School-wide
A small number (e.g. 3-5) of positively and clearly stated student expectations or rules are defined and taught as..
the C.A.R.E. matrix.
School-wide expected student behaviors apply and are taught for nonclassroom settings. (True or false)
True: All expectations are taught by homeroom teachers.
Expected student behaviors are acknowledged regularly.
Positively reinforced, >4 positives to 1 negative, using bucks and Class Dojo.
A simple process exists for teachers to request assistance.
Classroom walkthrough form on PBIS Hub.
Consequences for problem behaviors are defined clearly.
Minor and Major behavior flowchart.
Rewards exist for meeting expected student behaviors in non-classroom settings.
Bucks and Class Dojo points.
Procedures for expected & problem behaviors are consistent with school-wide procedures.
Minor and Major flowcharts are posted in all rooms throughout the campus to promote consistency.
Which members of the behavioral support team is skilled at conducting functional behavioral assessment?
Jequita Zachary, Dr. Rice, Ms. Morley, Mrs. DuBois, Mrs. Screen
Where are patterns of student problem behavior shared to teams and faculty for active decision-making on a regular basis (e.g. monthly)?
On the PBIS Hub.
Which faculty members are involved directly or indirectly in behavior management in non-classroom settings?
All faculty members can support one another and all students. Custodians, cafeteria staff, fellow teachers, office staff, all support staff, administrators, and substitutes.
How do we ensure that instruction & curriculum materials are matched to student ability?
Extended collaborative planning, instructional coaches to aid and guide, ongoing assessment of students to teach to their needs.
What assessments are conducted regularly to identify students with chronic problem behaviors?
Analyzation of the behavior data from PBIS Hub during monthly PBIS team meetings and with Circle of Support.
What options exist to allow classroom instruction to continue when problem behavior occurs?
Planned ignoring, classroom calm down space, physical proximity, signal/non-verbal cue, direct eye contact, praise (pucks or Dojo) to appropriate behavior in others
What ensures appropriate scheduling of student movement in non-classroom spaces?
School-wide master schedule.
What opportunities do teachers have for regular assistance & recommendations within the classroom setting?
Instructional coaches, reading coaches, PBIS coach, behavioral intervention coach, trainings at the Professional Learning building, and ELBC days.
PBIS involves which stakeholders.
All stakeholders; faculty members, family members, and members of the community.
Are booster training activities for students are developed, modified, & conducted based on school data?
Yes, as noted with the specific outdoor safety lessons and conflict resolution lessons.
When do staff receive regular opportunities for developing and improving active supervision skills?
Faculty meetings, informal feedback during hallway passing, ELBC Days.
What can make transitions between instructional & non-instructional activities efficient & orderly?
Redirecting using the language of the C.A.R.E. matrix, reinforcing positive behavior with bucks and Dojo, active faculty supervision.
Who within the school provides formal opportunities for families to receive training on behavioral support/positive parenting strategies?
Mrs. Jennings.