Positive Behavior Intervention and Supports (PBIS)
Positive Behavior Intervention and Supports, or PBIS, is an approach to establish a schoolwide culture of positive social behaviors and academic success for all students. Through the establishment of clear and concise behavioral expectations, posted throughout TJMS, students are learning the behavioral expectations for each area of the building. These expectations are reinforced through positive comments, practice, recognition tickets and weekly and monthly prize drawings. They are retaught several times per year. Students who participate in PBIS successfully have learned to treat all people with dignity.
Responsible – Respectful – Ready
The path that our Explorers/scholars stay on at TJMS facilitates meeting their academic goals. As Explorers, we investigate, inquire, study, search, observe and grow as we make progress through the middle school years. The expectations learned in middle school carry forward to help understand and adhere to the expectations in high school and beyond.
- While on the path, we need to behave in ways that keep us and others safe.
- As we encounter others on the path, we learn to treat all people with kindness and respect.
- By being responsible and ready to learn, we will continually find our way on the path by participating in an education that is rigorous, interesting and empowering.
Students must obey the lawful instructions of school personnel. Following directions, cooperating with staff, identifying self immediately and complying with rules are expected of all students.
Disruptive behavior or other inappropriate behavior, especially when it interferes with the educational process, will not be tolerated.
Bullying and harassment are not acceptable in a safe, responsible school environment. Behaviors of this type may result in significant consequences consistent with district policies.
Related: Student guidelines
Response to Intervention: Assignment Completion Expectation (ACE)
The ACE program is intended to help support our students that do not turn in assignments when they are due. ACE is not a punishment; rather it is an opportunity to give students the time they need during the school day to get their work completed. This is how ACE works:
- If a student does not have their assignment completed for their teacher when it is due the teacher will give the student a ticket for ACE. If this happens before the student has lunch for the day, then the student will attend ACE that day. If the student does not turn in an assignment in a class after they have had lunch for the day, then they’ll be assigned ACE for the following day.
- The student will use their ticket to get to the front of the lunch line, and then they’ll take their lunch to ACE. If the student brings lunch from home, then they go directly to ACE at the start of lunch.
- When the student arrives to ACE they hand in their ticket to the school principal that is facilitating ACE. The administrator documents in a spreadsheet that the student attended, and then the student works on their assignment while eating their lunch.
- After lunch the principal will email the ACE attendance spreadsheet to the teachers who verify that the students they assigned attended. Students who do not attend will be assigned two lunch detentions by a principal.
- When the student returns to the class where ACE was assigned they turn their completed assignment in to the teacher.
Our goals are for students to take responsibility for their learning and schoolwork, to help ensure that students are turning in their work when the assignments are due, and ultimately increase the number of students who meet standards in each course.
Our first step, with ACE, is addressing students who are not participating fully in their education. As Thomas Jefferson moves forward we look to add more interventions for those students that are struggling to learn concepts and would benefit from re-teaching.