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PBIS-Positive Behavior
Interventions and Supports PBIS Parent/Student Handbook
PBIS
Illinois Positive Behavior Interventions and Supports (PBIS) is a
proactive systems approach to provide behavioral supports and social
culture needed for all students in a school to achieve social, emotional,
and academic success.
MISSION STATEMENT
To promote a climate that enhances student learning through teaching
and recognizing positive behavior. We will use data to guide the
implementation of this program to create a safe, responsible, and
respectful environment.
PURPOSE STATEMENT
The purpose of implementing positive behavior supports and
interventions at Howe Elementary School is to:
Model and teach respectful, safe, responsible and ready to learn
behavior
Re-teach behaviors when needed as indicated by school wide data
Celebrate expected behavior and recognize appropriate student
behavior
Howe School PBIS Overview
PBIS focuses on creating and sustaining school-wide, classroom, and individual systems of
support that improve the educational environment for all children and it is a proactive approach
to preventing bullying behavior. Our aim is to explicitly teach behavioral expectations and then
recognize the positive behaviors shown by students. As a Response to Intervention (RtI) model,
PBIS applies a three-tiered system of support, and a problem-solving process to enhance the
capacity of schools to effectively educate all students.
In addition to our Response to Intervention model, students are also provided classroom
instruction, review and reinforcement of positive social behavior by their classroom teacher and
our social worker. Grade level teams also conduct monthly grade level community meetings to
problem solve and celebrate positive behavior.
By implementing PBIS, we hope to reduce school and classroom behavior disruptions and educate
all students about acceptable school behaviors. Our PBIS implementation plan includes clearly
defined outcomes, research-validated practices, supportive administrative systems, and
information for problem solving behaviors.
Howe Elementary School uses two approaches to encourage positive behavior and prevent
bullying behavior. Students are provided clear models and are directly taught positive behavior
and provided additional support through activities that model and teach respectful, safe,
responsible, and ready to learn behavior. All staff members at Howe School establish regular,
predictable, positive learning and teaching environments. The staff members serve as positive
role models to students as they reach expected school behaviors.
Students are recognized and celebrated for positive behavior daily, weekly, monthly, each
trimester, and at the end of the school year. By improving the school environment, we hope to
increase learning time and promote academic and social success for every student.
Behavior Matrix: teach and model expected behaviors Be Respectful Be Responsible Be Safe Be Ready to Learn
Classroom Use appropriate and kind language
Be considerate of others
Tell the truth
Follow directions
Take care of learning materials
Use your assignment notebook
Keep hands, feet and objects to yourself
Keep belongings in your own work area
Sit appropriately in your chair
Follow emergency procedures
Complete assignments on time
Participate appropriately
Do your best
Hallway Hands off walls and each other
Stay silent
Respect other classes’ learning
Stand in a single file line
Walk on the 3rd square on the right side of the hallway
Keep up with the front of the line (keep pace)
Allow others to pass
Leave room between you and other students
Walk
Listen and follow directions
Go directly back to class
Take charge of yourself and your belongings
Restroom Give people privacy
Use quiet voices
Flush toilet
Wash hands with 2 pumps of soap
Place paper towels in the trash
Keep feet on the floor
Keep water in the sink
Report unsafe behavior to an adult
Make short visits
Lunch Room Use quiet voices
Keep food in your space
Talk only to neighbors
Make good seating choices
Clean up your area
Raise hand for help
Keep hand/feet to self
Stay seated until dismissed
Stand in line quietly
Dismiss quietly
Listen to supervisors
Assemblies/
Field Trips
Eyes on the speaker
Respect personal boundaries of self and others
Respect quiet sign
Stay focused
Sit on your bottom
Make appropriate seating choices
Stay seated until dismissed
Walk in/out quietly
Be an active listener
Wait to ask questions until appropriate
Bus Use a whisper voice
Be polite and listen to the driver and others
Respect property
Keep bus clean
Use appropriate language
Report unsafe behavior to an adult
Keep hands and feet out of the aisles
Go directly to your seat and remain seated
Keep food off the bus
Gather all of your belongings
Go directly to your classroom when exiting the bus
Be at the bus stop on time in the morning
Playground Include others who want to play
Display good sportsmanship
Listen to others
Put recess equipment away into bins properly
Ask an Adult for permission before you leave the area
Line up promptly
Stay within boundaries
What’s on the ground stays on the ground
Play safely
Line up and walk in quietly
Take charge of yourself and your belongings
Quietly organize for the next activity
Library Use whisper voices
Walk in quietly
Respect personal boundaries
Place books in designated area
Keep books looking new
Use marking sticks appropriately
Return library books on time
Keep hands and feet to self
Ask an adult to get books out of reach
Use library etiquette
Follow directions
After book check-out, read quietly to self
Listen attentively
Line up and exit quietly
Computer Lab
Always use school appropriate language and subject matter for writing and research
Use quiet voices
Push in chair
Sit at assigned computer
Place equipment back in orderly manner
Turn off terminal
Enter and exit quietly
Make positive choices when interacting with others online.
