• Using the CMSD Code of Conduct as our foundation, our school has developed a unique Positive Behavior Intervention and Support Plan. Our PBIS plan is a blend of our school's core values and the Leader in Me (LiM) framework. This page includes information about Positive Behavior Intervention and Support and some of the tools that our school will use to reward positive behavior and respond to negative behaviors.  
    PBIS is a framework that guides school teams in the selection, integration, and implementation of 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 the implementation of these practices, and continual progress monitoring to ensure outcomes are met. 
    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 that 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 a school. This initial visit may consist of a 15-minute meeting between the PCIA, Mrs. Norris, and the student, which is an important part of transitioning students from suspension or as new enrollees to a school. wildflowers will receive support that will 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) assumes the role of a supportive resource to help students improve their conduct; develop their self-esteem; encourage them to achieve and behave positively; and experience a respectful environment with firm behavioral expectations.
    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 give every individual the opportunity 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 as a response to wrongdoing or conflict and as an alternative disciplinary strategy. However, this technique can be equally as effective in providing preventative factors for when future challenges arise. Circles have the power to create and strengthen support systems between peers and lay the groundwork for a trusting classroom environment. 

    Student Support Team
    Any student that is 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 Reading Intervention Teacher, Ms. Hall, and includes the Principal, Mrs. Wilkins, Assistant Principal, Mr. Roach, 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 role 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.