• Foundations

    Galena Park Independent School District MTSS

    GPISD Foundations teams meet at least once a month, all departments and grade levels are represented. The teams use (attendance, discipline, climate survey, and common area assessment) data to drive decisions on campus climate improvement. Teams are teacher-led, with strong administrative support. They focus heavily on teacher and student motivational incentives, positive interactions, schoolwide safety, and civility.

    Character Education, Boys & Girls Club, and CHAMPS support the foundation's work to create a positive school culture and climate.


    Student Climate Survey - February 2022 

    Staff Needs Assessment Survey - April 2022 

    What is School-wide Positive Behavioral Interventions and Supports
    School-wide PBIS is a multi-tiered framework to make schools more effective places. It establishes a social-cultural and the behavior supports needed to improve social, emotional, behavioral, and academic outcomes for all students. PBIS is flexible enough to support students, family, and community needs.


    Foundational Elements of PBIS
    The four critical features of SW-PBIS include:

    • Locally-meaningful and culturally-relevant outcomes
    • Empirically-supported practices
    • Systems to support implementation
    • Data to monitor effective and equitable implementation and to guide decision making

    Campus teams set observable and measurable goals helps schools hold themselves accountable to creating the kind of place where every student succeeds. Schools select the outcomes to target based on data they find meaningful, culturally equitable, and centered on students' achievements or school-level implementation. 

    Every Galena Park Campus implements PBIS select, implement, monitor, evaluate, and adapt the evidence-based practices they use in their settings. Specifically, they invest in practices that are:

    • Defined with precision
    • Documented with how and for whom to use them
    • Documented with specific outcomes
    • Demonstrated through research to be effective

    Because PBIS is not a packaged curriculum or intervention, schools implement the core features of evidence-based in a way that fits with the schools' cultural values.

    Systems of Support

    Multi-Tiered Systems of Support (MTSS) is an instructional framework and educational process that includes universal screening of all students, multiple tiers of instruction and support services, and an integrated data collection and assessment system to inform decisions at each tier of instruction. This framework is used to enhance all MISD student’s academic, social and behavioral needs.

    MTSS diagram

    MTSS Tier 1
    Tier 1 represents a universal approach to ensure all students experience a safe, supportive environment and receive high-quality core academic instruction and prevention-focused systems that promote positive behavior. This universal intervention is preventative and proactive and is for all students, 80-90%.

    MTSS Tier 2
    Tier 2 provides targeted, evidence-based academic and behavioral supports to students for whom Tier 1 supports are insufficient. This secondary intervention is a high-efficiency rapid response that includes classroom-based interventions or small-group interventions facilitated by a qualified professional. This tier is for some students, 5-10%.

    MTSS Tier 3
    Tier 3 provides highly intensive and individualized academic and behavioral supports to students for whom Tier 1 and Tier 2 supports are insufficient. This tertiary intervention uses evidence-based supports layered on and aligned with the two previous tiers. This high-intensity, assessment-based tier is for individual students, 1-5%.

    Positive Behavior Intervention Supports (PBIS)
    Core Practices

    • School-wide expectations and procedures
    • Acknowledgment system for students and faculty
    • Comprehensive and consistent discipline plan
    • Comprehensive district Multi-Tiered System of Support (MTSS)