RISE (PBIS)

Our actions are guided by our Motto RISE=Respect, Integrity, Service & Excellence

Students making meaningful contributions to the world:
RISE Above the Rest Huskies!

Tuscarora High School implemented the Positive Behavioral Interventions & Supports (PBIS) when the school opened in 2010. Students and staff are expected to exemplify the motto RISE in daily interactions. Students are recognized for positive behavior when they exhibit RISE at THS through our Husky ticket program. Teachers are recognized by students for exhibiting RISE as well.  

PBIS Overview

What is School-Wide PBIS?

Improving student academic and behavior outcomes is about ensuring all students have access to the most effective and accurately implemented instructional and behavioral practices and interventions possible. PBIS provides an operational framework for achieving these outcomes.

More importantly, PBIS is NOT a curriculum, intervention, or practice, but IS a decision making framework that guides selection, integration, and implementation of the best evidence-based academic and behavioral practices for improving important academic and behavior outcomes for all students.

What Does School-Wide PBIS Emphasize? In general, SWPBIS emphasizes four integrated elements:

  1. data for decision making

  2. measurable outcomes supported and evaluated by data 

  3. practices with evidence that these outcomes are achievable

  4. systems that efficiently and effectively support the implementation of these practices.

What does RISE look like at Tuscarora HS?

See the poster to the right.

These four elements are guided by six important principles:

  1. Develop a continuum of scientifically based behavior and academic interventions and supports

  2. Use data to make decisions and solve problems

  3. Arrange the environment to prevent the development and occurrence of problem behavior

  4. Teach and encourage pro-social skills and behaviors

  5. Implement evidence-based behavioral practices with fidelity and accountability

  6. Screen universally and monitor student performance & progress continuously.

What Outcomes are Associated with Implementation of PBIS? 

Schools that establish systems with the capacity to implement SWPBIS with integrity and durability have teaching and learning environments that are

  • More engaging, responsive, preventive, and productive

  • Address classroom management and disciplinary issues

  • Improve supports for students and

  • Most importantly, maximize academic engagement and achievement for all students 

     

There are seven critical features of PBIS listed, defined, and monitored within the program:

  1. Behavioral Expectations Defined

  2. Behavioral Expectations Taught

  3. On-Going System for Rewarding Behavioral Expectations

  4. System for Responding to Behavioral Violations

  5. Monitoring and Decision-Making

  6. PBIS Team Management

  7. District-Level Support

     

Expect Respect

What is Expect Respect?

  • The practice of using a specific school-wide common phrase or word  (to be decided by the school) that will be used by everyone (staff and students) to interrupt mistreatment or bullying.

  • Allows for interruption of mistreatment in a way that is respectful to everyone involved.

  • "Expect Respect” is a bullying prevention component developed by the researchers at the University of Oregon who developed the current framework for PBIS.

What does Expect Respect look like at THS?

At THS, we opted to continue using our motto RISE to implement Expect Respect.

  • We are teaching students to identify bullying or disrespectful behavior by saying "That's not RISE. You're being DISRESPECTFUL."

  • If there is a situation of mistreatment or bullying at school, what is the common expectation of what will be said or done? Staff Member or student intervenes or requests assistance.

  • Office Referral occurs if intervention does not achieve positive results.

Why use Expect Respect? Expect Respect is a county-wide/nationally recognized program that reduces bullying and reduces school violence.   A positive school climate is associated with:

  • Less involvement in bullying as a bully or victim

  • Increased academic achievement

  • Students are more willing to seek adult help regarding student violence

  • Students are more likely to endorse positive attitudes toward seeking help for bullying and threats of violence.

Research has shown that in schools where higher structure and support are associated with less bullying and victimization identified by both teachers and students (Gregory, Cornell, Fan, Sheras, & Shih, 2010).      

Student Behavior Management Process