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  • Positive Behavior Intervention & Support (PBIS)

PBIS

What is School-Wide PBIS?

Unfortunately, no magic wand single-handedly works to remove the barriers to learning that occur when behaviors are disrupting the learning community. The climate of each learning community is different; therefore, a “one size fits all” approach is less effective than interventions based on the needs of each school.

One of the foremost advances in school-wide discipline is the emphasis on school-wide systems of support that include proactive strategies for defining, teaching, and supporting appropriate student behaviors to create positive school environments. Instead of using a piecemeal approach of individual behavioral management plans, a continuum of positive behavior support for all students within a school is implemented in areas including the classroom and non-classroom settings (such as hallways, buses, and restrooms).

Positive Behavior Interventions and Supports (PBIS) is a proactive approach to establishing the behavioral supports and social culture and needed for all students in a school to achieve social, emotional and academic success. Attention is focused on creating and sustaining primary (school-wide), secondary (classroom), and tertiary (individual) systems of support that improve lifestyle results (personal, health, social, family, work, recreation) for all youth by making targeted misbehavior less effective, efficient, and relevant, and desired behavior more functional.

The following diagram illustrates the multi-level approach offered to all students in the school. These group depictions represent systems of support not children:

 

Why is it so important to focus on teaching positive social behaviors?

Frequently, the question is asked, “Why should we have to teach kids to be good? They already know what they are supposed to do. Why can we not just expect good behavior?” In the past, school-wide discipline has focused mainly on reacting to specific student misbehavior by implementing punishment-based strategies including reprimands, loss of privileges, office referrals, suspensions, and expulsions. Research has shown that the implementation of punishment, especially when it is used inconsistently and in the absence of other positive strategies, is ineffective. Introducing, modeling, and reinforcing positive social behavior is an important step of a student’s educational experience. Teaching behavioral expectations and rewarding students for following them is a much more positive approach than waiting for misbehavior to occur before responding. The purpose of school-wide PBIS is to establish a climate in which appropriate behavior is the norm.

What does it look like at Fairmont?

Behavior Expectations: There are three school wide expectations for student behavior. They are: Be Safe, Be Respectful and Be Responsible!

Labeling Appropriate Behavior in Action: Our school wide matrix defines what it looks like and sounds like to show one is being safe, respectful and responsible within the various areas of the school. 

Teaching Appropriate Behavioral Actions: The PBIS team has written a variety of instructional lessons surrounding the school behavior expectations. Each lesson is designed to give students the tools to succeed within any area of the school campus. Lessons are scheduled school wide throughout the entire school year. 

The PBIS Team: The PBIS team is a voluntary group consisting of school administration, teachers and support staff, as well as parents. The team meets a minimum of once per month to review school data to review school wide data, identify strengths and areas for improvement. The team brainstorms and plan for ways to reinforce and strengthen school wide PBIS efforts. If you would like to join the team or observe a meeting, please contact Jen Buzolich at 453-6240 or jbuzolich@vacavilleusd.org. Everyone is welcome to attend!

Observing and Praising Appropriate Behavioral Actions: At Fairmont we have a variety of ways to formally recognize students for displaying school wide behavior expectations. Here are just a few....

  • Falcon Feathers: Given to an individual students, these can be redeemed each Friday at the Falcon Exchange, known as the FX! Here students can use feathers to "buy" snacks, school supplies, entrance to fun events, and a variety of other items. Classes can also pool together their feathers to "buy" class popcorn parties and sports equipment. 
    • Occasionally we like to surprise parents for their behavior. These can be randomly awarded for following visitor check in procedures or parking lot procedures. If a parent receives a feather, their student can "cash" it in at the FX!
  • Good News Referrals: Think of this like the opposite of Discipline Referral. Students will be referred to a Teacher in Charge or School Administrator for their great effort, behavior, or the like. 
  • The Golden Awards: These are awarded weekly to classes displaying excellent behavior!
    • The Golden Apple: Excellence in classroom behavior, and progress to learning.
    • The Golden Shoes: Excellence in hallway behavior. 
    • The Golden Book: Excellence in the library.
  • Student of the Month: Each month 2 students from each 1st through 6th grade classroom are invited to a special lunch, funded by the PTC. Students are recognized for their excellence or improvement in either behavior or academics. Check out the Student of the Month Bulletin Board outside Room 108. 
  • Raising the Bar Awards: These awards are given out at the end of trimester. Four students from each 1st through 6th grade class are recognized for excellence or improvement in  learning and behavior. Students will be honored at the Raising the Bar assemblies. Classroom teachers will notify parents prior to an assembly if their child is receiving an award.