Irvine High School is proud to have received the California Positive Behavior Interventions and Support (PBIS) Platinum level of recognition. At Irvine High, PBIS is a framework or approach comprised of intervention practices and organizational systems for establishing the social culture, learning and teaching environment, and individual behavior supports needed to achieve academic and social success for all students.
- PBIS at Irvine High School is an approach that we have incorporated to assist our school personnel in adopting evidence-based behavioral interventions that enhance academic and social behavior outcomes for all our students.
- The original intent for this approach was to respond to a school-wide issue with chronic absenteeism and tardiness. At the time of the original implementation in 2002, our attendance data indicated that 43% of students had one or more single-period unexcused absences per month. By 2008, we were able to reduce absenteeism to as low as 8% of students with one or more single-period unexcused absences per month. We also identified that a large portion of the students who were cutting classes were also not passing their classes and/or needed additional supports.
- Our goal through the adoption of the PBIS approach was to lower our student truancy rate, which we hypothesized would have a positive effect on students' grades and a positive effect on our school culture.
- Our first step in agreeing to adopt this approach was to introduce our staff to the truancy data so that they would understand our need to implement a process that would help us respond to these concerns. We also recognized that our staff would need to be trained in the PBIS approach, as our tradition had been to be reactive to disciplinary behaviors as opposed to proactive. Some students had accrued hundreds of detentions. What we had been doing to address truancy issues was punitive in nature and did not necessarily affect change in our students' behavior.
- After attending a PBIS conference offered through the University of Oregon, our school psychologist at the time suggested that we incorporate the PBIS approach in attempting to regulate and respond to our truancy issue. The goal was to partner with our staff and student leadership in developing a school-wide behavioral matrix. This behavioral matrix would provide our school community with a set of values that they would be able to use as a foundation for teaching expected behaviors. The values identified incorporated our school acronym of IHS. I represents Integrity, H represents Honoring yourself and others, and S represents Social Responsibility.
- After successfully working with teachers and students to implement the program, the next few years saw dramatic decreases in truancy numbers and a significant increase in the use of the behavior matrix. This was seen not only at the school-wide level but also allowed for the establishment of specific classroom desired student behaviors. The IHS Values became an integral part of day-to-day activities, defining positive expectations in a variety of situations, from teachers' syllabi to Via Vaqueros, which honored students for making positive choices.
- In 2006, we were identified for our efforts as a PBIS school and were awarded a Cal State Grant that allowed us to provide technical assistance and staff development. We were recipients of this grant until 2011, at which time it was no longer awarded. Our implementation and training of the PBIS approach allowed us to develop a PBIS committee that included representation from all departments, as well as a parent and student representatives.
- Our PBIS committee has been instrumental in using yearly data to define the necessary action plans that guide our work in implementing PBIS with fidelity. One important result of this work has been the creation of our pyramid of intervention. This addresses the implementation of both academic and behavioral interventions for Irvine High School. Currently, we use our pyramid of intervention to guide us through our multi-tier intervention processes. Over the last five years, our attendance data indicates a sustainable reduction in one or more single-period absences at 3%-5% per month.
- The Irvine High School PBIS model has been a key factor in the prioritization and implementation of PBIS district-wide. PBIS has been utilized as a means to successfully adopt interventions and sustain a positive school culture. Our various stakeholders have identified PBIS as an essential approach, and it is supported through our ongoing Local Control and Accountability Plan (LCAP), specifically within our District's goal #3: cultivate a positive school culture and system of supports for student personal and academic growth.