Behavior Rewards

P. B. S.

Have you gotten a gator thumbs up lately? Has your teacher seen your better side? If so then this place is for you. At North Bayou we would like to recognize those students who are setting the example of positive behavior.

There are several ways that your teacher may be praising your behavior.

What is PBS

v Actually it is P.B.I.S – Positive Behavior Intervention and Support

v Website for more information – www.pbis.org

v To start using PBS at our school we must meet for about 3 hours (divided into 2 faculty meetings) to fill out our plan.

1. Identify our rules – 3 positive Big Ideas to build all school rules around.

2. Identify our problem areas

§ Locations of problem behavior

§ Times of problem behavior

§ Groups of students who cause problem behaviors

§ Types of problem behaviors

§ Why this behavior occurs

3. Choose targeted behaviors that we want to decrease

4. Set up rules for all common areas of our building

§ Hallway

§ Cafeteria

§ Gym before school

§ Bus Dismissal

§ Bathrooms

§ Playground

5. Set up the routines that teachers will follow to get students to follow these rules

6. Set up arrangements (physical cues) to help students to follow the rules

v PBS is NOT toys and candy!!! It is using reinforcements as simple as acknowledgement and praise to get positive behavior to increase. (4 Positives to 1 Negative)

v PBS is NOT exclusion from the classroom – students can not learn in the office, in the hall or at home. Students must be kept in the classroom and other punishments must be used. The PBS team will support you and help you develop a bag of tricks to use.

v PBS means teaching the rules and routines as a school on a regular basis and revisiting these rules and routines on a regular basis. Behavior becomes a curriculum of its own and it becomes part of the academic curriculum.

v PBS means paperwork – teachers report all infractions of the 3 Big Ideas. We will simplify and assist you – PBS will not work without this reporting. Reporting is not writing a referral.

v PBS means using referrals only for Office Management Behaviors. Classroom Management behaviors will be handled by you.

v PBS only works if everyone does their part. One teacher letting students slide sets the whole school up for failure. We are not “being their friend”, being kind, or being understanding. We set them up to fail. Even good kids will begin to forget the rules and soon we have chaos – we know what that looks like. We must hold the line until students accept that the rules are always the rules with EVERYONE!

What is PBS

May 24, 2006

2006-2007

As a means of decreasing suspensions/expulsion for the 2006-2007 school year, North Bayou Rapides Elementary adopted the following expectations:

North Bayou Rapides Elementary Gators are:

G – Generous

A – Appropriate

T – Team Players

O – Obedient

R – Respectful

S – Self-Disciplined

Using these expectations as our guidelines clearly defined behavioral expectations and rules for each area of the school were developed. These rules were clearly posted in each area and in the classrooms. Parents, students, and all staff were provided with a copy of the rules and expectations. Each teacher provided direct instruction on expected behaviors at the beginning of the school year and reinforced them throughout the school year for all students.

The Discipline Leadership Team met weekly on Mondays at 2:45pm to make data-based decisions to monitor and evaluate the effectiveness of the implementation of the school-wide system. Environmental changes were made as recommended by the team.

The Discipline Leadership Team ensured that consequences were clear, reasonable, and consistently enforced supporting maximum time in instruction. Consequences included verbal warnings, parent/guardian contact, loss of privileges, reteaching of behavior expectations, parent conferences and classroom timeout. Consistent reinforcement for positive student behavior included verbal praise, parent/guardian contacts, thumbs up praise notes, extra privileges, treats and good behavior parties each six weeks.

As a proactive measure to decrease suspensions and expulsions North Bayou Rapides Elementary requested a full time counselor to work with students with behavior problems. The counselor works with students and teachers on conflict resolution, proper social interaction and de-escalation of anger.

2006 – 2007

The mission statement for North Bayou Rapides Elementary states that the primary focus of North Bayou Rapides Elementary is to guarantee a safe and nurturing learning environment where academic success, pride, and respect are achieved and celebrated by all. To support this focus the faculty and staff will continue to use the Positive Behavior Support Plan. The goal will be to develop a relationship between students and teachers based on mutual respect. The primary focus of the 2007 – 2008 Discipline Plan will be on teaching students how to behave as expected instead of on punishment.

To continue to decrease suspensions and expulsions North Bayou Rapides Elementary has adopted the following 2 big ideas on which to base our rules and behavioral expectations:

North Bayou Gators will have:

G - Good

A - Attitude

T - Toward

O – Others and

R - Respect

S – Self

The rules will be posted in prominent places around the school site and will be provided to parents, students, and all staff. Each teacher will provide direct instruction on expected behaviors at the beginning of the school year (August 13 - 17, 2007) and will reinforce them throughout the school year for all students. Teachers will use the teaching matrix developed by the faculty and staff to show how each behavior expectation or Big Idea is demonstrated in the 5 problem areas of the school.

The Discipline Leadership Team will meet weekly on Wednesdays to make data-based decisions to monitor, evaluate and modify the effectiveness of the school-wide system. The school will subscribe to the “School-Wide Information System” to provide data on problem areas, specific problem behaviors, and to compare behavior on a monthly basis. Environmental changes will be made as recommended by the data collected daily. As problem areas or times of the day are identified, the Discipline Leadership Team will develop teacher routines and physical arrangements to decrease problem behaviors. The Discipline Leadership Team will meet with the faculty and staff monthly to provide additional training and support in using the Discipline Plan, and to discuss needed modifications.

