School-wide Expectations
Three-Tiered Model of School-Wide Behavior Support
Hillcrest School-wide Expectations is the intentional blending of three-tiered Positive Behavioral Interventions and Supports (PBIS) framework and Restorative Justice Practices (RJP). It is based on a proactive prevention based framework, which allows schools to highlight and reinforce the importance of establishing a positive environment for all members of the school community, and more systematically deliver needed supports to those students who need it. This intentional effort to build strong community as well as the emphasis on early identification and intervention helps to reach students in a preventative rather than reactive mode and reduces the risk for school failure.
Hillcrest School-wide Expectations embeds an inclusive culture of reciprocal relationships and shared responsibility, and emphasizes the use of evidence-based practices to enhance the academic and behavioral performance of all students.
The core principles of the Hillcrest School-wide Expectations approach include the principles of school-wide positive behavioral intervention and support Toolbox SEL curriculum and Restorative Justice Practices.
The core principles of a school-wide positive behavioral intervention and support are (see PBIS for more info):
- We can effectively teach appropriate behavior to all children. All PBIS practices are founded on the assumption and belief that all children can exhibit appropriate behavior. As a result, it is our responsibility to identify the contextual setting events and environmental conditions that enable exhibition of appropriate behavior. We then must determine the means and systems to provide those resources.
- Intervene early. It is best practices to intervene before targeted behaviors occur. If we intervene before problematic behaviors escalate, the interventions are much more manageable. Highly effective universal interventions in the early stages of implementation, which are informed by time sensitive continuous progress monitoring, enjoy strong empirical support for their effectiveness with at-risk students.
- Use of a multi-tier model of service delivery. PBIS uses an efficient, needs-driven resource deployment system to match behavioral resources with student need. To achieve high rates of student success for all students, instruction in the schools must be differentiated in both nature and intensity. To efficiently differentiate behavioral instruction for all students, PBIS uses tiered models of service delivery.
- Use research-based, scientifically validated interventions to the extent available. The purpose of this requirement is to ensure that students are exposed to curriculum and teaching that has demonstrated effectiveness for the type of student and the setting. Research-based, scientifically validated interventions provide our best opportunity at implementing strategies that will be effective for a large majority of students.
- Monitor student progress to inform interventions. The only method to determine if a student is improving is to monitor the student’s progress. The use of assessments that can be collected frequently and that are sensitive to small changes in student behavior is recommended. Determining the effectiveness (or lack of effectiveness) of an intervention early is important to maximize the impact of that intervention for the student.
- Use data to make decisions. A data-based decision regarding student response to the interventions is central to the PBIS practices. Decisions in PBIS practices are based on professional judgment informed directly by student office discipline referral data and performance data. The principle requires that ongoing data collection systems are in place and that resulting data are used to make informed behavioral intervention planning decisions.
- Use assessment for three different purposes. In PBIS, three types of assessments are used: 1) screening of data comparison per day per month for total office discipline referrals, 2) diagnostic determination of data by time of day, problem behavior, and location and 3) progress monitoring to determine if the behavioral interventions are producing the desired effects.
Restorative Justice Practices – OUSD handbook
Restorative Justice Practices (RJP) will be used to build a sense of school community and resolve conflict by repairing harm and restoring positive relationships. Through the use of RJP, schools will focus both on prevention and intervention techniques to be used in the multi-tiered model.
Prevention techniques encompass a set of relational and problem-solving practices that affirm trusting relationships among all members of the school community. Restorative prevention techniques provide opportunities for social emotional learning and empathy development. Restorative Justice Practices emphasize the value and importance of inclusive decision making practices where all voices are heard and valued. The Restorative Justice techniques apply practices such as proactive relationship building circles to reaffirm relationships which build upon the unique cultures of all members of the community, and reinforce the common agreements and expectations across the school.
More information about Restorative Justice principles are available on the OUSD website here.
Expectation Documents
Hillcrest School-wide Expectations
Hillcrest School-wide Expectations Posters
Bicycle Privileges
Park bicycles on fence by Hermosa gate. Riding a bike, scooter or skateboard on campus or riding unsafely to and from school will result in loss of bike, scooter, or skateboard privileges.
Students must wear helmets in accordance with California State law or lose bike, scooter, or skateboard privileges.
