How Can Parents Help?
Stay positive and encouraging
INSERT SPECIFIC SCHOOL
INFORMATION HERE
Appleton Area School
District
PBIS Tier 2 Parent’s Guide
Review and sign your child’s point
(DPR) sheet each day
If your child has met his/her goal
praise your child and recognize their
efforts
If your child did not meet his/her
goal:
 Be encouraging-let them know
you believe they can do better
the next day
 Remind them how to make
better choices
Remember, we are not looking for
perfection! If they have met their
goal, typically 80%, then they have
succeeded
For more information on the AASD PBIS
Implementation
please contact:
Notice improvement and share it with
your child
Judy Baseman, Assistant Superintendent
[email protected]
Contact school with concerns or
questions
Tiffany Frerks, Positive Behavioral
Specialist
[email protected]
Sheree Garvey , Coordinator of School
Improvement for PBIS and Parent
Partnerships
[email protected]
Deb Moreland, Associate Principal Wilson Middle
[email protected]
PBIS is a joint effort
between t he
Appleton Area
School district and
the community to
effectively reduce
classroom
disruptions and
student suspensions
through a schoolwide systematic
tiered-intervention
approach. Data
shows that schools
that implement
PBIS with fidelity
see decreases in
disruptions and
suspensions and
increases in student
achievement
Social /Academic Instructional
Groups (SAIG)
Understanding PBIS
Positive Behavior Interventions and Supports
(PBIS) is a proactive system to provide the
behavioral supports and social culture needed for
all students to achieve social, emotional, and
academic success. Through PBIS, staff provides
various interventions and supports to all students.
In the diagram to the right, the bottom part of the
pyramid represents the universal supports which
100% of our students receive. About 80% of
students will be successful academically and
behaviorally with universal supports.
•
Students meet in groups with a staff
member
•
Students receive direct supervision
and practice positive replacement
behaviors
Individualized CICO/Mentoring
Check In-Check Out (CICO)
Data Entry Criteria for ___________:
Students in K-6 who receive ______Office
Discipline Referrals in a _________week period
Might be provided in addition to
CICO
Three Types of Skill-Building groups:
1. Pro-social skills
2. Problem-solving skills
3. Academic behavior skills
There will be times when a student may need more
support than the universal supports provide. This
is represented in the middle portion of the
pyramid, or our Tier II interventions. Students
may move in and out of this level at different times
as their needs change. Tier II Interventions might
include Check-In/ Check-Out (CICO),
Social/Academic Instructional Groups (SAIG),
and/or Individualized CICO/Mentoring.
Entry Criteria for Tier 2 Supports
Each school will determine how students will
receive additional support. They will use
student office discipline data and will also have
a staff/parent request for assistance process. In
the Appleton Area School District we use a
solution seeking process through our Student
Services Team (SST) that might include our
school counselor, school nurse, school social
worker, school psychologist and classroom
teachers/interventionist
•
· Students build positive connections with
adults at school
· Students “check in and out” with a staff
member (not their homeroom teacher or
classroom teacher) at the beginning and
end of the day
· Students receive positive, corrective feedback
for their behavior throughout the day at
natural breaks
· Student progress is monitored on a DAILY
POINT SHEET (DPR)
CICO with one or more of the
following changes:
•
•
•
•
•
•
Change check-in location or time
One adult has scheduled check-in
times with the student throughout
the day to provide additional
support
Add a “Check-In” before a
problematic time of day or period
(lunch, science class)
Involves putting individualized
goal (s) on their DPR
Adult mentor may be added for
additional support
Adult mentor agrees to spend at
least 15 minutes with that student
per week.