TuHS PBIS and Interventions

TuHS’ Culturally Responsive School-wide PBIS  

Tualatin High School will adopt expectations that are reflective of the cultural values of 
our surrounding community. Expectations and specific rules are identified based upon a 
legitimate purpose within the setting, as opposed to simple school tradition or maintaining 
the status quo. Behavior expectations should focus on high standards for all students, be 
able to be taught and learned, and be respectful the our students’ cultures and abilities.  
 

Tier I ​- T​ hese are low-level behaviors that are acute or rise beyond the level of

teacher-managed due to lack of effect from prior interventions (Student Conferences, Call/Email
to Parents, Seat Change, Re-engagement Room, Problem-Solving Conversations…)

Behaviors in Tier I ● Theft (including possession)
● Lying to Staff/ Forgery/ ● Excessive Tardies
Impersonation ● Inappropriate Touching (NOT
● Property Damage
● Insubordination/Defiance/ Disruption Harassment)
● Hall Pass Violation ● Skipping
● Inappropriate Objects (laser pens, ● Affection (inappropriate display)
squirt guns, etc…) ● Boards/Blades/Bikes
● Gang Behavior (low level) ● Cell Phone/ Other Electronic Device
● Harassment (All types)
● Aggressive/Violent Behavior Violation (see Cell Phone Policy)
● Computer Misuse ● Abusive Language (Profanity or
● Auto/Permit Violation
● Profanity/Obscene Gesture Derogatory)
(depending upon context) ● Bus Violation
● Plagiarism/Cheating ● Tobacco / Vaping / lighters
● Profanity toward Staff/other Students ● Cafeteria Misuse
● Disrespect

** Depending upon severity or frequency, Tier I behaviors may be raised to Tier II

Possible Actions ● Restorative actions
● Expectations defined ○ Apology Letter/
● Reteach expectations Discussion
● Define follow up to undesired ○ Conflict Resolution
behaviors Discussion using
● Reward appropriate Non-Violent
behaviors Communication
● Differentiated instruction for ○ Make up time/
behavior Reconnect with
● Continuous collection and learning
use of data for ○ Parent/”Community”
decision-making Meeting w/ Data
● Explore harm and possible
repair ● Universal screening for
behavior support

Tier II​ - T​ hese behaviors include acute, severe behaviors which directly or indirectly (ex.

inciting) cause harm to self or another, or damages the safe environment.
Additionally, severe or frequent Tier I behaviors may be elevated to Tier II.

Behaviors in Tier II
● D & A and Imitation Controlled Substance (possession/use)
● Mutual Combat
● Inciting/Encouraging Fight/Conflict
● Harassment / Bullying (sexual, racial, disability)
● Assault (may include legal involvement)

Possible Actions ● Structured Inquiry into
● Progress monitoring barriers/issues preventing success
● System for increasing structure and
predictability ● Drug and Alcohol Evaluation
● System for increasing contingent adult ● Contract with student / adult
feedback
● System for linking academic and supports
behavioral performance ● L.I.F.T.T.
● System for increasing home/school ● Purposeful SAO Assignment (School
communication
● Collection and use of data for Work in SAO, DBT / SRT Training,
decision-making Community Service, etc…)
● Out-of-School Suspension

Tier III​ ​- ​These include very serious behaviors that require higher levels of support.

In some instances, these supports may outstrip those available to our school.

Behaviors in Tier III ● Burglary (school property)
● Fire Alarm/Bomb Threat/Arson ● Explosive Device (bullet, firework,
● D & A, and Imitation Controlled
Substance (sale/distribution) etc…)
● Weapon/Possession/Distribution

Possible Actions
● Alternative Placement/Program
● Expulsion
● Threat Assessment
● Arrest / juvenile charges
● Functional Behavioral Assessment (full, complex)
● Team-based comprehensive assessment
● Linking of academic and behavior supports
● Collection and use of data for decision-making