Only access digital resources as directed by teacher
Follow the rules of Beach Park Dist. 3 acceptable use policy for Technology
Gather all of your belongings
Model and Teach Respectful, Safe, Responsible,
and Ready to Learn Behavior
All students are directly taught behavior expectations listed in the Behavior Matrix through
lessons called Cool Tools and reinforcement of expected behavior is provided through our
Second Step program, our Stop, Walk and Talk program, and our monthly grade level Community
Meetings.
Cool Tools
Cool Tools are behavior lesson plans used by the teachers to teach all students the expected
behaviors established in our school wide behavior matrix utilizing a universal language and
process. They are structured around research based procedures to ensure the most effective
way to teach students behavior expectations. Cool Tools include using examples and non
examples of behaviors that occur in the school settings. Cool Tools utilize modeling and role-
playing to teach the new skills and provide students with practice opportunities to learn the
expectation. Feedback and acknowledgement are provided to ensure students display the
expected/taught behaviors. Cool Tools for every area are initially taught at the start of each
year, with a monthly focus on individual areas based on school wide data that is collected and a
booster of all areas that occurs mid-year.
Second Step
Second Step is a universal program taught to all the children at Howe School. It teaches school
success, school connectedness, and how to be a part of a safe and respectful school climate. To
obtain these things, the lessons focus on teaching students the skills that strengthen their
ability to learn, how to have empathy, to manage their emotions and to solve problems. These
weekly lessons help children be successful with not only their educational process but in life as
a whole. The program is taught weekly by the classroom teacher.
Stop, Walk, and Talk
Stop, Walk, Talk is another program that supports positive behavior at Howe School. Students
are taught how to empower themselves and others through three simple steps when problem
behaviors occur. The first step is for students to say “Stop,” and hold up their hand to
someone who is not following the 4 Bs. If the problem continues, students are taught to follow
step two which tells them to “Walk Away” from the problematic behavior. If the problem
continues, they are to “Talk” to an adult for further assistance in resolving the problem.
Each month all students are taught how to use “Stop, Walk, Talk” in a variety of situations.
Some of these lessons include what to do when others use inappropriate remarks to hurt others
(gossip) or minor physical aggression incidents. Students are learning problem solving
techniques to stop problem behaviors before they escalate. They are being empowered as they
help themselves and others. PBIS provides a positive environment where student behavior
expectations are clearly stated and practiced.
Community Meetings
Every month, teachers have a time within their schedules to come together as a grade level, for
a community meeting. These meetings focus on positive behaviors and provide opportunities to
address issues relating to the needs of each grade level. Anti-bullying curriculum will be the
priority during these meetings.
During every meeting, classroom teachers recognize students who have demonstrated positive
qualities. Students are announced during the meeting in front of their peers, and given special
recognition in honor of their achievement! Teachers choose the category for students, and
have the freedom to create additional rewards beyond our 4 Bs. Teachers give a short
explanation of the award to students they have selected, explaining specifics as to why each
student was selected. This supports our positive community and personalizes the
accomplishments of every student.
All of these programs are proactive approaches to preventing bullying behavior and encouraging
an environment of respect, responsibility and safety, which create a positive learning
environment!
Recognize Appropriate Student Behavior
And
Celebrate Expected Behavior
Daily Recognition: Caught Being Good PBIS celebrates students who demonstrate
positive behavior in a variety of ways. Students
that exhibit the 4 Bs throughout the school
campus and on the bus are given a
Caught Being Good coupon.
