What is PBIS ?
Positive Behavior Interventions and Supports is a process for creating school environments that are more predictable and effective for achieving academic and social goals. PBIS will enhance our current systems and practices and also change our culture for the better. 

How does it work?
A key strategy of the PBIS process is prevention. The majority of students follow the school’s expectations but are never acknowledged for their positive behavior. Through instruction, comprehension, and regular practice, all teachers and staff members will use a consistent set of behavior expectations and rules. When some students do not respond to teaching of the behavioral rules, we will view it as an opportunity for re-teaching, not just punishment. 

You will find that we have intentionally and successfully developed and support a positive school culture at MJHS.   We make a tremendous effort to “catch our students being good” through a system called Grit Awards.  These awards are student and situation specific.  They help motivate students to try their best each day.  Each month we celebrate our students by holding a Grit Awards Celebration where students and parents are invited to celebrate positivity.  Be sure to ask you student about this great program!

Does it Make a Difference?
The PBIS model is a research-based strategy that is supported by the state of Indiana and the federal Department of Education. The 3-tiered approach reduces problem behavior as a barrier to student achievement. We only have 180 days each year to advance academic progress, so instructional time is very valuable. Research shows that schools following the PBIS model recover thousands of hours of instructional time and, on average, four days of student instruction per year. It supports our belief that students are entitled to a safe, orderly environment that will provide them with an appropriate education.

How does PBIS Differ from other school behavior programs?
  • The program is focused on acknowledging students for consistent positive behavior.
  • There are expectations for all students, parents, staff, and settings.
  • Teachers are acknowledging positive student behavior.
  • Direct instruction of expected behaviors will occur throughout the school year.
  • Routines and language with respect to appropriate school behavior are consistent throughout the school.
  • Students are rewarded for expected behavior by teachers, staff, or one another.
  • Problem behavior will be responded to with consistent consequences that are focused on re-teaching the expected behaviors.
What About Students who are disruptive?
Our PBIS school team has developed a documented discipline system that is integrated with the district’s Code of Conduct. When problem behavior occurs, students are provided a full continuum of supports to address the behavior. If students do not respond, the intensity of the support increases. Most problem student behaviors either have an academic or social base. Properly addressing the root cause of behavior can prevent student failure later in life.

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    • Location

      Madison Junior High School
      701 Eighth Street
      Madison, IN 47250
      Jill Mires, Principal
      Michael Nehring, Asst. Principal
      Andrew Smith, Asst. Principal
    • Phone: 812-274-8003
      Fax: 812-274-8013