Q: WHAT IS PBIS?
A: PBIS is a school wide program that focuses on the positive actions and behaviors that we want our students to practice. PBIS stands for POSITIVE BEHAVIOR INTERVENTION AND SUPPORT and our school is currently in Module III Exemplar status of PBIS. This is the highest level of recognition.
Q: What is a PBIS TEAM?
A: We have a PBIS TEAM to develop and monitor the school-wide expectations in the cafeteria, hall, bus, classroom, playground and restroom. Student behavior expectations are based on a matrix. As a constant reminder to the students our matrix and motto are prominently displayed throughout the school. Students can earn red tickets and the class can earn PAWS if they meet behavior expectations stated on our motto (PAWS): POSITIVE AND RESPECTFUL; ACCEPT RESPONSIBILITY; WISE CHOICES; STAY SAFE.
Q: How does PBIS work?
A: A key belief of the PBIS initiative is prevention. The majority of students follow the school’s expectations, but are never acknowledged for their positive behavior. Through instruction, comprehension, and regular practice, staff and students use a consistent set of behavior expectations and rules. The entire school is involved. Any staff member can recognize a student or a class who displays good behavior and makes good choices. (Example: If your child is helpful to his classmates then he can receive a red ticket because he is being POSITIVE and RESPECTFUL; if the class is quiet in line, using level 0 voice level, they can receive a PAWS ticket because they ACCEPT RESPONSIBILITY; if your child walks away from another student who wants to argue he can receive a red ticket because he made WISE CHOICES; if your child picks up something that was left in the floor by someone else he may receive a red ticket because he is helping all of us to STAY SAFE. Ask your child if he or she has received any red tickets. Remember to encourage your child at home when he is doing the right thing.
Q: What are the VOICE LEVELS in PBIS?
A: To teach students the awareness of voice level and what level is appropriate for a variety of school settings we practice VOICE LEVELS. Teachers explain to the class why different voice levels are important and necessary at different times and places throughout our school. Some examples from everyday life are: playground, hallway, lunch room, school bus, church, football game, movie theater, cell phones in public places, etc.
0 = Silent
1 = Whisper
2 = Conversation: one–to–one or small group (can’t be heard on the other side of the room).
3= Presentation: Speaking to a whole room
4= Recreation: Outdoors or maybe gym class
Q: What about students who are disruptive?
A: PBIS schools develop a discipline system that is integrated with the district’s Code of Conduct. When problem behavior occurs, students are provided with a continuum of supports to address the problem behavior. Tier II interventions are implemented to give more support to some of our students who may continue to have difficulty following the school-wide expectations. This procedure is called CHECK-IN CHECK-OUT. A report will be filled out daily by the teacher and checked by the school counselor. The child will be able to earn incentives for appropriate behavior. The expectation for each day is to reach a minimum of 80%.
Q: How can PARENTS be involved in PBIS?
A: Parents are an important part of PBIS implementation. Schools communicate to parents the school’s expectations and rules that are taught to each child. Parents are encouraged to discuss the rules and expectations and post them at home for easy reference. This method increases the likelihood that teachers, students, and parents have a common language of behavior expectations.