Weekly Recognition: High Five
When students receive 5 Caught Being Good coupons,
they have earned a High Five reward. Each Friday,
students who have a High Five Reward choose a prize
for their positive behavior.
Monthly Recognition: Caught Being Good Certificates
At the end of every month, students will have the chance to win a special photo opportunity by
having their Caught Being Good coupon drawn from a collection bin. At least five students per
grade level are chosen from the Caught Being Good bin from their grade. All students chosen
have their name announced during morning announcements, receive a certificate, a special pencil,
and wear a lanyard indicating they are a Howe Super Kid.
CAUGHT BEING GOOD! Name:
___________________________________________
Respectful Responsible Safe Ready to Learn
Signed:
__________________________________________
high-five!
Name: ___________________________
You’ve earned five “Caught Being
Good” coupons and may choose
something from the prize cart!
Teacher’s Initials: ______________
Howe’s Super KidsWho Were Caught Being Good
Presented to:
________________________________________
for being responsible, respectful, ready to learn &
safe at school! Congratulations!
Date:______________ Signed:___________________
Trimester Recognition
All students who receive a Caught Being Good Coupon during the trimester will have their name
entered into a drawing for a chance to win a gift card at the end of each trimester. A school-
wide assembly is held to celebrate student positive behavior and trimester winners are drawn
from a raffle drum in front of the entire student body.
Year End Recognition
All students selected throughout the year will also be entered into drawing for an ultimate
prize which will be given at the end of the school year during our year-end talent show
assembly!
In addition to these rewards, each month classroom teachers will recognize students who have
demonstrated qualities that support our 4 Bs. These students will be announced during grade
level (community) meetings in front of their peers, and given a special award in honor of their 4
B behavior!
Throughout the year, positive behavior will also be rewarded with special celebrations. School-
wide assemblies will be held, and other after-school events will be offered for both students
and their families. Friday Afternoon Fun days are optional events which allow families time
away, where students stay after school for a snack, crafts, games, and more! Proceeds raised
from Friday Afternoon Fun days support our PBIS efforts.
Community of Character
The villages of Zion, Winthrop Harbor, and Beach Park have joined together through the
Coalition for Healthy Communities initiative to support the Community of Character initiative.
Beginning in January of this year, these three communities have taken action to instill six
character traits that support the Positive Behavior Intervention and Supports (PBIS) program
within our school. While we strive to teach character within our building, students are now
being provided with character reinforcement when out in our community. You will begin so see
signs with character traits like Respect, Responsibility, and Safety; among others. Please take
the opportunities that arise to have conversations regarding these character traits, and how
your families can support our Community of Character. A Community of Character is a
community working together to build and promote positive attitudes based on character traits.
The philosophy of this effort is based on the concept that CHARACTER does make a
difference. As caretakers of the community, every man, woman, and child must promote high
standards of personal and professional conduct. All citizens, young and old, need to commit to
building a Community of Character.
The purpose of this initiative is to build a community of character that embraces people from
all races, cultures, life experiences and abilities. This is important because our community will
be enriched by the full participation of all people in all aspects within the life of the community.
We are working to change attitudes, enhance policies and change behavior. We encourage all to
work, play, and live with character. Always!
Organization of Character in our community commit to demonstrating the six character traits in
their organization. They also commit to supporting the on-going Community of Character events
in our community.
January/February
Respect: I treat others the way I want to be treated.
March/April
Perseverance: I stay the course to reach my goals.
May/June
Responsibility: I am accountable for my actions and attitudes.
July/August
Safety: I take action to address harm.
September/October
Integrity: I do the right thing, even when no one is watching.
November/December
Kindness: I demonstrate care and concern.
Additional supports for students to learn positive behaviors
In an effort to help Howe students achieve at the highest level possible and to be their very
best academically, behaviorally, socially, and emotionally, we use a Daily Check In Check Out
system. This intervention is used to help children manage and monitor their own behavior during
the school day. Parents will be contacted if we feel this system of support could benefit their
child.
Check In/Check Out
CICO is a way to give student consistent positive feedback throughout the school day.
To keep parents informed of their child’s behavior, the student will bring home the CICO
form home every afternoon to be reviewed and signed by parent/guardian, then returned
in the morning.
