PBIS
Positive
Behavioral
Interventions and
Supports
PBIS DEFINED: PBIS is an approach to supporting students to be successful in schools. PBIS developed from research in the fields of behavior theory and effective instruction. PBIS supports all students through intervention ranging from a school-wide system to a system for developing individualized plans for specific students. School-wide PBIS focuses on the development and implementation of pro-active procedures and practices to prevent problem behavior for all students and improve school climate.
A Three Tiered Approach
As a school community, we are responsible for teaching both academic and social behavior skills. We will teach all of our students how to be safe, responsible members of the community in every setting. We will reinforce these behaviors through a system of positive reinforcement.
Tier One - teaching and reinforcement of expected behaviors will be enough support for 80-90% of our students.
Tier Two - designed for the 5-10% of our students who may need further teaching and individualized supports.
Tier Three - designed for the 1-5% of our students who continue to display behaviors of concern despite Tier two interventions. The Response to Intervention (RTI) team implements support and/or services.
Addressing Problem Behaviors
In order to address problem behaviors, we will change the way we look at behavior. Behavior is not good or bad. We understand repeated problem behaviors serve a purpose for the student. Problem behaviors provide attention or an escape from uncomfortable, difficult, or even boring situations.
Misbehavior is a form of communication. Our job is to use professional judgement to hypothesize the purpose, or function, of behavior and how it meets a need for the student. We then work to find an alternate way to meet that need in a safe and respectful way.
Parents of children with behavior challenges are important in a system of school-wide positive behavior interventions and supports because they already know punishment does not teach skills. Parents already know what individual strategies may work with their own child. Parents are important contributors in developing school-wide PBIS in their child’s school, because parents have a great deal at stake – the lives and futures of their children. By becoming involved, parents can have a vital role in improving school climate, safety, and instructional time. Most important, parents can have a role in helping their child to develop the positive behavior skills that are the foundations for a successful future.
Behavior Management Process
We are committed to preventing inappropriate behavior before it occurs by intentionally teaching and reinforcing expected behaviors.
Tier I – Minor Behaviors: Behaviors handled in the classroom using intervention strategies and teachable moments including a verbal reminder, re-teaching, positive reinforcement (four positive reinforcements for every correction), and redirecting.
Tier II – Minor Behaviors: The students taught AND re-taught the expectation AND has received positive reinforcement to promote the expected behavior however, the student continues to present escalating behavior and is not responding to interventions.
When a teacher determines a student’s behavior requires documentation, the following will take place:
Fill out a Referral form and check the box for Minor Behavior.
Student completes a Reflection sheet (in the classroom or a buddy classroom)
Teacher reviews Reflection sheet with student
Teacher contacts parent/guardian
Teacher turns the completed Referral form into the office at the end of each day.
If a student receives three Referrals for Minor Behaviors in a month-long period, the teacher will follow the procedures for a Major Behavior and the Assistant Principal/Principal will take action.
Tier III – Major Behaviors: The teacher has followed through with Minor Referral forms, reflection sheets, teacher conference and parent contact, yet the student chooses to continue behavior that is not consistent with SUCCESS BOUND and/or the student exhibits Level 3 behavior which requires mandatory office referral.
When a student exhibits a Major Behavior, the following will take place:
Fill out a Referral form and check the box for MajorBehavior.
The referrals are then sent to the office and the Assistant Principal will take action. If the Assistant Principal is not available, the Principal will take action. If the Principal is not available, the counselor will handle the situation until an administrator is available.
COYOTE BEHAVIOR - SUCCESS BOUND!
GOAL: To create a social-culture in our school that will encourage positive behaviors and interactions, while discouraging problem behaviors. This social-culture will lead to a safe environment where students achieve academically and build positive relationships with each other and with adults. The foundation of the approach emphasizes teaching students the behaviors we expect to see, reminding them to use those behaviors, acknowledging them when they do, and correcting them when they do not.
PARENTAL INVOLVEMENT: Teaching a behavior that schools expect to see works best when there is consistency across home and school settings. When a child exhibits challenging behavior at school, a strong partnership between the school and family is important. Family involvement is a key feature when developing positive behavior support plans for students with special needs. School-wide positive behavioral interventions and support is a school-wide approach to helping all children learn to self-manage behaviors. However, parent involvement is important in all aspects of PBIS. When parents are involved, outcomes for children are better.
BEHAVIOR EXPECTATIONS
Area | Respect | Responsible | Resilient |
---|---|---|---|
In All Areas of the School | Use kind words and actions Level 2 voice Use respectful, non-biased language that may offend any individual or group | Accept consequences for your actions | Exhibit calm body language and be aware of your surroundings Accept help when needed |
Before and After School | Follow adult directions | Stay in assigned areas Remain on campus once arrived | Report directly to class when the bell rings Patiently wait for office personnel to help you when taking care of business there |
Cafeteria | Use an appropriate voice level Voice level 2 | Clean up area and follow recycling procedures | Stay seated until you are dismissed Enter the back of the line and wait your turn to get your food |
Hallways and Stairs | Use quiet voice Always keep hands, and feet, and objects to self Voice level 1 Use respectful, non-biased language that may offend individual or group and respect others property | Walk on the right hand side Keep moving Headphones and/or ear buds out of sight | Forgive accidental contact Help others who need assistance with materials, movement, or emotional support |
Learning Areas | Raise your hand and wait to be called on Wait to be dismissed Keep hands and feet to self Track the speaker Voice level communicated by teacher Practice SLANT when a teacher or students is presenting | Walk into rooms one at a time Keep hands and feet to self Clean up learning area Follow adult directions Bring all required supplies to class | Always do your best Be an active learner When unsuccessful, ask for help or try a new strategy Arrange time outside of class for extra help when needed |
Office | Hands, feet, and objects to self -Wait in line until called to the counter Always use kind words Voice level 2 Let school guests be helped first Comply with all office staff requests | Always have a hall pass | When talking to an adult, have a calm body and calm voice |
Playground | Follow adult directions Voices off in line Use polite language and respectful tone of voice Voice level 4 unless adults tell you otherwise Use respectful, non-biased language that may offend and individual or group | Accept consequences for your actions Keep hands, feet, and objects to self Be aware of your surroundings Remain in appropriate play areas Follow procedures for equipment check-out and use and use as intended | Play games according to posted rules Transition appropriately back to the classroom and focus on learning upon return |
Restroom | Leave the restroom clean (walls, floors, sinks, etc.) Respect the privacy of others around you Voice level 1 Report messes or dangerous behavior when seen | Always use a hall pass during class time Keep water in the sink Flush toilet after use | Wash hands with soap and water Tell an adult if supplies in the bathroom are out, or if the bathroom needs to be cleaned |
Special Events and Assemblies | Wait for arrival and dismissal signal Eyes on performer or speaker Applaud at appropriate times Voice level: Use SLANT Use only positive, encouraging words when yelling at a spirit assembly | Leave electronics in the classroom Walk carefully up and down the bleachers Walk facing forward with your hands at your side Use bathroom before or after assembly Enter and exit bleachers according to taught procedures | Enter and exit quietly Enter and exit one row at a time |
Technology | Only positive interaction with other students | Stay on approved sites Keep passwords and other personal information to yourself Be aware that account activity from home is still school-related | Report uncomfortable/inappropriate content |