Methuen High School is committed to cultivating a school environment that is safe, supportive, and conducive to teaching and learning. In order to support our efforts in this area, we have adopted a targeted approach to teaching and promoting positive behaviors called Positive Behavioral Interventions and Supports (PBIS). The intended outcome is an improved ability to teach and support positive behavior for all students with the ultimate goal of increasing academic achievement. Rather than a prescribed program, PBIS provides a framework for schools to design, implement, and evaluate effective school-wide and individual student interventions.

Ranger Pride represents Methuen High School's personalization of the PBIS program and serves as the basis for our approach to teaching and reinforcing positive behaviors. Please review the Ranger Pride Community Values and Expectations diagram below for more information about what it means to show Ranger Pride.

Tier I 

Tier 1 interventions and supports within a PBIS framework consist of rules, routines, and physical arrangements that are developed and taught by school staff to prevent initial occurrences of behavior the school would like to target for change. Tier 1 supports are significant in that they represent a shift from reactive approaches to proactive systems that prevent problematic behaviors. This effort cohesively unites all adults in using 1) common language, 2) common practices, and 3) a consistent application of positive reinforcement and behavioral corrections. An effective tier I system of supports will impact the behavior of approximately 80% of the student population.

What have we done to support students in this area?
  • Creation of a school-wide behavioral expectations matrix
  • Design and delivery of curriculum to explicitly teach behavioral expectations to students
  • Design and implementation of a problem-solving and behavior processing intervention for students who require more assistance with meeting the behavioral expectations at MHS
  • Professional development for staff related to implementing PBIS (see below)
  • Creation of resources to support use of PBIS-vetted classroom management strategies (reinforcing positive behavior, restating expectations in a non-confrontational manner, problem-solving, processing behavior, providing the student a break, providing the student with choices, assigning an alternative seat, etc.)
  • Collection of behavioral data to guide decision-making and improve implementation efforts
Tier II

Tier II interventions and supports are designed to reduce the frequency and intensity of incidents of problem behaviors for students who are not responsive to primary intervention practices by providing more focused, intensive, and frequent small group-oriented responses in situations where problem behavior is likely. In a typical tiered system of support, 10-15% of students will require tier II interventions and supports.

What have we done to support students in this area?
  • Professional development for the tier II implementation team
  • Piloting tier II interventions during the 2016-2017 school year
    • Check-in / Check-out
    • Mini social skills lessons
Tier III

Tier III interventions and supports are designed to reduce the intensity, frequency, and/or complexity of existing problem behaviors that are resistant to and/or unlikely to be addressed by primary and secondary prevention efforts by providing the most individualized responses to situations where problem behavior is likely.

At the tertiary or tier III level, support is provided to the 1-5% of students who may have very serious problem behaviors and may require more intensive and individualized supports. The supports are organized to reduce the frequency, duration, and intensity of externalizing and internalizing problem behaviors and improve life outcomes.

Parent Newsletters
Ranger Pride at Methuen High School
Behavioral Expectations Diagram