On Friday we held our second school-wide PBIS reward day for students who had successfully demonstrated positive behaviors over the previous month. During the last hour of the day, all students were able to participate in a a variety a games and activities that were available to them throughout the building. Students could play board games, cards, bingo, twister, or go to the gym for table tennis, bean bags, or knockout. The concession stand was also open with free popcorn as well as items for purchase.
About a month prior to Friday, all students were informed that any student who was received more than one office referral would not be allowed to participate in the reward day. Also, any student who was tardy for any class period more than two times for an unexcused reason would not be allowed to participate unless they spent at least 15 minutes per tardy with the teacher either before or after school. Any student who had unserved detentions on the afternoon of the February 28th would not be able to participate in the reward activities. Students who did not meet the requirements to participate in the reward day attended study hall.
Feedback from both students and staff about the afternoon was extremely positive and we hope that students recognize that days like this are a result of their efforts to display positive behaviors. It was a great way to end the week and the month. The PBIS team will meet this week to reflect on the day and begin planning for the March reward day. Each month the team will raise the bar for the students. Thus far the students have responded really well and we are excited about the continued enhancement of our school climate and learning environment.
Information about 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 nonclassroom settings (such as hallways, buses, and restrooms). Positive behavior support is an application of a behaviorally-based systems approach to enhance the capacity of schools, families, and communities to design effective environments that improve the link between research-validated practices and the environments in which teaching and learning occurs. 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 children and youth by making targeted behaviors 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:
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