Together the faculty and staff developed a system of clear effective consequences for rule violations. Consequences will be consistently enforced and support maximum time in instruction. Consequences will include office reports and referrals, minor incident reports, re-teaching of behavior expectations, parent/guardian contacts, warnings, loss of privileges, parent conferences, and classroom timeout. Consistent reinforcement for positive student behavior will be encouraged. Teachers plan to use four positive reinforcements for each negative consequence. Reinforcements will include verbal praise, parent/guardian contacts, thumbs up praise notes, extra privileges, good behavior events, principal recognition, prizes and treats.

The counselor will continue to work with students and teachers to develop conflict resolution skills, to de-escalate anger, and to learn appropriate social behaviors. Character lessons will be taught monthly to highlight positive character traits. The counselor will recognize students who display positive behavior as “Students of the Week” and “Students of the Month”. Pictures of students earning this recognition will be displayed in a hallway of fame.

The leadership team will monitor, evaluate and modify this plan, as needed, throughout the school year.

Gator Thumbs up

You may have seen teachers handing out small sheets of yellow paper or you may have gotten one yourself. These slips of paper are called "Gator Thumbs Up." You could get a gator thumbs up if your teacher or another teacher sees you doing something positive. After getting twenty of these you would qualify to go to a behavior party.

Thumbs Up

Student ____________________________Grade ____

Date: ____________________ Time ______________

Person Reporting _______________________________

Where:

( ) Hallway ( ) Gym ( ) Cafeteria ( ) Bus ( ) Office

( ) Restroom ( ) Library ( ) Playground

( ) Classroom _____________________________

Successful Behavior:

Rules That are Posted at Appropriate Places Around the School

Cafeteria

Rules:

1. Enter the Cafeteria quietly.

2. Wash your hands, and put paper towels in the trash can.

3. Quietly stand in line while waiting to get your tray.

4. Remain seated at all times.

5. Red – Speak only when given permission. Yellow – Warning – Remember to keep voices low. Green – Use inside voices.

6. Pick up after yourself and leave tables and eating area clean.

7. Leave all food, beverage, or straws in the cafeteria.

Hallway

Rules:

1. Stay in line and in order.

2. Speak only when given permission.

3. Walk in a straight line on the silver line.

4. Keep your hands by your sides.

5. Smile at people you know instead of talking.

6. Stop at “stopping points” or stop signs.

Follow all directions from your teacher

Restrooms

Rules:

1. Speak only when given permission.

2. Keep your hands and feet to yourself

3. Treat the restroom and others with respect.

4. Flush

5. Wash your hands before leaving.

With P.B.S. students, teachers, and parents fill out surveys to ensure P.B.S. is working

Student PBS Survey

Please grade our school using this form. Check the grade you would give our school in each area.

Question	A	B	C	D	F
1. I feel safe at my school.
2. The school’s rules are easy to understand and follow.
3. Students are rewarded for good behavior.
4. I know what behavior is expected of me at school
5. The rules for behavior are posted in my classroom.
6. The rules for behavior are enforced at my school.
7. The environment at this school is usually positive.
8. Students with behavior problems are dealt with effectively by teachers and administrators at my school.
9. Students in school show respect for each other.
10. All students who break the rules are treated the same.
11. This school is a friendly place

Additional Comments or Questions:

Parent/Guardian PBS Survey

Dear Parent/Guardian,

How are we doing? At North Bayou Rapides we want to be sure that we are doing the best we can for your child. Please help us by filling out this form. It is very important that we get this form back as soon as possible.

Please check the box under the grade that you would give North Bayou Rapides in that area.

Question	A	B	C	D	F
1. Students overall are aware of the expectations and rules.
2. Students overall follow the expectations and rules.
3. Parents are included in the disciplinary process at the school.
4. Consistent and appropriate rewards are given for appropriate behaviors.
5. Consistent and appropriate consequences are given for inappropriate behaviors.
6. Discipline in the school has improved over the last school year.
7. Students overall show respect to teachers at this school.
8. Students overall show respect for each other at this school.
9. This school is a friendly place.
10. My child is treated with respect and feels safe at school.

Additional thoughts or comments:

Faculty PBS Survey

1 – Strongly Disagree 3 - Neutral 4 - Agree

2 - Disagree 5 – Strongly Agree

Question	1	2	3	4	5
1. Overall, I feel the initiatives of the PBS Program have had a positive impact on student behavior.
2. At least 80% of the faculty use PBS strategies on a regular basis.
3. The PBS program offers sufficient short and long-term incentives to recognize appropriate student behavior.
4. I find it easy to follow the revised referral process - what is minor/major.
5. I regularly receive information about behavior concerns across campus (data on behavior is shared at faculty meetings).
6. I am aware of the activities of the PBS Team.
7. I would like to receive additional information/training on reducing problem behaviors in the classroom.
8. I would like to receive additional information/training on working more effectively with my most problematic students.

9. What elements of the PBS process were the most effective?

10. List concerns you had this year about the PBS process.

11. List concerns regarding student behavior that you would like the PBS Team to address next year.

12. List any other suggestions for improving the Positive Behavior Support school-wide system.