PBIS Pride Newsletter

December 2015 | Volume 1 | Issue 2

December Reward - December 4

As you already know today we're celebrating our second reward of the year with a hypnotist. All students who did not received a major referral in the last 6 weeks are eligible to attend.

The 6th grade staff are taking the major referral kids this time. Next reward 7th grade staff will take the students, followed by 8th grade, and finally admin/guidance staff will take the students for the last reward of the year.

Academic Integrity

After the last issue of the PBIS newsletter there were some questions about how staff should handle issues of academic integrity. After discussing the issue with team leaders, there was a general consensus that we preferred to "teach" the students about why it's wrong instead of "punishing" on a first offense. However if a student cheated on an assignment it's difficult to award them points when they didn't do the work. So, a zero would be appropriate. Whether or not they have the opportunity to make up those points in another way can be left up to teacher discretion. Obviously a second offense would receive an office consequence. Likewise, if it's more of a significant first offense (i.e. stealing the test answers), an office consequence could be assigned right away. If you'd like to discuss an individual case, please communicate with Luke


The SAS is an annual assessment used by schools to identify the staff perception of the implementation status and improvement priority for school-wide, classroom, non-classroom and individual student systems. Results of the SAS are effective in identifying the staff priorities for action planning.

We are excited to share that we've made growth in many subcategories of the assessment, however we still have things to work on. Our WUSD elementary schools have shared that PBIS implementation is a multi-year process. Based on our data, classroom and individual student systems remain our priority.

Three themes from our data:

  • The need for defined problem behaviors with clear and consistent consequences
  • Interest in learning more about active supervision
  • The importance of educating our students' parents on behavioral support/positive parenting strategies.

Our PBIS team will continue to address areas identified within the survey results.

Click this link to access our 15-16 SAS data:

Problem Behaviors Receiving Clear and Consistent Consequences

An area identified within the data was the need for clear and consistent consequences. As shared in the previous newsletter, administration is studying progressive discipline matrices with the intention of finalizing one second semester. The disciplinary matrix will be used to determine the disciplinary actions and consequences taken after a student commits an offense. Once it is finalized it will be shared with staff and included in next year's student agenda log. Although each disciplinary situation is unique and can include many variables, a matrix will help with defining problem behaviors and communicating clear and consistent consequences.

Active Supervision Resources

An additional area identified within the SAS of "not being in place" was the staff's request for more resources regarding active supervision. Seeing that all staff are assigned AM/PM supervision duties, it is important that we have common beliefs on active supervision.

What is active supervision?

  • Active supervision is a proactive approach used in school settings to monitor a large area in order to ensure safety and reduce problem behaviors from occurring.
  • It is most commonly used in non-classroom settings since these types of settings often have less adult direction and supervision.
  • By scanning and moving around the area while interacting with the students, staff members support and reinforce appropriate behavior and correct inappropriate behavior.


Active Supervision Self Improvement Series - version 3

Educating Families on PBIS and Positive Parenting Strategies

In our next issue of the Panther Gazette we will again be sharing information with families about our PBIS behavioral expectations at RMS. A year ago we shared similar information in the Dec. 2014 issue. Additionally, on our website we have PBIS Parent Information. It includes the following information:

"How can parents help?"

PBIS works best when there is a partnership between home and school. Throughout the school year, the PBIS team will provide updates and information about PBIS. We invite your comments, questions and ideas to make PBIS work at our school.

Please support PBIS at RMS by:

  • Reviewing behavior expectations with your child.
  • Using our three building-wide expectations at home.
  • Providing positive reinforcement (acknowledging good choices with compliments) at home.
  • Sharing comments with or asking questions of the RMS staff.

Additionally there are links to our behavioral expectations.

The PBIS team will work together with the pupil services team to provide more resources to our parents regarding positive parenting strategies.


During the second 6 weeks of the school year 122 referrals were issued. Only 62 of our 808 students received referrals. That means 92.3% of our students met our behavioral expectations! Additionally, 97% received 0 or 1 referral and only 24 students received multiple referrals.
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You've been caught being Pawsitive!

  • Jessica Brown - Building positive relationships with some of our most challenging students.

  • Jolene Massuch & Betty Kriege - For always being available to help students before/after school.

  • Peter Watts - For having those 1-on-1 conversations with students that make such a difference in their lives.

  • Karen Williams - Taking time out of your planning time to work with students during their lunch period.