Positive Behavioral Interventions Supports
Flamson Middle School believes all students will have success. PBIS is an important part of each student’s success by providing and sustaining school-wide, classroom, and individual systems of support by creating a school environment that is more predictable and effective for achieving academic goals.
A key strategy of the PBIS process is prevention and acknowledgement of the positive behaviors for all the students following school expectations. Our PBIS school team has developed a documented behavior system that is integrated with the district’s Code of Conduct. When a student needs more support, a full continuum is in place to address their needs. Properly addressing the root cause of behavior can prevent student failure later in life.
What can you do to help your student stay on the path to positive behavior?
- Review PAWS Core Values with your child
- Ask your child about his/her day at school every day.
- Make sure your child is ready every day. Ensure a good night’s sleep.
- Provide a quiet time and space for your child to do homework nightly.
- Keep in touch with your child’s teachers.
- Encourage your child to use appropriate language and tone.
- Practice positive phrases with your child, such as “Thank you” “Excuse me” “Please” and “I’m sorry”
- Be a visible part of your child’s school day. Attend PTC meetings and other school activities as your schedule allows.
Please review this information with your child
- Ask your child to tell you the PAWS Core Values
- Ask your child to discuss example of ways that he or she can use these rules to help them learn and participate in school.
- Discuss ways that these expectations can be used at home and in the community.
We look forward to working in partnership with you as we embrace the PBIS method.
Tier 1: 100% of students
Universal interventions (which includes rules, routines, rewards, expectations, consequences, etc) formally taught and practiced in a systematic and structured manner on an ongoing basis.
Tier 1 applies to ALL students across all school settings. They are generalized interventions that most students respond to.
- Teach and Reteach PAWS Behavior Expectations (school matrix)
- Promote participation in PBIS recognition an incentive activities
- Behavioral errors are corrected proactively
- Establish routines and procedures – around campus and in the classrooms
- Engaging instructional practices
- Generous quantities of positive adult-student relationships
- Cougar reward system
- Providing opportunities for breaks when needed
- All staff/faculty/student/family and community involvement
Tier 2: 10-15% of students
Tier 2 supports are designed to provide intensive or targeted interventions to support students who are not responding to Tier 1 support efforts. A smaller number of student are at risk for engaging in more serious behaviors and need a little more support. Targeted interventions are provided by our Tier 2-3 Behavior Team, Teachers, and Support Staff.
- 4-6 week Small Groups (Tardy/attendance, Bullying, Study/Test-taking skills, Respect/Appropriate Response, Adult/Peer Relationships, Anger Management, Academic/Chronic Failing)
- PEI Counselor
- Check-in/Check-out (CICO)
- Intervention Specialist
- Girls Circle
- Parent Conferences
- Parent invitation to sit in class with the student
- Counselor Contact
- Behavioral Contract/Plan
- Structured Day/Structured Breaks
Tier 3: 3-5% of students
Tier 3 are more intensive interventions for students at risk of more chronic behaviors and includes all Tier 2 supports with more individualized intensive supports.
- Intensive one on one counseling
- Intervention Specialist
- Alternative Ed
- Behavior/Discipline Contract
- Intensive Check In/Check Out (CICO)
- Daily Behavior Form
- Structured Day
- Individual Reflection and Accountability
- Wraparound services