Get Full Government Meeting Transcripts, Videos, & Alerts Forever!
Get email alerts on the Pbis Meadowbrook topic
No spam. Unsubscribe anytime.
Meadowbrook principal showcases PBIS program, students describe rewards and persistence
Summary
Meadowbrook Elementary Principal Dawn Germa and school counselor Kelsey Telzerow described the school's Positive Behavioral Interventions and Supports (PBIS) program — including check-in/check-out plans, class and individual reward systems, and inclusive LINKS activities — as a data-driven way to teach behaviors and build community.
Dawn Germa, principal of Meadowbrook Elementary, told the board the school has personalized the districtwide PBIS (Positive Behavioral Interventions and Supports) framework to focus staff and students on clear expectations and measurable behavior goals. "It's such an honor to be here tonight," Germa said, describing check-in/check-out supports for students with individualized behavior plans and staff volunteers who serve as consistent mentors.
Kelsey Telzerow, Meadowbrook's school counselor, explained classroom- and school-level rewards: grade-level ticket buckets, weekly and monthly drawings, and whole-class incentives that build belonging. Students described what pride looks like at Meadowbrook — a 4th grader said, verbatim, "Being persistent by by getting out of debt," and other students cited inclusivity and helping substitutes as examples of behavior the program rewards. Germa highlighted LINKS, which pairs general-education students with peers in the cognitively impaired (CI) program for unified activities, weekly recycling crews and cross‑age buddy systems to ease transitions between grades.
The presentation emphasized PBIS as data driven: staff collect behavior data (for example, patterns seen during 4th‑grade lunch) and use it to reteach expectations or change supports such as seating or supervision. Germa thanked the PBIS team and staff volunteers for implementing daily check‑ins, small-group supports and community-building activities that administrators said increase students' sense of belonging and support academic time-on-task.
