What is PBIS?
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 Hadfield Elementary School is the four building-wide expectations:
In addition to our behavior expectations, PBIS has four other components:
Voice Scale:
4 - Emergency
3 - Outside
2 - Inside
1 - Whisper
0 - Voice Off
Behavior Matrix:
The behavior Matrix is a detailed description of expected behaviors in each setting of the school. For example, in the cafeteria, manners matter. We appreciate by saying "please" and "thank you." We show respect by picking up after ourselves. The matrix is posted in classrooms and around the school.
Teaching Expectations:
Throughout the school year, students will be taught how to behave according to the four expectations. Teachers will help students learn what the expectations "look" and "sound" like in every setting during the school day. These lessons will be retaught and reinforced throughout the school year and become a regular part of our instructional program.
Paw Point Recognition:
Acknowledging and reinforcing positive behavior is one of the best ways to change inappropriate behavior and encourage appropriate behavior. At Hadfield each student will earn PAW points for meeting behavior expectations. When goals are met, students will enjoy taking trips to the PBIS Recognition Cart as well as participating in periodic school-wide celebrations.
Behavior Tracking Sheets:
Even with clear expectations and positive reinforcement, sometimes children will misbehave. To address inappropriate behavior, a Behavior Tracking System has been implemented. Discipline issues are divided into major and minor infractions. A minor/major description chart is available.
When a child repeatedly receives majors or minors, parents/guardians, teachers, support staff and/or the principal will meet to build an effective behavior intervention plan for that child.
Parents/Guardians and PBIS:
To be successful, our behavior program needs to be a partnership between home and school. Throughout the year, the PBIS team will send updates and information about PBIS. We invite your comments, concerns and ideas to make PBIS work at school.
Please support Hadfield by:
TOGETHER WE CAN ACHIEVE MORE!!!
The foundation of PBIS at Hadfield Elementary School is the four building-wide expectations:
- Respect
- Participate
- Appreciate
- Listen
In addition to our behavior expectations, PBIS has four other components:
- A behavior matrix which explains behavior expectations in school
- Direct teaching of expectations
- PAW Point recognition slips; and
- Behavior tracking sheets to record and address inappropriate behaviors.
Voice Scale:
4 - Emergency
3 - Outside
2 - Inside
1 - Whisper
0 - Voice Off
Behavior Matrix:
The behavior Matrix is a detailed description of expected behaviors in each setting of the school. For example, in the cafeteria, manners matter. We appreciate by saying "please" and "thank you." We show respect by picking up after ourselves. The matrix is posted in classrooms and around the school.
Teaching Expectations:
Throughout the school year, students will be taught how to behave according to the four expectations. Teachers will help students learn what the expectations "look" and "sound" like in every setting during the school day. These lessons will be retaught and reinforced throughout the school year and become a regular part of our instructional program.
Paw Point Recognition:
Acknowledging and reinforcing positive behavior is one of the best ways to change inappropriate behavior and encourage appropriate behavior. At Hadfield each student will earn PAW points for meeting behavior expectations. When goals are met, students will enjoy taking trips to the PBIS Recognition Cart as well as participating in periodic school-wide celebrations.
Behavior Tracking Sheets:
Even with clear expectations and positive reinforcement, sometimes children will misbehave. To address inappropriate behavior, a Behavior Tracking System has been implemented. Discipline issues are divided into major and minor infractions. A minor/major description chart is available.
- Major offenses are issues that result in an office referral. Parents/guardians will always be notified by the principal or teacher about the major infraction.
- Minor infractions are behaviors that are disruptive to the learning environment, but are handled by the supervising staff member. If a child receives three minor infractions in a six week period, a referral will be sent to the office and the principal or homeroom teacher will address the behaviors and parents/guardians will be notified.
When a child repeatedly receives majors or minors, parents/guardians, teachers, support staff and/or the principal will meet to build an effective behavior intervention plan for that child.
Parents/Guardians and PBIS:
To be successful, our behavior program needs to be a partnership between home and school. Throughout the year, the PBIS team will send updates and information about PBIS. We invite your comments, concerns and ideas to make PBIS work at school.
Please support Hadfield by:
- Reviewing behavior expectations with your child
- Using the four expectations at home
- Providing positive reinforcement (rewarding good choices with compliments or quality time) at home
- Sharing comments with or asking questions of PBIS team members
- Volunteering to attend PBIS meetings or help with PBIS activities at Hadfield
TOGETHER WE CAN ACHIEVE MORE!!!
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