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Positive Behavior Intervention and Support (PBIS)

All 12 schools in the Elmira City School District are using PBIS, an acclaimed system that is utilized in districts throughout the country. With PBIS, each school takes a building-wide approach to teaching, reinforcing, and recognizing students’ positive behaviors.

What is PBIS?

PBIS is a team-based, systematic approach to teaching behavioral expectations through the school. It is based on a proactive model that teaches specific behaviors, reinforces and recognizes students who model these behaviors, and has systems in place to support students who have behaviors that are more challenging.

SOAR logo

Since the team-approach is crucial to making this system work, family support is very important to its success. Contact your school to find out how you can get involved and learn more about using PBIS.

Our schools all use the acronym of S.O.A.R. to reinforce positive behaviors. S.O.A.R. stands for

 

Be Safe;

Practice Ownership;

Celebrate Acceptance;

Show Respect.


 

PBIS at Broadway Elementary

Broadway Elementary started the school year of strongly by explicitly teaching school rules and having continuing discussions about what “good behavior looks like.” School rules and expectations are reinforced every day when students recite the Broadway School S.O.A.R. Pledge.

Behavior expectations that are specific to various locations are posted around the school. Teachers utilize a school-wide reward system called the “Good Kid Patrol” that students earn when they are “caught being good” by the Good Kid Patrol.

 

Good Kid Patrol Program

Students are “caught being good” meaning they are following the rules in accordance with the Broadway School S.O.A.R. Pledge. As part of our PBIS plan, each morning the names of students who earned a Good Kid Patrol the previous day have their names read during the announcements. Part of the school-wide recognition also includes stating specifically why the student received the reward: being safe, practicing ownership, celebrating acceptance, or showing respect. Students are encouraged to take their Good Kid Patrol recognition home to share with family.

Each time a student is recognized by the Good Kid Patrol, they receive recognition as follows:

  • Earn one coin every time the Good Kid Patrol recognizes them.
  • A student earns a coin and a pencil when they reach three coins and then again after earning 10 more (13, 23, etc.)
  • A student who reaches Good Kid Patrol recognitions in increments of five (5, 10, 15, etc.) will also receive a coin and a book as a continuation of our literary efforts to increase reading enjoyment for all students.
  • When students earn 10, Good Kid Patrol recognitions they can choose to have lunch with the principal. If a student prefers, they can receive an additional book as an alternative.
  • When 6th grade students earn 10 Good Kid Patrol recognitions, they have the opportunity to have a lunch scheduled where they can sit with a friend of their choice.

A number of teachers have helped students set goals to earn 25 or more Good Kid Patrols. In many classrooms, students track their progress towards meeting their goals.

 

Broadway School S.O.A.R. Pledge

I pledge to SOAR to the stars by:
   Being Safe
   Practicing Ownership
   Accepting others and
   Showing Respect.
I believe in myself and
My ability to do my
Best all the time.

 

Golden Spatula Award

A new initiative at Broadway Elementary to promote positive behavior among students during their time in the cafeteria.

A Golden Spatula Award is presented weekly to one class from each grade level based on voting by the aides who work in the cafeteria and the cafeteria staff. The winning classes will display the “Golden Spatula” outside of their classroom.

The class that receives the recognition the most times during any one-month period will receive a treat from Student Council. Additionally, the class with the most Golden Spatula recognitions for the entire school year will receive a year-end treat from Student Council.

Criteria for receiving the Golden Spatula Award:

  1. Classes are recognized for talking (not shouting) and respectful while getting and eating their lunch.
  2. Students follow the “What Does Good Behavior Look Like in the Cafeteria” rules
  3. Classes are quiet and respectful when lining up at the end of lunch when they are awaiting their teacher.

 

Approach

We use a school-wide discipline system that addressed the entire school. This includes not only the classroom, but also areas outside the classroom such as hallways, restrooms, the cafeteria and the playground.

Every person who works in the school is aware of the behavioral expectations and works to ensure that students are consistently getting the same message.

 

Implementation

There are several components in place to implement PBIS:

  1. Behavioral expectations are defined. A small number of clearly defined behavioral expectations are simply stated in positive terms. Each building identifies their expectations (such as S.O.A.R.)
  2. Behavioral expectations are taught. Behavioral expectations are identified for various settings in each school. The behaviors are taught to all students in the school through direct teaching with the help of staff.
  3. Appropriate behaviors are acknowledged. Once appropriate behaviors have been defined and taught, they are acknowledged in various ways on a regular basis. Each school has its own specific reinforcements and rewards such as PRIDE points and Bengal Badges.
  4. Data collection. Discipline data is collected on school-wide behavior and a team reviews the data regularly to determine when and where any problems may be occurring. The committee then brainstorms ways to proactively address the problems and to re-teach and reinforce positive behaviors.
  5. Individual support is provided for students not responding to the school-wide system. Each school has a system for developing plans for individual students who may have a difficult time and need more support in a school setting.
    Teams meet regularly and involve parents as active partners in helping students to succeed.
  6. Active support by all stakeholders. The entire school community is needed to be actively involved in order to make the system successful. PBIS is a district-wide system for establishing a positive culture in each building.

 

Benefits of PBIS (research-based)

  1. Maximizes academic engagement and achievement for all students.
  2. Increases attendance.
  3. Student self-reports of a more positive and calm environment.
  4. Teacher reports of a more positive and calm environment.
  5. Reduction in the number of behavioral disruptions.
  6. Reduction of disciplinary referrals
  7. Improvement of supports for students whose behaviors require more specialized assistance

 

Web resources

www.nyspbis.org

www.pbisworld.com

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