PBIS at

Green Valley

Elementary

School

 

What does PBIS Mean?

 

     PBIS stands for Positive Behaviors Interventions and Supports.  PBIS is a process that a school goes through to evaluate and improve the overall school environment as it relates to promoting positive student behaviors.

     Our goal is to help each child develop self-discipline.  Together the home and school share the responsibility for developing good citizens.  Parents, teachers, and students must work together to maintain a safe learning environment.  The PBIS process is based upon our philosophy of recognizing positive contributions of students.

     PBIS means that teachers, administrators, counselors, and support staff will take responsibility to teach positive behavior expectations to students.

     PBIS means that students will know exactly what is expected of them.  Students who take responsibility to behave positively will be recognized and rewarded in a variety of ways.  Students will also know exactly what consequences will result when they choose NOT to meet the school-wide expectations.

 

 

School Wide Management Systems

 

     The staff uses a school-wide approach to managing behaviors.  We teach all students the Green Valley Elementary School Rules: 

Be Respectful

Be Responsible

Be Ready

We often refer to these rules as the Three R’s!!        

     These rules are then taught to students in each setting in the school community including the classroom, hallway, bathroom, cafeteria, bus, playground and assemblies.  We use a school-wide teaching matrix to help us build consistency within the school.

     For example, we teach children to “Be Responsible” on the playground by using equipment properly.  However, being responsible in the cafeteria means staying in your seat and raising your hand for help.

     We reinforce these school rules before we enter a new setting, as when we review assembly expectations before seeing a cultural arts program or before we enter the hall to go to specials classes.    

    In addition, we often revisit and reteach expected behaviors when students are not demonstrating them consistently.  For example, a classroom teacher may have a  class meeting to discuss behavior when students haven’t been successful in the hallways.  Also, the principal may have a discussion with a bus of students who were not showing respect and readiness on the ride home from school.

  We encourage positive behaviors using an incentive system and discourage negative behaviors by having a continuum of consequences.

Incentives for Demonstrating Appropriate Behavior

 

Green Valley Bucks

       Green Valley Bucks are positive behavior reinforcement tickets that are given to students by adults at Green Valley, to recognize students following the school rules.  Students save their Bucks and redeem them with their classroom teacher or any specials teacher for different kinds of incentives. 

 

Green Valley Bucks Raffle

     Small weekly awards will be randomly presented via raffle to individual students in each grade who earned GVE Bucks.  Students who win the raffle are also recognized over the morning announcements.  Students will receive their prize before they leave school the day of the raffle.  Raffle awards can include free ice cream or snack coupons, $5 Green Valley Bucks or school spirit items.

 

Character Counts Awards

     Teachers at GVE will select two students each month that display good character and follow school rules.  Student names are announced in the morning, displayed in the front hallway, and published in the newsletter and on the school website.

 

Classroom Incentive Systems

     In addition using the above incentives, many teachers have an additional system within their classroom to promote positive behaviors.

 

Responses to

Inappropriate Behavior

 

Management Systems in the Classroom Setting

 

       All classrooms have a behavior system in place. Each plan has multiple steps, and the number of steps will vary depending on the grade level.  A student may move his/her “clip” from one level to another if a behavior continues.

 

A typical progression in a classroom could be:

 

·       Verbal Warning

·       Loss of 5 Minutes of Recess

·       Loss of 10 minutes of Recess

·       Time out

·       Call home

·       Visit to the Office

 

        Students will be given the opportunity to improve their behavior.  If a child begins to demonstrate the appropriate behaviors, then the child may move their clip back to a previous level. 

 

       Many behavior charts use a blue, green, yellow and red color-coded system, and most can be carried to specials classes (art, music, PE and media).  This helps to build consistency within a child’s school day.  If you have questions about the system in your child’s class, contact the classroom teacher.

 

 

 

The Documentation Form

 

     Sometimes a student shows a pattern of behavior or is involved in a single behavior incident that the teacher or staff member feels is serious enough to require a call to the parent.  In that case, the staff member may choose to document the incident and the follow-up conversation with the parent on a GVES Documentation Form. 

     An individual conference between a student and staff member will be held to make the student aware of the expected behavior, and how the student could avoid making the wrong choice in the future.    

     Students will bring the Documentation Form home for a parent signature. Parent contact will occur for each documentation form. It is at this time that the parent and staff member will discuss steps that will be taken to resolve possible problems in the future.

 

Behavior Referral to the School Administration

 

   Incidents of a very serious nature may warrant a Behavioral Referral to the school administration (fighting, insubordination, stealing, student threats, etc.).  Staff members will also complete a referral form when unacceptable behaviors (repeated teasing of another student, ongoing disrespectful talk, etc.) have persisted even after the staff member has taken positive steps to resolve the situation

    An administrator will investigate the incident or pattern of behavior and determine appropriate action to resolve the issue.

 

Individual and Group Behavior Systems

 

    There are times when students who are having behavior difficulties may require some group or individual behavior support.  A team of people that could include the classroom teacher, the school counselor, and/or the administration often provides this support.  This team would coordinate their support with the child’s family.  All individual and group plans are monitored and adjusted regularly.

   

 

 

 

 

For more information about our school-wide PBIS plan, contact any staff member.

School phone: (240) 236-3400

 

 

We would like to thank the members of the Goal 2 Committee for their hard work on this important endeavor.

 

Goal 2 Committee

Kevin Cuppett, Principal

Rose Graf, Assistant Principal

Mrs. Kim Gillum, Parent

Sheri Wettstein, Counselor

Anda Gill, PE Teacher

Kelly Montgomery, Instructional Asst.

Jamie Rowh, 5th Grade Teacher

Nancy Cornelison, Reading Intervention

 

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