PBIS (Positive Behavior Interventions and Supports) is a multi-tiered framework for establishing systems, interventions and best practices around social-emotional and behavioral needs that enhances schools’ capacity to maximize outcomes for all students. This framework establishes common language and explicit expectations to help promote a positive school culture at Chaska Middle School East.
Chaska Middle School East PBIS guiding beliefs:
Behavior is a form of communication.
Schools set students up for success by teaching and modeling expected behaviors, with opportunities for students to practice behavior and get feedback.
Each student is unique and valued thus, relationships are essential in creating a safe and positive school environment.
Appropriately collecting student behavior data (both desired and undesired) helps guide decisions and practices for individual students and the school as a whole.
School staff members are consistent in how they encourage expected behavior and discourage undesired behavior while always putting students’ individuality first.
Thunderbirds are Prepared and Respectful while demonstrating Integrity, Dependability and Excellence.
What is PRIDE?
The expectation that students will commit to creating a safe, nurturing and dynamic atmosphere by being Prepared and Respectful while demonstrating Integrity, Dependability and Excellence.
All staff in grades 6-12 will commit to creating a safe, nurturing and dynamic atmosphere by utilizing a data-driven, school-wide positive behavior intervention system that is proactive and utilizes common terms and expectations across settings and buildings within the district
How does PRIDE work?
Students and staff will be taught P.R.I.D.E. expectations which are outlined in the P.R.I.D.E. matrix
Positive decision-making, student achievement and excellence will be recognized, recorded and celebrated daily, quarterly and yearly
Disruptive and inappropriate behaviors will be recognized, addressed immediately, recorded and reviewed daily, quarterly and yearly
Relationships between students and staff will be supported and enhanced through conversations regarding patterns of behavior, goal setting, student expectations and student achievements
How is PRIDE taught?
Students will learn P.R.I.D.E. expectations during advisory and through various individual classroom lessons
P.R.I.D.E. expectations will be presented in context using school-created videos
Staff will model P.R.I.D.E. expectations in all settings
Lessons will be highly concentrated at the beginning of the year, before and after lengthy breaks and as needed throughout the year
How are students and successes celebrated?
Students receive various tickets from school staff and bus drivers that can be entered into various drawings
Students who receive positive tickets will be recognized on the scrolling message board and on various classroom and school displays
Students who do not receive any stop and think tickets or office referrals will receive a celebration at the end of each semester
Individual classroom teachers will reward student successes in many ways such as; positive comments, displays, special privileges, etc.
All students will participate in grade-level P.R.I.D.E. celebrations that occur yearly (ie. School dances, grade-level parties, etc.)
What about disruptive students?
Disruptive and inappropriate behaviors will be recognized and addressed immediately
Staff will assist students in identifying patterns of disruptive and inappropriate behavior and a full continuum of supports will be provided to assist students in goal setting and correcting problem behaviors
What about parents?
Parents are encouraged to use P.R.I.D.E. verbiage at home
Parents are encouraged to have regular discussions with students and staff regarding patterns of behavior, student successes and academic achievement
Volunteers are needed to help organize and implement various celebrations, collect donations for prizes, etc.
Donations of all types (money, prizes, coupons, etc.) are a critical component of celebrating student success.