Philosophy and Purpose

UUSD Mission Statement

We will challenge and inspire our students to value different perspectives and become successful, contributing citizens in an increasingly interdependent world.

UUSD Vision Statement

We are a dynamic and innovative learning community and our decisions are focused on the interests of our students. We recognize that for many students, our district can and must provide a solid path out of poverty. For all students, our school district must celebrate and cultivate their unique skills and talents. To that end we are dedicated to:

• The joy of learning and teaching.
• A culture founded on relationship, collaboration, and inclusion.
• Effectively interacting with people of different cultures and socio-economic backgrounds.
• High expectations and academic rigor.
• Recruiting and developing talented and innovative teachers, leaders, and support staff.
• Embracing change and taking risks.
• Engaging parents and community members as partners.
• Providing multiple pathways leading to college and career success.
• Technological proficiency.
• Personal and professional accountability.

Purpose of this Reference Guide

This reference guide is to help sites with examples and explanations of the various facets of PBIS/MTSS. Not all recommendations will be appropriate for all sites depending upon current culture and climate as well as grade levels of students. It is up to the Tier I Team to work with the staff to determine the best course of action for each specific site. This guide is updated on a regular basis. Any resources created within the district are intended to be shared here for all to benefit.

What is PBIS/MTSS?

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

MTSS (Multi Tiered Systems of Support) is an integrated, comprehensive framework that focuses on CCSS, core instruction, differentiated learning, student-centered learning, individualized student needs, and the alignment of systems necessary for all students’ academic, behavioral, and social success. California has a long history of providing numerous systems of support. These include the interventions within the RtI2 processes, supports for Special Education, Title I, Title III, support services for English Learners, American-Indian students, and those in gifted and talented programs. MTSS offers the potential to create needed systematic change through intentional design and redesign of services and supports that quickly identify and match the needs of all students.

Using the most current best practices, strategic teams are trained to positively impact behavior at three key behavioral tiers: Universal or primary (whole school); Secondary – not to exceed 15 % of population (individual child or group of at-risk children); and Tertiary or Intensive – not to exceed 5% of population (children with complex needs and behaviors that severely impact the child, school and/or community functioning).

Why is it so important to focus on teaching positive social behaviors?

Frequently, the question is asked, “Why should I have to teach kids to be good? They already know what they are supposed to do. Why can I not just expect good behavior?” In the infamous words of a TV personality, “How is that working out for you?”

In the past, 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 step of a student’s educational experience. Teaching behavioral expectations and rewarding 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.

What does this mean for staff?

• All staff must recognize and acknowledge children who are following the school-wide expectations or pillars.
• All staff must be ready to give out reward system, to students in the classroom and throughout the building.
• All staff must know the Behavior Flow Chart and be consistent with their responses.
• All staff must complete a Low Level Referral Form if a child’s behavior indicates the need.
• All staff must complete an Office Discipline Referral Form if a child’s response to a problem behavior indicates the need.
• Teaching staff must post the School-wide Expectations in their class and other areas that children often use.
• Teaching staff must have clearly defined classroom rules and procedures.
• All staff will use restorative questions and processes when dealing with discipline issues.
• All staff will monitor students with chronic absences and work with families to overcome attendance obstacles.
• All staff need to CELEBRATE successes as much as possible.