PBIS Positive Behavior Intervention Support
What is PBIS?
Positive Behavioral Interventions and Supports (PBIS) is an evidence-based three-tiered framework for improving and integrating all of the data, systems, and practices affecting student outcomes every day. It is a way to support everyone to create the kinds of schools where all students are successful.
PBIS isn’t a curriculum you purchase or something you learn during a one-day professional development training. It is a commitment to addressing student behavior through systems change. When it’s implemented well, students achieve improved social and academic outcomes, schools experience reduced exclusionary discipline practices, and school personnel feel more effective.
We believe that students should have the opportunity to learn in a safe, orderly and caring environment. The staff at Laurel Elementary is committed to encouraging and expecting safe, respectful behavior from all of our students. Further-more, we believe that it is important to take a proactive approach to teaching and learning responsible and respectful behavior.
The following is the Laurel Elementary Mission Statement. We use and model these guidelines daily in order to help create a learning environment where students feel safe and develop attitudes and skills which support life-long learning.
“To provide a high quality education for all students!”
The Laurel Elementary School-Wide Behavior Plan is a tool used to ensure consistent and clear behavioral expectations for our students and staff. This plan will be implemented throughout the school by every staff member.
- R – Respectful
- O – Observe rules
- A – Academic Pride
- R – Responsible
The expectations are posted throughout the school, in hallways, classrooms, PE field, clinic, and the main office area.
Teachers have classroom rules that correlate to each expectation.
Tier 1 Procedures
Students will earn Lion Paws for following the expectations each day. Students earn Lion Points for things such as; being prepared, having their agenda, being in appropriate uniform as well as having appropriate line and special behavior.
Minor Tracking Forms
Minor tracking forms are to be filled out when a student is behaving in minor behavior (as defined by the Laurel Elementary Flow Chart).
Minors include, but are not limited to:
- Inappropriate language – verbal messages that are directed at another student and include intentional profanity and vulgar conversations.
- Lying/Cheating – ( copying another students work)
- Forgery/Theft – (the taking of classroom supplies, forging a signature)
- Physical Conduct – (play fighting, bothering someone, poking, etc.)
- Disruption – (low intensity – calling out, talking, getting out of seat, etc.)
- Property Misuse/Damage – (writing on desks, breaking classroom supplies)
- Teasing – (name calling, hurting feelings)
- Dress Code Violations – (wearing inappropriate clothing with holes, etc.)
- Gum Chewing/Candy – (eating food without permission)
- Defiance/Disrespect – (low intensity – not listening, etc.)
- Skipping Class/Unauthorized Area – (leaves class without permission, etc.)
- Tardy – Late to class
Minor tracking forms need to be filled out completely; indicating, time, location, and a detailed description of what occurred. If the same behavior occurs three times (within 1 week), an office referral may be filled out. Minor tracking forms must accompany the referral.
A major behavior is any behavior that warrants an immediate office referral. These are defined on the Laurel Flow Chart.
Examples of major behaviors include, but not limited to:
- Abusive Language/Inappropriate Language/Profanity – verbal messages that are directed towards a staff member and include intentional profanity and vulgar conversations.
- Defiance/Disrespect/Insubordination – prolonged high-intensity refusal to follow adult directions, taking back and/or socially rude interactions (does not include refusal to complete classwork – that is a student’s right!)
- Fighting/Physical Aggression – action involving serious physical contact where injury may occur
- Harassment/Bullying – derogatory sustained or intense verbal/gestural attacks based on ethnic groups, disability, race, religion, gender, age, or other personal matters, based on the Code of Conduct
- Property Damage – student deliberately, significantly, impairs the usefulness of property. (Property valued at more than $250.00)
- Use/Possession of Weapons – student is in possession of knives or guns, real or look-alike, or other objects that can be used as a weapon.
- Assault/Threat/Intimidation – threats to cause physical harm to another person with or without the use of a weapon and had the apparent ability to carry out such threat.
If students are not being successful with the tier 1 behavior plan, be sure to use the tracking form to track the behavior. Once the form has been completed and a referral processed, the MTSS team will meet on the student to determine the next steps.
If any student is in need of Tier 3 services, those will be implemented through guidance and assistance from the school psychologist.
Appropriate consequences can be applied at the teacher/faculty member’s discretion. The consequences must fit the behavior. Laurel Points CANNOT be taken away as a consequence.