• Using the CMSD Code of Conduct as our foundation, our school has developed a unique Positive Behavior Intervention and Support Plan (PBIS). Our PBIS plan blends our school's core values and the Leader in Me (LiM) framework. This page includes information about PBIS and some of the tools that our school will use to reward positive behavior and respond to negative behaviors.  
     
    Positive Behavior Interventions & Supports (PBIS)
     
    PBIS is a framework that guides school teams in selecting, integrating, and implementing evidence-based practices for improving academic, social, and behavioral outcomes for all students. The PBIS process emphasizes four integrated elements: data for decision-making, evidence-based interventions and practices that support varying student needs (multi-tiered), systems that efficiently and effectively support implementing these practices, and continual progress monitoring to ensure outcomes are met. 
     
    WGLA Behavior Matrix   
     
    As part of our school's PBIS implementation, we have developed the WGLA Behavior Matrix. The WGLA Behavior Matrix is aligned with our school's core values of confidence, competence, and compassion and is designed to identify and display positive behaviors across all school contexts and settings. It is a reference that helps the school community consistently reinforce our set of key behavioral expectations during our students' daily routines. Visitors to our school will see elements of our behavior matrix prominently displayed throughout our school. A link to the WGLA Behavior Matrix is below. Wildflowers who do not consistently meet the behavior expectations at school will not be granted the opportunity to represent our school at events in the greater community.     
     
    "Caught In the Habit" 
     
    Giving more attention to positive and productive behavior is another key feature of our school's PBIS plan. Each month, girls learn about one of the 8 Habits of Highly Effective People: 1) Be Proactive; 2) Begin with the End in Mind; 3) Put First Things first; 4) Think-Win-Win; 5) Seek First to Understand, Then to be Understood; 6) Synergize; 7) Sharpen the Saw; and 8) Find your Voice. Wildflowers that are "Caught in the Habit" will earn a "Caught in the Habit" card and win a prize from our "WGLA Woo Hoo Wagon." Additionally, all wildflowers that are "Caught in the Habit" will be entered into a drawing for an opportunity to attend our quarterly PBIS out-of-school celebration. 
     
    The Planning Center
     
    The Planning Center is a proactive setting designed to help students solve, develop appropriate school and classroom behaviors, and reduce the need for classroom removal. It can provide social and emotional support, behavioral interventions, and planning and organizational support for academics while the students are supervised.
     
    The Planning Center is the last stop before a student is removed from the building and the first stop when a student returns from being suspended or involuntarily transferred from another school. This initial visit may include a 15-minute meeting between the PCIA, Mrs. Norris, and the student. The initial visit is important for transitioning girls from suspension or as new enrollees to a school. Wildflowers will receive support to help prepare them to return to a cohesive learning environment. If a wildflower continues to experience difficulties, the PCIA may refer the student to the Student Support Team.  
     
    The Planning Center Instructional Aide (PCIA) is a supportive resource that helps students improve their conduct, develop their self-esteem, encourage them to achieve and behave positively and experience a respectful environment with firm behavioral expectations.
     
    Resolving Conflicts Peacefully
     
    Conflicts are opportunities for growth and learning. We encourage our students to approach disagreements with respect and open-mindedness.

    Conflict Resolution When conflicts arise, we encourage students to:

    • Communicate openly and honestly.
    • Listen actively to the other person's perspective.
    • Find common ground and seek compromise.

    If students cannot resolve a conflict on their own, they can seek assistance from a peer mediator, a teacher, or a counselor. Our school also offers mediation programs and conflict resolution workshops to equip students with the necessary skills.

    Unacceptable Behavior

    Verbal and physical aggression will not be tolerated. Such actions violate our school's code of conduct and may result in disciplinary action, including out-of-school suspension.

    Mediation and Conflict Resolution: Winning Against Violent Environments (W.A.V.E) 

    Our school's WAVE program empowers students to become peacemakers and conflict resolution experts. Through intensive training, students learn valuable skills in communication, problem-solving, and decision-making. These skills are applied both inside and outside the classroom, fostering a more positive and inclusive school environment.

    WAVE students serve as peer mediators, utilizing both formal and informal conflict resolution strategies to address disputes among their peers. They also take on leadership roles as student trainers, teaching their classmates conflict management techniques. By developing these skills, our students become agents of change within their school community and beyond.

    Restorative Practices (Circles)
     
    A restorative circle is a technique that builds and restores relationships through equal opportunity sharing and listening. These talking circles proactively build the skills wildflowers need when conflicts arise because they allow every individual to speak and be heard. Restorative circles are especially beneficial for learning how to negotiate conflict, as they help girls practice respectful listening and healthy self-expression. 

    Restorative circles are often conducted to respond to wrongdoing or conflict and as an alternative disciplinary strategy. However, this technique can equally effectively provide preventative factors for future challenges. Circles can create and strengthen peer support systems and lay the groundwork for a trusting classroom environment. 

    Student Support Team
     
    Any student experiencing challenges with academics, attendance, behavior, and/or engagement can be referred to our school's SST by a parent or school team member. The Student Support Team is co-led by our School Psychologist, Ms. Pugh, and Intervention Specialist, Mrs. Coleman, and includes the Principal, Mrs. Wilkins, Assistant Principal, Mr. Fishback, Family Support Specialist, Mr. Farmer, Applewood Counselor, Ms. Green, and the Wildflower's homeroom teacher. Both parents/caregivers and wildflowers are also important members of the team. The aim of the Student Support Team is to work with wildflowers and families to create and monitor a plan of success for girls to get on and stay on track.