Monitor student progress
  • Use data to make decisions

Tier 2 — Secondary Interventions

Tier 2 practices and systems provide targeted support for students who are not successful with Tier 1 supports alone (typically 15 percent of students). At Tier 2, students who are at-risk for academic or social failure due to behavior challenges receive specialized interventions. The focus is on supporting students who are at risk for developing more serious problem behavior before they start. Essentially, the support at this level is more focused than Tier 1 and less intensive than Tier 3. Specific Tier 2 interventions include practices such as social skills groups, self-management, and academic supports. 

Tier 3 — Tertiary Interventions

Tier 3 practices and systems provide individualized interventions for students with intensive/chronic behavior challenges. Students for whom Tier 1 & Tier 2 intervention supports are not enough (typically 1-5 percent of students) are then considered for more intensive interventions as part of Tier 3. At Tier 3, these students receive more intensive, individualized support to improve their behavioral and academic outcomes.