Sheridan’s PBIS Mission Statement:
Our goal is to create safe and caring learning environments that promote the social, emotional and academic development of all children.
What is PBIS?
PBIS is an acronym for Positive Behavior and Intervention Supports. It is a school-wide integration of:
- A systems and process approach for teaching behavior
- A continuum of behavioral supports
- Prevention-focused efforts to reduce behavioral problems
- Specific instruction of academic and personal/social behavior
- Research-based practices
- Ongoing use of data to make decisions regarding needs and successes at the building level
Sheridan’s behavioral expectations for students, staff, and visitors include:
- Be Respectful
- Be Responsible
- Be Safe
Tier 1 – Universal Level
Tier 1 interventions and supports are intended for all students in the school.
The core components of prevention include:
- setting clear behavioral expectations (schoolwide matrix)
- creating an acknowledgment system to reinforce desired behaviors (PAWS incentives)
- developing a system for addressing misbehavior (discipline plan)
Tier 2 – Secondary Interventions and Supports
Tier 2 interventions and supports are those designed for 10-15% of the students who are not responding consistently and successfully to the universal supports of the school. These students need more intensive interventions to reduce problem behaviors. Tier 2 Team members determine and monitor the entrance and exit criteria for tier 2 interventions. Theseinterventions are designed to be quickly accessed, highly efficient, flexible, and bring about rapid improvement.
Sheridan's tier 2 interventions include rule school, check-in/check-out (CICO), individualized check in check-out (CICO), social/academic instructional groups (SAIG), mentoring, homework assistance, functional behavioral assessments, and referrals for tier 3 interventions. A brief description of each follows:
- Rule School is a brief intervention that allows students to review appropriate behaviors in the specific area they are having problems. The building principal meets with the students one time to define, model, and practice the expected behaviors. The referral data is used to determine which rules should be the focus of rule school for each individual student.
- Check-In/Check-Out Program is an intervention designed to increase the collaboration between school and home and to increase opportunities for self-management of behaviors. Behavioral expectations are defined and written on a point sheet as a visual reminder for the student. These expectations are retaught to the student on a frequent basis. The program builds a regular cycle of checking in and out with adults. It formalizes consequences for problem behaviors across the home and school.
- Individualized Check-In/Check-Out Program is very similar to the check-in check-out program. The only difference in the program is that some component is modified for an individual student.
- Social/Academic Instructional Groups (SAIG) are small group interventions targeted at specific skills to help at-risk students improve behavior.
- Mentoring is an intervention intended to engage a student in school by building a positive relationship with an adult in the building.
- Homework Assistance is an intervention for students struggling to complete homework. Students are entered in the intervention if homework concerns continue after several classroom interventions have been attempted.
- Restitution Program is a program that allows students to restore their ability to participate in the quarterly incentive.
Tier 3 - Tertiary Interventions and Supports
Tier 3 focuses on the individual behavior of the remaining 5-10% of students who are not responding to the universal and tier 2 systems of support. These students are experiencing a life crisis or have developed chronic problem behaviors. Tier 3 behavioral interventions include wraparound planning. Wraparound planning is a process based on student and family strengths, as well as needs across the home, school, and community. Interventions may extend beyond the structured school day.