What is PBIS?

PBIS stands for Positive Behavioral Interventions and Support.

PBIS is a school-wide research based framework for teaching and supporting positive behaviors for all students. This approach to behavior focuses on creating consistent behaviors across all settings, which can promote socially appropriate behaviors and academic success. PBIS promotes the application of positive behaviors through teaching, modeling, practicing, intervening, and rewarding students for appropriate behavior. Implementing this approach has the ability to decrease behavioral issues and increase classroom instructional time.

• Cheryl Langdale - Coach, Teacher

• Michelle White – Admin in charge of PBIS

• Dawn Albrecq- V.P. 

• Kathryn Molino – Counselor

• Flor Rios – Psychologist

• Jackie Duggins – Campus Supervisor

• Amy Kibble – Teacher 

• Penny Fischenich - Teacher

• Carrie Ramirez - Teacher

• Emely Rodriguez – Family Ambassador

Students can earn PAWS of Praise for demonstrating school-wide expectations. All staff  carry PAWS of Praise with them and hand out to students who are following the expected behaviors. Teachers teach expectations and hand out PAWS of Praise while stating exactly what the student is doing correctly. 

Paws Store:

Each week students will have the opportunity to visit our PAWS store to purchase items with their PAWS. Items in the store range from 1 PAW up to 50 PAWS. Students may also choose to save PAWS in order to obtain a larger prize. 

Behavioral Support System

Tier 1:

Tier 1 provides high quality behavioral instruction and supports for all students. More than 80% of students will be successful in this tier. Classroom management and individual student behavior is based on expectations, responsibility, and proactive feedback.  Oftentimes, academic deficits will lead to behavioral challenges.

If a student fails to learn at a level/rate similar to his/her classmates, the teacher will:

• Change the type of instructional or behavioral strategy (intervention)

• Increase the intensity or level of the intervention (for example, adding small group instruction to whole group instruction).

• Increase the duration of the intervention (for example, increase small group instruction from 15 to 30 minutes).

• Increase the frequency of the intervention (for example, from twice per week to four times per week).

Once several interventions have been unsuccessful, and the student is not responding adequately, the student will be referred to the Tier 2 to discuss further interventions.

Tier 2:

Check In/ Check Out (CICO)

Students may be referred to CICO by either acquiring 5 majors or 10 overall. Discipline referrals within a 30-day period of time, or by teacher request. The student will be assigned to an adult greeter to follow the CICO procedures with a daily goal of 80%. Progress will be monitored for at least 6-8 weeks. If there are no improvements within 2-4 weeks, the team will re-evaluate. After students are meeting their goal on average for about 4 weeks, the interactions will be reduced and will begin to fade. This means the student will complete their CICO form in pencil independently and the teacher will also complete using a pen. If scores agree and student is maintaining their goal, they will graduate from the program.

How is CICO implemented? * See Resources for CICO forms

• A student checks in with a specific adult at the start of the school day.

• The adult gives the student a point sheet that has the specific goals/expectations the student is working on.

• The adult speaks briefly with the student in a positive manner, to encourage them and remind them what they need to focus on to meet the goal.

• The student goes through their day with the point sheet having the teacher check how well they did during that time period.

• At the end of the day, the student checks out with the same adult they checked in with. The adult briefly talks with the student, asking them how they feel they did, what they did well on, and what they need to work on.

• A copy or score should be returned to Jackie Duggins for monitoring progress.

• The student then takes their point sheet home to show and discuss it with their parent/guardian to be signed and returned if need be.

• The daily goals may be used along with a reward system where the student receives an incentive for meeting their goal.

Social Skills Groups

When CICO isn’t working, students may be referred to Social Skills groups. These groups will meet weekly and will focus on re-teaching and practicing specific appropriate behaviors. Students will be placed in groups with same-aged peers and participate for 6-8 weeks. Behaviors will be observed to monitor progress. If after 4 weeks, the student is not responding to Tier 2 interventions, a more intensive or additional intervention and/or consult referral may be considered.