PBIS Parent/Student Handbook Illinois Positive Behavior Interventions and Supports (PBIS) states this is a proactive systems approach to establishing the behavioral supports and social culture needed for all students in a school to achieve social, emotional, and academic success.
Beach Park Middle School's PBIS Mission Statement
We strive to create an environment where all students and staff are safe, responsible, and respectful. Through explicit modeling of behaviors and expectations we will persevere in all academic and social endeavors.
PBIS Overview Beach Park Middle School began school-wide implementation of Positive Behavior Interventions and Supports (PBSI) in 2009. PBIS focuses on creating and sustaining school-wide, classroom, and individual systems of support that improve the educational environment for all children. Our aim is to explicitly teach behavioral expectations and then recognize the positive behaviors shown by students. As a Response to Intervention model, PBIS applies a three-tiered system of support, and a problem-solving process to enhance the capacity of schools to effectively educate all students. By implementing PBIS, we hope to reduce school and classroom behavior disruptions and educate all students about acceptable school behaviors. Our PBIS implementation plan includes clearly defined outcomes, research-validated practices, supportive administrative systems, and information for problem solving behaviors. All staff members at Beach Park Middle School will establish regular, predictable, positive learning and teaching environments. The staff members will serve as positive role models to students as they reach expected school behaviors. Our school also has a system in place for recognizing and rewarding expected behaviors. By improving the school environment, we hope to increase learning time and promote academic and social success for every student. Universal Tier Behavior Expectations and Rules Matrix
The core values at Beach Park Middle School are Be Safe, Be Responsible, and Be Respectful. We want all of our students to exemplify these character traits. All students are explicitly taught at the beginning of each school year through a PBIS Kickoff to be Safe, Responsible, and Respectful in every area within our school. These behavior expectations are clearly displayed on the walls around our school. The following matrix is used by our staff and students as a guide for our expectations.
Student Recognition System An integral part of our PBIS initiative is to recognize the positive behavior shown by our students.
Eagle Feathers: Students will be individually recognized when they are caught displaying Safe, Responsible, and Respectful expectations. Staff members will acknowledge and compliment students who are exhibiting positive behaviors by giving them specific, positive feedback along with an Eagle Feather. The student will be responsible for writing their name on the ticket. The classroom teacher will determine the method students will use to keep up with their individual tickets. The tickets will be used to purchase items in their classrooms.
Monthly Incentive: Each month students can use Eagle Feathers to enter raffles during their lunch hour to be recognized for exemplifying expectations of being Safe, Responsible, and Respectful. These incentives vary throughout the months and may include pizza parties, spirit wear, and miscellaneous prizes.
Monthly Celebrations: At the end of each month on the students and staff take part in a celebration as a reward for their positive behavior, often referred to as Fun Friday.
Tier 2 In an effort to help all Beach Park Middle School students achieve at the highest level possible and to be their very best behaviorally as well as academically, we are using a Daily Check In Check Out system as a support for some of our students. This system is designed to give more support to those who may need assistance in pro-social, problem-solving, organization, and/or academic skills . This intervention is also designed to help children manage and monitor their own behavior during the school day. Check In/Check Out Purpose: The CICO program is a school-wide, check-in, check-out prevention program for students who are starting to engage in problem behavior and/or need additional support throughout the day. The CICO program is to assist students who are exhibiting problematic behaviors (behavioral and academic). The goal is to prevent further escalation of negative behaviors through more frequent feedback from teachers throughout the day.
Teacher’s Role: Teachers participate by providing positive verbal and written feedback to students throughout the day by circling numerical responses. (Teachers may briefly explain why a student received a 1 instead of a 0 and so on) There are no additional written teacher comments. The feedback is positive,quick, and instructional.
Be SafeBe Responsible and Be Respectful 2-Met both classroom expectations 2-Met all three of the classroom expectations 1-Met 1 out of 2 classroom expectations 1-Met 2 of 3 classroom expectations 0-Met none of the classroom expectations 0-Met 1 of 3 classroom expectations
Brief information on how CICO will work at BPMS:
Coaches will check in with students in the morning and provide them the CICO form. Students will present a pass to the first period teacher.
Students are responsible in carrying their sheet with them and ask for their points. (If staff knows the student has a point sheet please ask the student for it if he/she forgets)
Student will meet with their coach during the last 10 minutes of the last period. Teachers please dismiss students who are in CICO, a list will be provided and each student in CICO will have an orange circle on their ID to identify their participation in this program.
Evaluating effectiveness of CICO
The CICO committee will evaluate the data for each student participating in CICO every two weeks as well as any referral information
If a student is still not successful after six weeks a team representative will receive a Reverse Request for Assistance: Interventions Change form which they can discuss with their team to find what the best intervention would be after students are not successful with CICO
(Teachers can express concerns about the effectiveness of CICO with individual students at any given time with any member of the CICO committee)
BPMS Qualifying Criteria for Soar Program (CICO) and Social Academic Instructional Groups (SAIG)
3 or more office referrals within 30 days (individual student SWIS data is reviewed by team)
Grades are considered by tier 2 team
PowerSchool log entries are reviewed, if necessary
80% of average daily point are met for 30 school days
80% of the daily point sheets must be turned in (i.e. 24/30 sheets must be turned in)
Grades must remain the same or improve with no F's
PowerSchool log entries are reviewed
If not effective, the team will drop student from CICO if no more than 5 major referrals for the year (data evaluated on individual basis)
Two Week Self-Monitor Once the Tier 2 team decides that a student is allowed to exit the CICO program the student must transition out, instead of just being dropped, without any support. The identified student will be placed on a 2 Week Self-Monitor. How will this work?
The students will still report to their assigned CICO coach to obtain a daily point sheet for 2 weeks
Instead of having the teachers give them their daily points the student will determine the points he/she has earned. The student will then, meet with his/her teacher to discuss if they agree or disagree. If the teacher agrees with the point he/she will initial the point sheet, but if the teacher does not agree he/she will discuss with the student why there is a disagreement and determine the points together, the teacher will then initial the point sheet.
When two weeks are over, the team will review the data and determine if the student can fully exit the program.
Entrance Criteria for Social and Academic Instructional Groups (SAIG)
Students are evaluated on a case-by-case basis by the Tier 2 Problem Solving Team
Lack of progress (under 80%) on CICO daily point sheets
Education teams are consulted to determine the most appropriate group
Excessive office referrals
SAIG Exit Criteria:
2 weeks maintenance with social worker
50% less office referrals in 4 consecutive weeks
Students are evaluated on a case-by-case basis by Tier 2
Check In/Check Out (Daily Progress Report)
Beach Park Middle School will use a consistent procedure for handling discipline. BPMS uses a T-Chart outlining behaviors (see the next page) clearly defining Major versus Minor behavior. All problem behaviors will be documented on the BPMS discipline report. Minor behaviors will be written out by the supervising teacher on the discipline report and sent home for parent signature. Major behaviors will be filled out by the supervising teacher/staff member and sent to the office. The student may then be called down to the office to speak with the . If an office referral has been made, administration will contact the parent/guardian. Parents need to sign the discipline report and return to the school.
Suspensions will be determined on a case by case basis. Students committing major offenses will be permitted to share their version of the incident with the administrator. Other students and/or staff members involved will also be permitted to report their involvement in or witness of the incident. After gathering all of the facts the administrator will make the decision to suspend or not to suspend. In the event of student suspension, the parent will be contact by administration (by phone if the contact numbers are current and by suspension not).