PBIS AT FAIRVIEW ELEMENTARY SCHOOL Positive Behavioral Interventions

PBIS AT FAIRVIEW ELEMENTARY SCHOOL Positive Behavioral Interventions and Supports

PBIS stands for “Positive Behavioral Interventions and Support” A proactive system for recognizing and rewarding appropriate behaviors across school settings A school-wide change in policy and practice to enhance quality of life and minimize or prevent problem behaviors Proven to be effective in reducing chronically challenging behavior, helping students react in a socially acceptable manner, and in meeting the needs of students who exhibit problematic behavior WHAT IS PBIS?

Intended to take the focus off punitive solutions and concentrate on teaching new and acceptable behaviors A way to give teachers more options in dealing with problematic behavior and recognizing positive behaviors Provides a consistent framework for behavioral expectations and consequences WHAT IS PBIS? …. CONTINUED

3 LEVELS OF INTERVENTION TO SUPPORT ALL STUDENTS Level 3 Tertiary For 2 – 3% “challenging students” Level 2 (secondary) • For students who are not responding to primary level supports. Level 1 (primary) – for all students • Effective for 80% - 90% of all students

ELEMENTS OF 3 LEVELS Prevention Tier Core Elements Primary • Behavioral expectations defined and taught • Reward system for appropriate behavior • Continuum or consequences for problem behavior • Continuous collection and use of data for decision-making Secondary • Universal screening • TIPS • Progress monitoring for at-risk students • System for increasing structure and predictability • System for increasing adult feedback • System for linking home/school communication • System for linking academic/behavioral performance • 504 Plans Tertiary • Functional Behavior Assessment (FBA) • Team-based comprehensive assessment • Mental Health Referrals • Safety/Crisis Plan • Threat Assessment • Assessment that may lead to placement in the Exceptional Children’s Program or 504 Plan

To educate and model appropriate behaviors across school settings To reduce problem behavior school-wide and find ways to keep students behaving appropriately in all school settings Research also shows that on average, a student loses at least one day of in-class instruction per office referral To establish consistent expectations for all staff and students WHY DO WE NEED PBIS?

Fairview Elementary School PBIS Behavior Matrix Buses Playground Hallway Cafeteria Classrooms Restroom (&Media Center) After Dismissal Respect Treat people, learning, & property as important * Speak kindly * Always follow driver’s instructions * Speak kindly * Come when the teacher calls you * Follow directions of adult in charge * Take care of nature * Speak kindly * Walk silently during school hours while others are learning * Follow directions of adult in charge * Eat silently * Speak kindly & quietly when allowed * Follow directions of adult in charge * Take fair portion * Speak kindly * Let others learn * Listen to ideas of others * Honor working space & materials of classroom * Follow directions of adult in charge * Speak kindly * Keep bathroom clean * Follow directions of adult in charge * Give privacy to others * Speak kindly * Be silent during car riders * Listen for your bus or your name to be called * Follow directions of adult in charge Integrity Be honest and fair, even if no one is looking * Report unsafe behavior to driver when bus is stopped * Stay where adults can see you, never behind trees * When playing games, follow rules * Go only where you are supposed to go * Use stairs instead of the elevator unless there is medical need * When walking without an adult, walk silently to your destination * Take only the food that you need * Stop and enter your number when leaving serving line * Pay for “extra items” * Take what you ordered * Do your own work * Leave with only your own items * Use electronic devices only for educational purposes * Give found objects to teachers * Use only the supplies you need * Leave any unnecessary items out of bathroom * Flush after use * Only visit the bathroom if you really have to go * Go immediately to your assigned area and stay there until your time to leave Self-Control Be in charge of your own body & actions * Keep hands & feet to self * Stay in your assigned seat the entire bus ride * Use soft voices when speaking * Keep hands & feet to self * Only throw balls, not sticks, mulch, or rocks * Throw a ball to, not at someone * Keep away from fence * Only climb playground equipment * Walk in hallways * Stay on right side of the hallway * Walk single-file * Keep hands & feet to self * Keep feet on floor * Stay in your seat * Eat only your food * Keep hands, feet, & objects to self * Raise hand for help * Go through line only one time * Speak when it’s your turn * Stay where you are supposed to be * Clean & put up classroom materials * Wash hands * Place trash in proper place * Do your business & leave promptly * Be quiet in the hallways * Walk in hallways Effort Be your best self * Set a good example for other students * Be helpful to younger students * Help driver as needed * Move your body during play time * Reach out to others to play * Consider trying new activities * Keep hallways clean & clear * Clean up spills * Stop at stop signs * Go in & out of correct door * Use good table manners * Consider trying new foods * Clean up around you, even the floor * Help others learn * Do your best work * Turn in work on time * Take pride in your hygiene * Report inappropriate behavior & damage to adults * Continue to follow school rules * Take all needed & assigned materials home

Minor Behaviors Major Behaviors Inappropriate language/Disrespect Abusive Language Physical contact Physical Aggression Non-compliance Overt Defiance Property Misuse Property Vandalism Disturbing Class Disrupting Class Dishonesty Bullying Dress Code Violation Possession of a weapon Stealing (first offense) Possession of illegal substances Stealing (more than one time) *3 minor incidents in 9 weeks is equal to a major offense.

FOR A MAJOR BEHAVIOR FOR A MINOR BEHAVIOR Quiet lunch Time out in the office Time out in another classroom Loss of Privileges Loss of classroom privilege Lunch detention Parent contact Parent phone call Teacher conference with students Parent conference In school suspension Reflective assignment Out of school suspension Designated recess Bus Suspension Report to Law Enforcement Write an apology letter Counselor referral Mental health referral SUGGESTED CONSEQUENCES

Minor Referrals Major Referrals If a student exhibits a major behavior, a teacher will document it on a major referral form. An email will be sent to school administrators and designated PBIS team members. An administrator will meet with the student and determine appropriate consequences, which will include communication with the parent(s). REFERRALS If a student exhibits a minor behavior, a teacher will document it on a minor referral form. The teacher will meet with the student and determine appropriate consequences. If a student gets three minor referrals, a major referral will me made.

SCHOOL-WIDE INCENTIVES Daily Weekly Tickets and verbal praise Drawing for 3 rd-5 th grade for a school prize and appear on announcements. K-2 nd grade: “RISE Rewards” Store to purchase items with tickets Classroom based rewards as determined by each teacher Every 4. 5 Weeks students without a minor or major behavior join activities (out of 2 choices) such as electronics hour, dance, talent show, movie, or organized sport Every 9 Weeks: 9 Weeks Celebration K-2: PBIS Celebration 3 -5 PBIS & Academic Celebration

Katie Wohlford- School Counselor Amanda Herbert- School Counselor Roxanne Skenandore- School Social Worker Jennifer Reed- Principal Greg Cheatham- 2 nd Grade Teacher Rebecca Reeves- Kindergarten Teacher Emily Fagan- 5 th Grade Teacher Melissa Scott- Special Education Teacher Johanna Carr- Parent Representative PBIS TEAM MEMBERS THANK YOU FOR YOUR SUPPORT!