Check In/Check Out (CICO) is a strategy Howe School uses with some students to
redirect behaviors and reinforce positive behavior.
The Check In/Check Out form is a daily progress report that the teacher reports on
whether or not the student is meeting expectations throughout the school day.
The student Checks In with a positive staff member each morning, and receives the
CICO card with a positive pep talk.
The student Checks Out with the same positive staff member each afternoon to review
the student’s behavior from the day.
Discipline Procedures
Howe School uses a consistent procedure for handling discipline. We use a T-
Chart outlining behaviors to assist in defining Major versus Minor behavior. Please
see the chart below. Problem behaviors are documented on the Howe School
discipline report. Minor behaviors will be written out by the supervising teacher on
the discipline report, parent contact will be made, and a copy of discipline report
will be sent home for the parent. Major behaviors will be filled out by the
supervising teacher/staff member and sent to the office. The student may then
be called down to the office to speak with the principal. If an office referral has
been made, administration will contact the parent/guardian.
Minor Offenses Major
Inappropriate Language
Tardiness
Speaking out of turn
Teasing
Non-compliance
Running in the hall
Minor dishonesty
Minor disruption
Minor aggression
Unsafe or rough play
Disrespect
Misuse or disrespect of property
Technology violation
Defiance/Insubordination
Aggressive physical contact
Fighting
Property damage
Disrespect
Disruption
Out of bounds
Theft
Discrimination
Excessive tardiness/absenteeism
Weapons
Dishonesty
Harassment
Bullying
Technology violation
An example of the Howe School discipline report is on the next page.
Discipline Report Howe Elementary School
10271 Beach Rd, Beach Park, IL 60087 (847) 599-5362
STUDENT’S NAME : GRADE:
CLASSROOM TEACHER:
NAME & TITLE OF REPORTING SCHOOL OFFICIAL:
DATE: (MM/DD/YY)
TIME OF INCIDENT:
LOCATION OF INCIDENT:
CLASSROOM GYM BATHROOM HALLWAY COMPUTER
LAB LIBRARY
BUS CAFETERIA OTHER:
PARENT OR GUARDIAN NOTIFICATION The following Report is to notify you that your child is having a behavioral problem which requires disciplinary action. Please feel free to request additional information and offer possible solutions to help your child develop in a positive manner.
( MINOR) CLASSROOM MANAGED BEHAVIOR STAFF ACTION TAKEN
Defiance Disruption Timeout / Detention
Lunch Recess
Loss of Privilege
Physical contact / Aggression Disrespect Conference with Student Parent Contact
Technology Violation Property
Misuse Parent Contact Time in Office
Inappropriate Language
( MAJOR) OFFICE MANAGED BEHAVIOR ADMINISTRATIVE ACTION TAKEN
Defiance/Insubordination / Non Compliance
Technology Violation
Timeout / Detention Lunch Recess
Parent Contact
Physical Aggression Property Damage Conference with Student Loss of Privilege
Disruption Harassment Time in Office Other
Disrespect Bullying In-school suspension
To be served on ___________
Inappropriate/Profanity/Abusive Language Lying/Cheating Out of school suspension to be
served on _________
Inappropriate Display of Affection Fighting
Theft Other
Obtain Peer Attention
Obtain Adult Attention
Avoid Tasks/ Activities
Obtain Items/Activities
Avoid Adult
Avoid Peer (s)
Other
Unknown
ADDITIONAL COMMENTS:
SIGNATURE OF REPORTING SCHOOL OFFICIAL:
DATE: PARENT CONTACT : Phone Conference or Meeting (please circle)
AND
Referral mailed or sent home
DATE:
All Major Reports are managed and recorded by the Principal. All Minor Reports are managed and recorded by the teacher.
PERCEIVED MOTIVATION
PBIS Handbook
After reading through this 4 Bs at Howe School Handbook with
your child, please sign and return this page to your child’s
teacher.
My child and I have read through the 4 Bs at Howe School
Handbook, we understand the expectations at Howe School, and
agree to follow the 4 Bs and Stop, Walk, Talk, to make Howe
School a happy, safe, and bully free place to learn.
Student Name: _______________
Parent Signature: ______________
Date: _______________________