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Teachers
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- Bergerson, Katie
- Betzler, Curtis
- Blake, Chris
- Brogden, Casey
- Brown, Julia
- Burford, Thomas
- Calderon, Laura
- Ebbers, Lori
- Etnyre, Bill
- Henderson, Todd
- Johnson, Nick
- Lim, Andrea
- Maciejewski, Matthew
- Manjarrez, Tony
- Maralak, Chriscentia
- McLellan, Cassie
- Mellott, Chantell
- Miller, Ben
- Morrow, Sarah
- Munson, Katelyn (née Willadsen)
- O'Riordan, Kristin
- Preston, Brian
- Rader, Laycie
- Rainwater, Sarah
- Talbott, Jason
- Thompson, Meghann
- Van Loon, Megan
- Zoubkov, Abby
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Activities & Athletics
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Positive Behavior, Intervention & Supports
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PBIS at Chief Kanim Middle School
Positive Behavior Interventions and Supports (PBIS) is a tiered approach to student behavior management. Tier I represents a proactive, preventative foundation of expectations and procedures applicable to all students, staff, and settings. Tier II and Tier III include specific, progressive interventions for students who are not responding to supports at lower levels.
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Tier I: Universal Interventions
In Tier I of the PBIS model, universal or primary supports that are preventative in nature are put into place. These supports are for all students, staff, and settings and include the development of school-wide expectations, a behavior matrix, and a reinforcement system to recognize expected behaviors. Throughout, outcomes, systems, data, and practices are continually evaluated. When effectively implemented and maintained, it is estimated that approximately 80% of students respond to Tier I supports. Below are Tier I Universal supports used at Chief Kanim Middle School.
- School-Wide Expectations: Chief Kanim Students show P.R.I.D.E. Perseverance, Respect, Integrity, Demonstrate Safety, Excellence
- Common Voice Levels: Voice levels for common areas are posted throughout campus.
- Behavior Matrix: A behavior matrix outlines P.R.I.D.E. expectations for common areas around the building. Components of the matrix are taught to our students at the beginning of the year and in subsequent lessons throughout the year. Behavior expectations for common areas are posted throughout campus.
- Positive Recognition and Reinforcement: Positive student behaviors are reinforced and recognized verbally and through the use of P.R.I.D.E. bucks. Classes work together to reach a monthly goal and participate in school-wide positive behavior events such as lunchtime rewards. Individual students are also recognized by staff nominations for Student of the Week.
- Tracking Data: Student discipline data is tracked through two confidential web-based reporting systems: School Wide Information System (SWIS) and Skyward. This data is used to identify building trends that may require additional student support. P.R.I.D.E. buck data is also tracked and regularly reviewed by the PBIS team.
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Tier II: Targeted Interventions
Along with strengthening preventative aspects of our behavior management system, PBIS provides us with structures for students who may not be meeting behavior expectations with Tier I supports. The primary prerequisite for an effective Tier II Intervention system is a firmly established and internalized system of expectations and reinforcements. Approximately 15% of students benefit from Tier II interventions.
When a student is identified to benefit from Tier II interventions, a team problem-solving approach is used to create a plan which is supported and monitored by the Tier II team. Tier II interventions are matched to the function of behavior. The process to identify and match students to interventions may include:
- Discipline data
- Staff observations
- Attendance concerns
Tier III: Individualized Intensive Interventions
In Tier III, individualized interventions are provided for students unresponsive to Tier I supports and Tier II interventions. Generally, five percent of the school population require these individualized intensive services.
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Tier III: Individualized Intensive Interventions
In Tier III, individualized interventions are provided for students unresponsive to Tier I supports and Tier II interventions. Generally, five percent of the school population require these individualized intensive services.
