1. Positive Behavior Interventions and Supports (PBIS)
Behavioral Learning Guide (BLG)
Updates
Donna Clark
Coordinator, Behavioral Learning
July 12, 2018

2. BLG and Matrices: What Stayed the Same
There are still three documents: the BLG; the Elementary Matrix; and the Secondary Matrix.
All three still rely on progressive disciplinary strategies paired with appropriate interventions.
The Secondary Matrix still has 5 Response Levels
The Elementary Matrix still has 4 Response Levels
The majority of the documents went unchanged, so this should be the smallest number of changes our teachers will have had in the last 5 years!

3. BLG and Matrices: Summary of Major Changes
In the BLG:
We changed the expulsion timeline and appeal procedure;
We updated the glossary of terms; and
Added language for particularly egregious behavior.
In the Elementary and Secondary Matrices:
We added four new offenses;
We changed the levels for a few offenses;
We built in more principal discretion; and
We expanded the usage of Restorative Practices.
The proposed edits came from teachers, assistant principals, principals, administrators, the DOJ, and our discipline expert.

4. Major BLG Changes Expulsion: Updated Glossary Terms:
The typical expulsion periods are now 90 and 180 days, depending on the offense.
Possession or usage of a gun;
Violent physical assault with injuries; and
Forcible sexual assault
There is a new procedure for appealing the Superintendent’s decision to the Board.
Updated Glossary Terms:
Assignment to alternative school
Expulsion
Over the Counter and Non-Prescription Medicine
Prohibited Drugs
Drug Paraphernalia
Restorative Conference
Restorative Panel Meeting

5. Major BLG Changes (continued)
Multiple Level 3s for a Single Event:
There is a new procedure for students who commit multiple Level 3 behaviors in a single act.
Previously, there was no provision for this.
The new language is:
Although comprehensive, the Behavioral Learning Guide and Matrices do not contain descriptions for how to handle every possible set of student behaviors. When a student’s misbehavior for a single event covers offenses assigned to multiple Level 3 Responses, the administrator may respond with a Level 4 Response. The administrator must seek approval from the Superintendent, or designee, before proceeding with a Level 4 Response.
This procedure should be used only in extenuating circumstances.   
[This applies to Secondary Only]

6. Major Matrix Changes
Four new behaviors were added. The first deals with students who buy, sell, or distribute Over the Counter and Non-Prescription Medicine:
Buying, selling, or participating in the distribution of Over the Counter and Non-Prescription Medicine, as defined in the glossary, to another student. Distribution may be inferred by the particular facts including the amount of the drugs in a student’s possession.
When assigning Disciplinary Consequences for behaviors involving Over the Counter and Non-Prescription Medicine, the school administrator should consider the intent of the student (i.e. helping a student with a headache as opposed to trying to make money off the sale of the medicine).
Opportunity for Restorative Panel Meeting as a Response to a Level 3.
[This is assigned to Levels 1, 2, and 3 in Elementary/ Levels 2, 3, and 4 in Secondary]

7. Major Matrix Changes
The second deals with students who file a false report involving school safety:
Filing a false report of a school safety incident (such as a false report of a shooting or the presence of a gun on campus) in any form, whether anonymous or otherwise. Administrators have the discretion to begin at a Level 2 or Level 3 [Level 3 or Level 4, in Secondary] depending on the scope of the threat and the disruption to the school environment.
[This is assigned to Levels 2 and 3 in Elementary/ Levels 3 and 4 in Secondary]

8. [This is assigned to Levels 2 and 3 in both Matrices]
Major Matrix Changes
The third deals with failure to respect property. In the past, the offenses have been separated by type (stealing or damaging) and by value (less than $50, more than $50). The new language is:
Damaging, defacing, destroying, or taking property that belongs to another person or the District. This behavior does not include horseplay where the student taking or obtaining the property has no intent to keep the property.
Teachers have discretion to handle minor situations in the classroom.
For Level 2 and Level 3 Responses, the administrator should conduct a Restorative Conversation with the students.
[This is assigned to Levels 2 and 3 in both Matrices]

9. Major Matrix Changes
The last new offense covers students who pay other students to commit an offense in the matrix:
Paying another student to do any behavior that is prohibited by the Behavioral Learning Guide Elementary (or Secondary) Matrix. The Response Level for this behavior should correspond with the Response Levels assigned to the prohibited behavior.

10. Major Matrix Changes Some behaviors had their levels readjusted.
Here are some examples:
Setting off fire alarm, setting fires, or detonating explosives are now Level 3 in Elementary and Level 4 in Secondary.
In Secondary, inciting a fight is now a Level 3 and Level 4.
In Secondary, possessing or observing pornography is now a Level 2 and Level 3.
In Secondary, possessing a weapon without intent is now a Level 3 and Level 4.
In Elementary, Inappropriate Touching is now a Level 2 and Level 3.

11. Major Matrix Changes
There are more behaviors that give principals the discretion to begin with the higher Response Levels.
Here are some examples:
School shooting threats
False school safety threats (New Offense)
Failure to Respect Property of Others (New Offense)

12. Major Matrix Changes
There is a greater focus on Restorative Practices at the school level.
Here are some examples of behaviors where Restorative Practices should be used:
Being late to class
Not being in assigned classroom
Leaving campus without permission
Use of Profanity Directed at School Personnel

13. Positive Behavior Interventions and Supports (PBIS)

14. What is PBIS?
PBIS is a process for creating safer and more effective schools. Through PBIS, schools teach and support positive behavior for all students and all staff everywhere in the schools.

15. PBIS is… PBIS is NOT… Popcorn, pencils, & popsicles
A framework for reducing problem behaviors and maximizing instructional time
A system for making data-based decisions
A research-based framework focused on prevention and instruction
A structure for creating safe and positive schools
Popcorn, pencils, & popsicles
A canned program or specific curriculum
Limited to only certain students
Demeaning to students

16. PBIS Supports Schoolwide Discipline
Common & consistent approach to discipline by staff and administration
Expectations and procedures for behavior in various environments are taught (becomes part of the school culture)
Practices move away from over reliance on punishing students and behavioral support strategies are designed to meet the needs of all students
Student behavior data is analyzed & monitored via PST and monthly PBIS leadership team meetings
Positive behaviors are publicly acknowledged & problem behaviors have clear consequences

17. PBIS Celebrations and Areas of Growth
“Mid-year Persistence Award” Winner and Runner-Up
Elementary Winner – Sonnie Hereford Elementary
Secondary Winner – Grissom High School
Elementary Runner-Up – Lakewood Elementary
Secondary Runner-Up – Huntsville High School
“PBIS Model Demonstration School” (end of year)
Elementary Schools: Blossomwood, Chaffee, Challenger, Farley, James Dawson, Lakewood, McDonnell, Sonnie Hereford, Whitesburg P-8
Secondary Schools: Grissom and Huntsville
Areas of Growth
Consistent implementation across the district and implementation with fidelity