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Respectful
Responsible
kind
What is PBIS?
What is Schoolwide PBIS?
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Proactive strategies for defining, teaching, and supporting appropriate student behaviors to create positive school environments.
- Instead of using a piecemeal approach of individual behavioral management plans, a continuum of positive behavior interventions and support for all students within a school is implemented in areas including the classroom and non-classroom settings (such as hallways, buses, and restrooms).
- Positive behavior interventions and support is an application of a behaviorally-based systems approach to enhance the capacity of schools, families, and communities to design effective environments that improve the link between research-validated practices and the environments in which teaching and learning occurs.
- Attention is focused on creating and sustaining primary / core (school-wide), secondary/ supplemental (classroom), and tertiary / intensive (individual) systems of support that improve lifestyle results (personal, health, social, family, work, recreation) for all children and youth by making targeted behaviors less effective, efficient, and relevant, and desired behavior more functional.
The following diagram illustrates the multi-level approach offered to all students in the school. These group depictions represent systems of support not children:
Benefits of PBIS
What are the benefits of PBIS?
- Development of a leadership team in your building that focuses attention on social emotional needs of students and improvement of climate and culture of the building.
- Focuses attention and resources on prevention of problem behaviors.
- Prioritizes resources and staff development to increase all staff skills in dealing with problem behaviors.
- Supports the use of a common language across staff, students, families and the community.
- Teaches staff to implement a system for data based decision making.
- Decreases discipline referrals and thus decreases administrative time devoted to problem behavior.
- Increases instructional time and student achievement.
- Fosters a calm, safe environment and improves the climate and culture of the building.
- Can increase both student and staff attendance.
District staff are responsible for providing proactive strategies for defining, teaching, and supporting appropriate student behaviors to create positive school environments for all students, identifying those students who need additional supports, and implementing interventions based upon student need. If you feel that your child needs additional supports in the area of behavior, please contact your child's teacher, guidance counselor, and/or principal. Together we will work with you to ensure that your child is successful.
Expectation/Behavior Matrix
Common Area | What should it look like? | What should it sound like? | What should it feel like? |
---|---|---|---|
On the School Bus |
Students sitting down and remaining in seats Students’ bodies are facing forward with their bottom on the seat and hands to themselves Students enter the bus calmly, greet the bus driver, and go right to their seat Items in backpacks or bag Backpacks are on laps No eating or drinking on the bus so that it is clean No taking videos or photos on the bus. If phones are used for music or games, headphones are required Help those around you, especially younger students to get off at their stop |
Respectful conversations with a level 2 with those near you Polite words and greetings - “good morning” “hello” “thank you” after the bus ride |
Calm Safe Connected Happy |
Recess |
Students go to their playground immediately Students stay within boundaries where supervisors can see them When the bell rings students line up right away Students follow expectations for food truck, space net, playground equipment, swings, slides, monkey bars, games Students play on grade levels assigned playground only Students stay clean and dry by avoiding mud puddles Students keep hands to themselves Students take turns, share equipment, include others Students dressed appropriately for the weather Playground supervisors are actively moving and scanning the playground for problem behavior |
Kind words and polite language Appropriate language Problem solving language Report to an adult big problems or if a student is being unsafe Report when a ball goes over the fence |
Safe Fair Fun Inclusive |
Lunchroom |
CAR order from the class Walk in the assigned door Walk Single file Adult walking through lunch line with students Raise hand for lunch choice Remember milk Stop for utensils and condiments Walk directly with 2 hands on tray to assigned lunch table or spot Eat your own food Food stays on the tray Do not share food Do not touch anyone else’s food Raise hand if you need something (food, bathroom, drink, condiments, etc) When a lunchroom supervisor gives attention signal switch to voice level 0 and listen for directions Wait for a lunchroom supervisor to come to your table to dismiss your table Stay in seat unless you have permission to get up Close milk carton Pick up all trash and food off table and floor Walk to the garbage can with both hands on your tray Dump food and trash in bin Stack tray neatly Walk to the door for recess or classroom Students with allergies sit at the allergy free table–they can invite a friend with hot lunch only |
Voice level 1 or 2 Using manners (please & thank you) to lunch staff |
Comfortable Enough space to eat Clean Calm |
Hallways |
May be side by side or line formation Hands to self Forward facing Walking Straight to destination |
Voice Level 1 - quiet conversation |
Valued Safe Calm |
Bathrooms |
Quietly wave to a friend Stay in your own stall No coloring on the walls Toilet paper in toilet Pee in the toilet or urinal Do not lock the door and leave stall unattended Wash hands with soap Use 2 pumps of soap, 2 pumps of paper towels No paper towels on floor Clean and tidy Walk directly back to class |
Zero voices Flush toilets Quietly sing/hum while washing hands |
Moving quickly Privacy is respected Clean area |