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Junior high rebrands PBIS; school reports 55 students receiving targeted check‑in support
Summary
Euclid/Amherst Junior High staff described a rebrand of their PBIS (Positive Behavioral Interventions and Supports), student‑created expectation matrices, a PBIS store and a tiered check‑in/check‑out intervention that staff say has reduced referrals for the highest‑need students.
Amherst Junior High staff told the Board of Education about a rebrand and expansion of Positive Behavioral Interventions and Supports (PBIS), highlighting student involvement and a targeted intervention for students with repeated referrals.
Rebecca Lawson, dean of students, and John Brown, assistant principal, described a process this year that emphasized student ownership: students helped draft expectation matrices in morning meetings and produced posters in a design class to display those expectations around the building.
The program includes a weekly PBIS store where students redeem points for small items and event passes; students also help staff the store. The school runs regular raffles and has used donor funds for some prizes and passes. Students described prize choices and volunteer roles during the presentation.
Targeted supports and results
Using referral data, the PBIS team identified 55 students for tiered supports: “tier 1” students need intermittent attention, “tier 2” students receive check‑ins two to three times per week and “tier 3” students are checked daily. Staff members volunteered as mentors for those students and add notes after meetings to set and monitor goals.
John Brown described results from the check‑in/check‑out approach: staff reported reductions in referrals for many students targeted by the program, and he cited an example of one student who reached 11 days without a referral after staff mentoring and goal setting. Brown said many students are stepping down tiers as they meet targets.
Student voice and teacher recognition
Student team members showed posters and explained features of the program, including a QR code teachers and students can use to nominate a teacher for a positive‑impact raffle (the teacher wins a lunch). The student team also participates in planning events such as a movie night and a dodgeball activity planned for later in the year.
Why it matters
School leaders said the approach focuses on positive adult interactions as a primary motivator for students. The program pairs universal supports (posters, morning meetings) with targeted, data‑driven interventions and parent contact when appropriate.
Ending
Board members thanked the students and staff for the presentation and noted the program’s early indicators of reduced referrals for those students receiving tiered interventions.
