217 East 7800 S., Midvale, UT 84047

Behavior Expectations

Schoolwide Positive Behavior Interventions and Supports (SWPBIS) is an approach to teaching and supporting positive behaviors.  This schoolwide approach focuses on building a safe and positive environment in which students can learn.

The purpose of schoolwide PBIS is to establish a climate in which appropriate behavior is the norm. Schoolwide systems of support include proactive strategies for defining, teaching, and supporting appropriate student behaviors to create positive school environments.  Research and evidence has found teaching behavioral expectations and rewarding students for following them is a positive approach and much more effective than waiting for misbehavior to occur before responding.

Schoolwide Expectations

We have four school rules at Midvalley that spell PAWS (Go, Junior Huskies!)

Practice Safety

Accept Responsibility

Work towards Mastery

Show Respect

We want students to know what it looks and sounds like to follow these rules in all school settings and have positive interventions and supports to scaffold our students’ successes.

Positive Reinforcement
All teachers have a plan for providing positive reinforcement in their classroom when students comply with rules.  All staff members give out PAWS to students based on their positive behavior. 

As needed throughout the year, we will hold PAWS days to remind students of our schoolwide behavioral expectations.

Bully Prevention
Nationally, the definition of bullying is being looked at by lawyers and educators.  Here at Midvalley, we value using the latest research.  Our definition of bullying is:

  • Aggressive behavior that involves unwanted negative actions
  • Involves a pattern of behavior repeated over time
  • Involves an imbalance of power or strength

We use the language:  stop, walk, talk

  • As Victims or Bystanders, students are encouraged to tell the perpetrator to STOP
  • If the aggressive behavior continues, they are taught to WALK away
  • If they continue to be bothered, they are to TALK to an adult


Consequences for Misbehavior
Students receive appropriate and timely consequences for inappropriate behavior.  Inappropriate behaviors are categorized as Minor or Major.

Students are sent to the office for repeated minors or major offenses.  A repeated minor is when a student commits a minor behavior infraction, but does so repeatedly (3-4 times) as the teacher repeatedly attempts to help the student change the behavior.  Based on the teacher’s judgment, this may be during the course of a single lesson, day, or week.  If the teacher’s efforts are not successful, the student may be sent to the office for major or an Office Discipline Referral (ODR). Other majors include physical aggression, sexual harassment, and racial issues.

Midvalley utilizes restorative practices when we work with our students to help them repair harm caused and rebuild relationships. Our goal is to teach students tools to be successful. 

Parent/Guardian Tips
Families are encouraged to check in with their children daily about how their school day went. Should your child share with you any concerning information, please reach out to your teacher so that we can work together as a team to ensure that all of our students feel safe and loved at Midvalley.

1. Children watch what adults model and are excellent imitators. If you need to count to 10, take deep breaths, or choose another strategy that helps you calm down before you address your child’s behavior problem, remember that the goal is to increase the likelihood of the unwanted behavior will not happen again and to preserve your loving relationship with the child.

2. It’s a challenge, but the more consistent and clear adults can be with their expectations, the less problems children will have following them.

3. Paying positive attention to the child’s behaviors you want to see helps support the likelihood you’ll see them again.

4. Spend time listening daily to your child talk about what interests them.

5. Children love routines with clearly defined steps.

6. When children make a poor choice, ask them, ” How can you make this right?” and “What will you do next time?

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