Positive School Culture at Mid-Level Campus

Positive Behavior Interventions and Supports are Making a Difference at the West Valley Mid-Level Campus

Staff members at the West Valley Mid-Level Campus have been working diligently to create a safe and supportive school environment at the middle school and the junior high school. The Mid-Level Campus uses a framework, called “Multi-Tiered Systems of Support,” to provide instruction and intervention for academics and student behaviors.

Tiers of support begin with Tier 1 which includes every classroom. Additional Tiers of support are provided for students who need interventions, such as small group instruction or one-on-one instruction.

Amber Stiles-Gill, Junior High Principal, explained, “Partnering with consultant Dr. Bella Bikowsky, a team of staff members across the campus – including the middle school and the junior high school – closely examined our school-wide behavior system to identify areas needing enhancement, particularly in our approach to student behavior and campus culture.”

Ms. Stiles-Gill continued, “At West Valley Mid-Level Campus, our Tier 1 system plays a foundational role in promoting positive student behavior and addressing challenging behaviors effectively. This system is designed to support all students, ensuring they feel welcomed, respected, and engaged in a positive learning environment.”

Ms. Stiles-Gill explained, “It includes clear guidelines and expectations for student behavior—emphasizing proactive, positive reinforcement while also handling negative behavior in a fair, structured way. With the help of Dr. Bikowsky, our Tier 1 team analyzed data, reviewed current procedures, and discussed areas for growth, including teachers' feedback on school culture and classroom management.”

During the past spring, administrators met with teachers to listen to their insights and concerns about campus culture and student behavior. Ms. Stiles-Gill said, “This was the first step in an ongoing process to bring about meaningful, lasting change.”

Following those meetings, the Tier 1 team expanded its membership and met frequently in the fall to plan new strategies, set priorities, and implement changes. The school surveys students frequently on their experiences at school. Staff members reviewed student comments to ensure that student voices and perspectives were considered in the school improvement plan.

One of the Tier 1 team’s primary achievements this school year has been to create a new discipline flowchart to improve clarity and consistency across the school. This flowchart, alongside revamped procedures, helps ensure that students are supported, consequences are clear, and teachers have guidance on managing a range of behaviors effectively.

Another major milestone during this school year has been the introduction of an online PBIS Rewards system, which streamlines the way students are recognized and rewarded for positive behaviors. PBIS stands for "Positive Behavior Interventions and Supports." Principal Stiles-Gill explained, “This online system has been a game-changer for our campus – simplifying the process for teachers to acknowledge students’ efforts and ensuring that students feel consistently supported and motivated.”

In addition to the new rewards system, school staff worked with students to develop a poster to explain the school-wide expectations. Students, through an advisory representative committee, emphasized the importance of explaining the “why” behind the expectations. Student feedback helped shape the posters, which are now displayed throughout the school, promoting a sense of ownership and clarity for shared values.

School administration and school staff continue to work together for continuous improvement of the Multi-Tiered Systems of Support at the Mid-Level Campus.

Principal Stiles-Gill explained, “We made significant improvements to our in-school suspension (ISS) program this year, with Behavior Specialist, Michelle Palmer, now overseeing the program.” Stiles-Gill continued, “This restructured ISS model incorporates a Social Emotional Support room connected to the ISS space. Here, students can participate in lessons related to their behavior, reflect on their choices, and develop stronger self-regulation skills.” Stiles-Gill stated, “By prioritizing personal growth and understanding, we aim to make our ISS program more supportive and restorative.”

The changes made over the past year are already showing promising results. The Mid-Level Campus has seen a decrease in concerning behaviors and an increase in positive student engagement.

The PBIS store, where students can redeem rewards, has been a huge success, providing students with a tangible acknowledgment of their positive behaviors and encouraging them to take pride in their contributions to the positive school culture.

Middle School Principal, Nick Clark, commented, “The PBIS rewards system has already begun to make a noticeable difference in our school community. Teachers report increased engagement and enthusiasm among students, who are eager to earn and spend their points. Additionally, the system has created a more unified approach to behavior management, ensuring that all staff are consistent in recognizing and reinforcing positive behaviors.”

Mr. Clark continued, “As we continue to refine and expand the PBIS rewards system, we will gather feedback from both students and staff to ensure its ongoing success. By emphasizing Respect, Accountability, Motivation, and Service, we aim to cultivate a school environment where all students feel valued and motivated to contribute positively.”

Junior High Principal, Ms. Stiles-Gill concluded, “We’re grateful to our Tier 1 team, our supportive staff, and our incredible students who have worked together to build a stronger, more positive community. Together, we look forward to continued progress and to making the Mid-Level Campus a place where every student feels safe, valued, and motivated to succeed.”