Positive Behavior, Interventions and Supports

Positive Behavior, Interventions, and Supports (PBIS) is a tiered implementation framework designed to create positive, predictable, equitable, and safe learning environments where everyone thrives. This system of support can improve social-emotional competence, academic success, school climate, and the overall well-being of our students.

PBIS Priorities

The PBIS approach recognizes that effective interventions must consider various factors, including the student’s age, health, maturity, understanding of their behavior’s impact, and willingness to make amends. It also takes into account cultural considerations, potential biases, and whether the behavior is related to a student’s disability. The handbook guides administrators in assessing the seriousness of incidents, their impact on the school community, and the appropriateness of interventions or consequences.

Equitable and Inclusive Practices

Every student and staff member deserves access to learning, feels valued and supported by their teachers and peers, and has opportunities to engage in authentic experiences relevant to their lives and interests.

When students face challenges, the PBIS: A Response to Behavior Handbook will be referenced to ensure that factors such as age, health, maturity, and cultural considerations are included in the decision-making process.

Restorative Practices

Restorative practices are rooted in a mindset and daily way of being that promotes a culture of connection, accountability, and mutual respect. By engaging in restorative processes, such as community circles and harm-repair conferences, schools build trusting relationships while prioritizing accountability, understanding impact, fostering dialogue, encouraging collaboration, and facilitating repair.

Culturally Responsive Practices

Our culturally responsive practices incorporate students’ cultures and experiences to enhance their learning. We hold high expectations for all students and provide equitable access to effective instruction and adequate resources. We emphasize identity, voice, supportive environments, and situational appropriateness to ensure all students thrive.

Multi-Tiered Systems of Support

Multi-Tiered System of Supports (MTSS) is a comprehensive framework designed to help our schools identify and assist students who may be struggling. By focusing on the whole child, MTSS not only addresses academic growth but also supports students' behavioral, social, emotional, and attendance needs. Incorporated within MTSS is Response to Intervention (RTI), a system structured in three tiers that provide increasingly targeted interventions to meet the individual academic and behavioral needs of students.

Response to Intervention

Tier 1: Universal (Whole Class)

Universal (Whole Class)

All students in general education classrooms are under Tier 1 of the MTSS framework. Our teachers strive to provide instruction that aligns with their students' learning style. However, within a general classroom setting, it’s not always possible to offer the level of individual attention some students may need. The school tracks students’ progress through a variety of measures and if a child is struggling, they may move into Tier 2.

Tier 2: Targeted (Small Group Interventions)

Targeted (Small Group Interventions)

In Tier 2 support, kids still participate in regular lessons with their whole class, but this tier also incorporates small group lessons two to three times a week. Tier 2 can also involve special teaching or “interventions.” Students’ skill levels are routinely monitored and depending on their progress, they may move back to Tier 1, stay within Tier 2, or move to Tier 3.

Tier 3: Intensive (Individual and Small Group Interventions)

Intensive (Individual and Small Group Interventions)

If kids continue to struggle through Tier 1 and 2, they move to Tier 3, the most intense level of support. At this level, students may work in small groups, individual lessons, or a combination of the two. Most students in Tier 3 will continue to spend a significant amount of time in their general education classroom but may spend extended periods in a resource room. Given that Tier 3 students are the most at-risk, their progress is closely monitored by teachers, with the goal of helping them improve enough to transition out of Tier 3.

TK-5th Grade

TK-5th Grade Behavior Responses

Learn about VCUSD's approach to student discipline, including steps taken when positive behavior supports are unsuccessful and an Education Code violation occurs. Discover how due process, parent communication, and restorative practices guide our response.

Level 1: Universal Responses (TK-5th Grade)

View Level 1 behavior responses, including classroom-based interventions, teacher-led strategies, and support team referrals. Learn how proactive, trauma-informed practices, restorative approaches, and tailored supports help address student behavior.

Level 2: Selected Responses (TK-5th Grade)

Level II requires more intensive interventions than Level I and may involve administrator support. Formal documentation should follow site referral procedures, and parent/guardian communication is required to ensure students receive the support needed to understand and correct their behavior.

Level 3: Targeted and Intensive Responses (TK-5th Grade)

Level III requires immediate administrative involvement and written documentation in IC. These behaviors violate municipal codes and/or laws, are severe, or pose a threat to the physical safety of the student and/or others.

Level 4: Most Intensive Responses (TK-5th Grade)

Level IV requires immediate intervention and administrative involvement, with written documentation of interventions previously in place. Level IV behaviors involve immediate suspension and a recommendation for expulsion.

6th-12th Grade

6th-12th Grade Behavior Responses

Level 1: Universal Responses (6th-12th Grades)

Level I requires consistent, ongoing trauma-informed practices and interventions that can be provided by the classroom teacher or support staff member. Behaviors are typically addressed at the time they occur and may not require documentation in Aeries.

Level 2: Selected Responses (6th-12th Grades)

Level II requires more intensive interventions than Level I and may require administrator involvement. Formal documentation should be utilized through site referral procedures, and parent/guardian communication is required to ensure students receive the support needed to understand and correct behavior.

Level 3: Targeted and Intensive Responses (6th-12th Grades)

Level III requires immediate administrative involvement and written documentation in IC. Level III behaviors violate municipal codes and/or laws, are severe, or pose a threat to the physical safety of the individual student and/or others.

Level 4: Most Intensive Responses (6th-12th Grades)

Level IV requires immediate intervention and administrative involvement with written documentation of interventions previously in place. Level IV behaviors involve immediate suspension and recommendation for expulsion.

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