Positive Behavior Interventions and Supports- PBIS
Butte des Morts Elementary School is a PBIS and CHAMPS school. PBIS (Positive Behavioral Interventions and Supports) is a proactive, systematic approach that focuses on teaching and acknowledging positive behaviors.
At BDM, we don’t call this approach “PBIS,” instead it is known as “The Bluejay Way”.
“The Bluejay Way” school-wide behavioral expectations are:
- Be Respectful and Responsible
- Demonstrate Caring
- Make it Safe
PBIS Handbook- Click here
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PBIS Tier II- Secondary Interventions and Supports
Tier 2 interventions and supports are designed for 10-15% of the students who are not responding consistently and successfully to the universal supports of the school.
CICO
Check-In/ Check-Out (CICO) is the initial intervention at the Tier 2 Level. It is designed for students who need additional attention and/or support monitoring their own behaviors at school. Every morning and afternoon, the student checks in with their CICO greeter. They begin the student’s day with a positive interaction and give a friendly reminder about what is expected of them. Each student in CICO receives a daily progress report (DPR) that is used to track their behavior throughout the school day.
Throughout the day, the teachers mark each section of the DPR with the student’s level of success at meeting expectations. At the end of the day, the student then checks out with their greeter. The greeter will provide feedback and encouragement to the student about their day. The day’s points are added up and a student takes a copy home for a parent/guardian to sign. The DPR then needs to be returned to the greeter the next day.
When students have shown success as defined by the data rules, the PBIS Tier II Team recommends students for fading and exiting.
When students are not consistently meeting goals, the PBIS Tier II Team will suggest further interventions (SAIG, Mentoring, and Individualized CICO).
Examples of CICO sheets: Click here
Individualized CICO
Individualized CICO is designed for students who are responding well to the traditional CICO system, but may have one or more of the following changes:
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Change location of check-in and/ or check-out
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Change check-in/check-out person
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Change check-in/check-out time (or add additional times)
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Change CICO sheet to have specific goals
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Change CICO sheet to match the student’s schedule
SAIG
If a student is not responding to the basic CICO system, the student may be referred to a Social Academic Instructional Group (SAIG). SAIG is used to teach students specific target behaviors and skills that they are having difficulty with throughout the day, as indicated by their DPR sheets and office discipline referrals. For example, a student may continually have problems keeping hands and feet to themselves in the cafeteria. The SAIG group facilitator would then model and practice with the student keeping their hands and feet to themselves in the cafeteria.
Mentoring
Mentoring is designed to provide students with an additional positive adult role model in building. Their mentor may have lunch with them, play a game, sit and talk, take a walk, etc. to build a stronger connection with the student and to encourage more positive behaviors.
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