PBIS

PBIS stands for Positive Behavior Interventions and Supports.  It is a program designed to teach respect, responsibility, and safety at school.  At Hoover Elementary School, we hope to encourage students to continuously make good behavior choices by implementing this system.

 

TEACHING EXPECTATIONS: A key strategy of the PBIS process is prevention.  At Hoover we carefully teach our schoolwide expectations through-out the school year (Be Safe, Be Responsible, Be Respectful) and support students in understanding what it sounds like, looks like and feels like in every setting during the school day.  We have a detailed description of what expected behavior is in each setting and these descriptions are posted throughout our building and are located in our student handbook.  Each classroom teacher also creates an agreement specific to their room regarding expected and appropriate behaviors.

ACKNOWLEDGEMENT: The majority of students follow the school’s expectations, but are never acknowledged for their positive behavior.  Acknowledgement and reinforcing positive behavior is one of the best ways to encourage appropriate behavior and change inappropriate behavior.  Students earn Husky High 5’s or classes earn Class Acts for displaying positive behavior.

COACHING FOR IMPROVEMENT: Through instruction, comprehension and regular practice, all teachers and staff members work to use a consistent set of behavior expectations and rules.  When students do not respond to teaching of the behavior rules, we view it as an opportunity for re-teaching and problem solving.  All staff members including our counselor, behavior specialists, and principal and office secretaries are part of this behavior coaching process.

BEHAVIOR REPORTING FORMS: Misbehavior does happen and at Hoover we use behavior reports to record the incident and how it was handled.  Students are then assisted with reflection and learning the desired behavior.  This is done through a variety of ways such as, conferencing with an available adult, a problem solving form, a conversation with a friend, practicing the appropriate expectation, meeting with parents and a staff member, etc.

Behavior reports are not part of any child’s permanent file but are used to communicate the incident and actions of the team in supporting a student.  Collecting data about the times, places, and behavior, ensures informed decision making to help all students meet the expectations through system adjustments and further interventions.  Data gives our school objective points for making decisions and improving our practice.