Positive Behavior Intervention and Supports (PBIS)

 At John Still TK-8 School, we are pleased to share the features of John Still TK-8 Positive Behavior Intervention and Supports (PBIS) framework with you. The goal of this framework is to increase our school’s capacity to address the behavioral support needs of all students and staff effectively and efficiently.

When it necessary to take disciplinary action, administrators and staff will take into consideration the severity of the behavior, the student’s disciplinary history, the age of the student, and other relevant factors. Students will receive a series of consequences (i.e. warning, change of seat, sent to work silently in another classroom or “think space”) before referrals are made to the office. The goal of our discipline policy is the have students take responsibility for their behavior and change negative behaviors before they are punished; therefore, our discipline policy encourages students to rethink their behaviors before more serious disciplinary action is imposed.

Positive Behavioral Interventions and Supports (PBIS) is an approach to teaching and supporting positive behaviors and meeting the needs of ALL students. This school-wide approach to discipline focuses on building a safe and positive environment in which all students can learn.

 The foundation of PBIS at John Still TK-8 School is built on school-wide expectations, which we call ROARS:

Respect

Others

Act

Responsibly and

Safely

 In addition to our behavior expectations, PBIS is supported by the following components:

• A behavior matrix which explains behavior expectations in each school setting
• Direct teaching of the expectations
• PBIS recognition assemblies/events
• Behavior tracking sheets to record and address inappropriate behaviors
• Use of the “Team John Still” points system as reward for positive behavior which allows students to “shop” our reward store from their bank of points

Our staff members have been educated and have developed school-wide behavioral expectations and an acknowledgement system. This framework is designed to be implemented consistently across all settings. We strive to assist our student population in reaching their educational, social-emotional and behavioral potential!

A School-Wide Positive Behavior Support system is a set of strategies and systems created to increase the capacity of schools to (a) reduce school disruption, and (b) educate all students including those with problem behaviors. It consists of:

•  Clearly defined outcomes
•  Research-validated practices
•  Supportive administrative systems
•  Use of information for problem solving

Features of School-Wide Positive Behavior Support:

•  Establish regular, predictable, and positive learning & teaching environments
•  Train adults & peers to serve as positive models
•  Teach and model behavioral expectations
•  Create systems for providing regular positive feedback
•  Acknowledge students when they are “doing the right thing”
•  Improve social-emotional competence
•  Develop environments that support academic success

The school rules will be covered during the first week of school, and throughout the school year. Refer to the John Still PBIS Matrix for more details on these expectations. Students who do not adhere to these rules are subject to disciplinary action.