“PBIS” features a focus on positive behavior and the development of strategies to acknowledge and encourage “doing the right thing”. We are very proud of our students and appreciate the fine job they do on a daily basis. We feel that by using examples of students’ positive behavior as models we can motivate all students to strive to help make Keeseville Elementary School a great place to be.
We have developed a behavioral matrix which highlights our expectations: Be Safe, Be Respectful, Be Responsible and Be A Team Player. Feel free to discuss the concepts and use the information at home.
What is PBIS?
Philosophy: PBIS is a team based systematic approach in teaching behavioral expectations throughout the school. It is based on a proactive model which teaches the behaviors, reinforces and recognizes students who are able to model these behaviors and has systems in place to support students who have a difficult time or may present with more challenging behaviors.
The team approach is what truly makes this system work and we really need every family’s support to help us be successful.
Approach: Instead of using a patchwork of individual behavioral management plans, we have moved to a school-wide discipline system that addresses the entire school, the classroom, areas outside the classroom (such as hallways, restrooms, offices, cafeteria, playground/school grounds, bus etc.).
Every person who works in the school is aware of the behavioral expectations and works to ensure students are consistently getting the same message, regardless of the setting they are in or the adult they come in contact with.
Implementation Plan: KES began working to implement PBIS in 2009. We are very proud of our progress but keep working to improve our success. In order to accomplish this task, several components are in place.
They are as follows:
- Behavioral expectations are defined. A small number of clearly defined behavioral expectations are simply stated in positive terms: Be Safe, Be Respectful, Be Responsible, and Be a Team Player.
- Behavioral expectations are taught. Behavioral expectations are identified for various settings. The behaviors are taught to all of the students in the school.
- Appropriate behaviors are acknowledged. Once appropriate behaviors have been defined and taught, they are acknowledged in various ways on a regular basis.
- Data collection is an important piece of this program. Office discipline data is collected on school-wide behavior and a team reviews the data regularly to determine when and where the problems are occurring. The committee then brainstorms ways to proactively address the problems and to re-teach and reinforce positive behaviors. Staff and parents are represented on the team.
- Individual support is provided for students not responding to the school- wide system. Our school has a system for developing plans for individual students who may have a difficult time and need more support in a school setting. Our team meets regularly and involves parents as active partners in helping students to succeed.
- Active support by all stakeholders is imperative. The entire school community is needed to be actively involved in order to make the system successful. PBIS is a building-wide system for establishing a positive culture.
Benefits of PBIS (research based):
- Increases attendance.
- Student self-reports of a more positive and calm environment.
- Teacher reports of a more positive and calm environment.
- Reduction in the proportion of students who engage in behavioral disruptions.
- Reduction in the number of behavioral disruptions.