PBIS is a school-wide system on how we talk to our students, provide lessons with expected behaviors, how we respond with teacher-managed & office-managed behavior support and more. All of the things below make up the components of PBIS at our school.
Posters posted on campus in all areas as well as rules painted on hallway (coming in Oct)
Classroom Rules/Core Values posted in Classrooms
Lessons/Expectations taught @ the beginning of the year and reviewed throughout.
Make Your Mark Cards to be used in Classrooms
Make Your Mark Cards to be used for school-wide incentives
Student Store twice a month
Trimester Assemblies for students
The way we talk to students-shifting our language.
Bulldog Shout Outs
Three tiers of support (Universal, Supplemental and Intensive) See Below.
Reset & Recovery Room
Check In/Check Out & SWIS CICO tracking system
Grade Level Classroom Academic & Behavior Sheets
Student Study Team Meetings (SST’s)
PBIS Monthly team meetings-Review whole school data & Tier 2 individual students.
Be Safe Be Responsible Have Integrity Be Courteous
Why do we have School-wide Rules?
Having a few simple, positively stated rules facilitates the teaching of behavioral expectations across school settings because students will be learning through the same language. By focusing on 4 simple rules it is easier for students to remember.
It is also important for staff because instruction focusing on a few simple rules will improve teaching and consistency across staff through the use of a common language.
Positively stated rules are important because research has shown that recognizing students for following the rules is even more important than catching them breaking the rules. By stating rules positively, the hope is that staff will be more likely to use the rules to catch students engaging in the appropriate behavior.
By selecting only a few rules it is important that the rules are broad enough to talk about all potential problem behaviors. With the rules selected, the PBIS team believes that we can then teach all specific behavioral expectations across all school setting according to these simple rules, for example:
Cleaning up your spills in the cafeteria is an example of Being Safe because someone could slip on the spill and get hurt.
You were Being Very Responsible when you asked your classmate to walk in a straight line in the hallway.
Thank you class for Being So Courteous by raising your hands to speak and listening to what everyone else had to say about the story.
All staff and students in the school are expected to know the School-wide Rules. Schools will be evaluated twice per year (Fall & Spring) to see if staff and students know the school-wide rules. The goal is that 90 % of staff and students know the school-wide rules. To be most effective, regular teaching using the school-wide rules should become part of the school culture.
Palermo’s Expectations of the Rules
Teachers spend the first two weeks of school teaching our PBIS rules and expectations for all areas of the school.
Introduce the “Be Responsible, Be Courteous, Show Integrity & Be Safe”
Review the “Make Your Mark” Matrix for all settings each day
Introduce the students to Make Your Mark Tickets-Use Google Slideshow if you want (In the PBIS Google shared folder)
Chromebook & Technology
7 Mindsets Introduction
Whatever you didn’t get to earlier in the week!
Classroom Rules poster
Teachers post classroom rules poster so students can reference the rules of the classroom.
Make Your Mark Cards-Staff are given 15 Make Your Mark Cards each week to hand out to all of their students. Make Your Marks are handed out for any type of positive behavior staff see in students. Students can redeem the cards for classroom rewards or use them for school rewards. If you need more than 15, call Anna and let her know.
Classroom Rewards-Each classroom needs to have a Make Your Mark Poster on the wall that showcases what students can redeem for their cards in that classroom. Make Your Mark cards are only to be used in the grade level for which they are in.
Once the teacher collects MYM cards from classroom rewards, they put them in a box in the office for school-wide rewards.
Student Store-Students can visit the student store twice a month to redeem their cards.
Monthly MYM Incentives-A schedule will be given to teachers to post in the classroom, they will be announced in the bulletin and posted in the hallway monthly.
Trimester Assemblies-At the end of each trimester the administrators will hold a school-wide assembly with all of the MYM cards and rewards students with additional prizes.
The largest and most influential way we can positively respond to our students is the manner in which we talk and address them. Staff members work on their wording. We try to frame our words so that students can reflect on their behavior and make better choices.
The goal this year is to have more positive referrals than discipline referrals. The more positive things we recognize, the more students see us recognizing that and will want to change their behavior.
Postcard Mailed Home
Teacher Interventions: Teachers document on a Red Flag Warning five or more interventions. Once five are documented with the date and type of intervention, it is given to AEP to send home. Anna meets with the student to review the red flag and all the interventions the teacher has provided for them to redirect their behavior. The Red Flag is then mailed home with the sequence of discipline included so the parents understand what is next.
Sample Interventions: verbal conversation, reflection sheet, teacher detention (morning, lunch or after school), seat change, paragraph reflection, phone call home, email to parents, reset outside of the classroom (this should not be longer than 5-10 minutes), Tap In/Out with Johnson, etc.
What happened? Or What Are You Doing? instead of What’s wrong with you?
What are our Three Tiered Interventions?
R & R Room (Reset & Recovery Room)
The R&R room is located in room 26 with Janet Furr.
Procedures for R& R Room
Teachers send students with a note or may call/email Mrs. Furr.
Students may go before school or during lunch if they would like on their own.
Students enter the classroom and login to the chromebook to document why they are attending the R&R Room. This log is shared with the counselor, Mrs. Furr and Ms. Johnson to review to see if students need any other additional support.
Students then have 10 minutes to reset before sending back to class. Additional time may be granted.
Mrs. Furr will document the time they leave R&R so teachers know.
For 1st and 2nd period, students will need to go to the counselor’s office or AEP for R&R.
Check In/Check Out
This opportunity is for students to help them self-manage their behavior. They get a Bulldog Best card and take it to all of their classes to get rated from a zero to a two. In the morning they “Check in” with a teacher to get their card. This teachers sets up their days positively and gives them a daily goal. At the end of the day, they “Check out” with a teacher to review their progress and discuss any issues the student may or may not have had. They check to see if the student made their goal and if they did, the student earns a reward. The cards are put into our tracking system called SWIS to see if there is a specific time period that the student needs more support.
SST’s-Student Study Team Meeting
We schedule a Student Study Team meeting if we notice that a student has an academic, social or emotional concern. Ms. Johnson calls the parents to set it up and arrange the date and time that works best for the grade level team and the parent. SST notes are copied and given to each member of the grade level team and placed in the student’s cume file. Parents may request one as well if they feel that they need to talk to the whole grade level about their child.
PBIS Monthly Team Meetings
The PBIS team will meet twice a month to discuss both the tier one (1st ½ hour) and tier two (2nd ½ hour). The team is made up of two representatives from each grade level, at least one or more classified staff, one or more parents and a student for the tier one meeting. For the tier 1, we discuss whole school data in regards to behavior that is tracked through referrals as well as other things we can do to help improve the culture of the whole school. In our tier 2 meetings, we discuss specific concerns regarding specific student behavior.