Behavior Framework Timeline

Our Behavior Framework is guided by our vision of empowering dreams and inspiring futures. It is in direct support of our instructional framework- Learning Environment and Journey of a Graduate. It was developed by a cross-functional team, who engaged in research and a study of best practices in the areas of student management, student discipline, and social well-being. 

Our Vision

Empowering each and every learner to pursue their dreams and enrich their communities. 

Values and Beliefs

Prevention is defined as intentional district-wide and school-wide systems designed to set behavior expectations, teach desired behaviors, and outline action-steps to create and develop a positive school learning environment where teachers and students feel safe. 

Supporting Beliefs 

• Learning environments should be emotionally, physically, and socially safe to foster engagement and allow for risk-taking. 

• Behavior is explicitly taught using research-based curriculum.

Key Traits 

• Coherent, clear expectations

• Consistently implemented

• Student-centered

• Proactive

• Connectedness

• Whole Child 

District resources for prevention: 

• Emergent Tree GroundWorks

• Guidance lessons using Character Traits

• Social and Emotional Support

• Mental Health Partnerships

• Partnering with Parents

• Connections (Clubs, Programs, Athletics, Fine Arts, etc.)

• Anonymous Alerts 

Academic content is taught using multiple strategies and approaches tapping into student modalities and how they learn best. Similarly, behavior is taught and at times, additional strategies are needed to assist students who continue to struggle with self-regulation. Intervention  may be required to assist them. Intervention is defined as a systematic method of providing more individualized support to students in the area of behavior. 

Supporting Beliefs 

• Intervention is a problem solving process designed to help individual students to be successful in the learning environment. 

• Intervention should occur promptly after students demonstrate difficulty adjusting to the classroom environment. 

• A team of professionals with knowledge of the student should work together to plan for intervention with parental involvement. 

Key Traits 

• Data informed

• Individualized

• Implemented with fidelity

• Embedded progress monitoring

• Multi-Tiered System of Supports

District resources for intervention: 

• Emergent Tree Bridges and Solid Roots

• Elementary Intervention Resource/Guide

• Secondary Intervention Resource/Guide

• Behavior Coaches

• Social and Emotional Lessons

• Counselor Support

• Project Heartbeat Support

• Mentorship

• Behavior Flowchart 

Discipline is teaching students to follow a set of expectations that result in a safe and orderly environment.

Supporting Beliefs 

• When students fail to meet the desired behavior expectations, school discipline will be implemented.

• It is the responsibility of campus leaders to clearly define expectations and consequences as outlined in the Student Code Of Conduct. 

Key Traits 

• Consistently implemented

• Administered in conjunction with prevention and intervention

• Clear communication with all parties involved

District resources for discipline: 

• Chapter 37 Texas Education Code

• Student Code of Conduct

• Parent and Student Handbook

• Elementary Consistency Guidelines

• Middle School Consistency Guidelines

• High School Consistency Guidelines

• Bullying Guidelines

• Bullying Investigation Resources

• Behavior Threat Assessment

• Behavior Flowchart

• TEA: Behavior Supports and Guidance for Students with Disabilities

Social Emotional Wellbeing is providing students and families with the support needed to maximize a child’s social, emotional and physical well-being.

Supporting Beliefs 

• Positive school culture and climate

• Increased school connectedness

• Increased positive behavior

Key Traits 

• Support teacher knowledge through effective teaching practices and SEL implementation.

• Build community partnerships.

• Created through the impact of values, beliefs, and behavior of all members of a school community.

• Continual development of social and emotional skills.

District Resources for Social Emotional Wellbeing: 

• Social Emotional Wellbeing Framework

BISD understands that each campus has its own identity, which defines its culture. In order to ensure consistent practices within our district, there are baseline expectations and common professional learning that is expected throughout the district. Campuses are permitted to offer additional professional learning opportunities in order to meet individual campus needs. 

Required Trainings 

Students: 

• Class meetings to learn of the campus expectations and consequences.

All teachers:

• Ground Work Framework- Universal Systems for Tier I Behavior Management

Behavior Interventionists, Special Education teachers, Counselors, and Administrators: 

• Ground Work Framework- Universal Systems for Tier I Behavior Management

• Bridges: Tier 2 Targeted Interventions

• Solid Roots: Tier 3 Intensive Interventions

• CPI: (Crisis Intervention)