Elementary Positive Behavioral Interventions and Support (PBIS)
The East Marshall School District is committed to having an inspiring academic atmosphere. East Marshall is using Mustang STRONG in correlation with Positive Behavioral Interventions and Supports (PBIS) to develop students’ positive behavior and create a healthy learning environment.
What is PBIS?
PBIS is a process for creating a safer and more productive learning environment where teachers can teach and all students can learn. It enhances the capacity of schools to educate all children by developing research-based, school-wide, and classroom behavior support systems. The process focuses on improving a school’s ability to teach and support positive behavior for all students.
What is Mustang STRONG?
Mustang STRONG are core values at the East Marshall Elementary.
Respectful and Responsible
What is RRIghT behavior?
Respectful, Responsible, and Thoughtful (RRighT) is taking three of the Mustang STRONG values to focus on behavior. These three character traits will be discussed in the PBIS lesson plans for students which will be completed the first week of school.
Goals for student success are:
1. To teach students appropriate behavior options.
2. To provide opportunities to practice these skills.
3. To recognize students for appropriate behaviors.
4. To assist students in determining and utilizing appropriate behaviors.
5. To reduce behaviors that may harm or show disrespect toward themselves, staff, other students, or school property.
Acknowledging the RRighT Behavior
Students will sometimes be given acknowledgements for showing the RRighT behavior.
Reward cards are color coordinated by level – they are in the order of the rainbow. Each student will start off with a red reward card. When they complete that card they will be given an orange card. When that is finished, they will receive a yellow card… and so on ….
There will be a weekly drawing in the office.
Grade levels will have monthly celebrations
This will also be a reteaching time.
We will have schoolwide quarterly celebrations that all students attend.
Majors and Minors
If students are not following the RRighT Expectations,
There will be reteaching of expectations
On the third minor, students will fill out a think sheet and that will be sent home for parents to sign. The student will return the signed form on the next school day.
The fourth minor in one week will become an office referral.
A note from the office will be stapled to the student’s think sheet to come home.
Major behaviors will be referred to the office.
Principal will make parent contact.
Each student will be taught the RRighT expectations in each area of the school.
Feel free to also use Respectful, Responsible, and Thoughtful (RRighT) language when teaching household expectations.
A note about minors:
Minors and majors are meant to give an opportunity to teach students the correct way to behave in a certain situation. Everyone, even adults, make mistakes but we learn from them. In order to have long term results, we want to look at the data and make changes now so as they get older they are more successful. This way of thinking is different from punishment because the focus is on teaching so doing the RRighT behavior starts to make more sense. We still have consequences that make sense for our choices.
A student can get a minor for not following expectations – these are small mistakes. The reteaching happens when the minor is given or shortly after, which can be as simple as a conversation. Each week the minors start over. We do look at the data. For example, if a grade level is having minors and majors happening in the hallway, then we know we need to do some reteaching of hallway expectations. The data helps us focus our intervention just like with academics. Parents will not be notified of a minor unless the student gets three or more in one week; then a think sheet will go home. The think sheet and the discussion between the teacher and the student is the intervention. The think sheet is sent home in case the parent wishes to have further discussion. Again it’s important to have the focus be on the positive, and the intervention needs to be a teaching experience for long term success.