The Purpose of PBIS at Lincoln-Erdman
The purpose of implementing Positive Behavior Supports and Interventions at Lincoln-Erdman is to:
- Increase instructional time for all students
- Provide opportunities for families to engage and support positive behavior
- Increase positive student/teacher interactions
- Support of motto of "Learning to care...Caring to learn" by engaging in respectful, responsible and safe behavior
Tier 1 PBIS has four components:
- Behavior Matrix
- Cool Tools
- PAWSitive slips
- Office Discipline Referrals (ODRs)
Behavior Matrix
The behavior matrix illustrates what each of the expectations actually looks like in various places of the school and on school grounds. The matrix uses words phrased in a positive manner to tell children what to do and how to behave. Posters of the expectations are displayed in each of the areas around the school. It is our goal to make the understanding of the expectations as clear and easy for children as possible.
Each classroom also has a classroom matrix for specific behavior expectations that the teacher expects in his/her classroom. This includes music, PE, art, library, etc.
Each classroom also has a classroom matrix for specific behavior expectations that the teacher expects in his/her classroom. This includes music, PE, art, library, etc.
Cool Tools
One of the most important parts of the PBIS system is that the behavioral expectations are directly taught to students. This way, children know exactly what is expected of them and how to behave. Cool Tools are behavior lesson plans that are used to review the behavior expectations and to address problems that arise in certain settings, at certain times, or in certain grade levels. Cool tools are taught in a variety of settings such as within an assembly, classroom, or Panther Pals group. The following is an example of a cool tool used to teach appropriate voice levels at school:
PAWSitive slips
It is important to use consistent positive acknowledgements to celebrate student successes in demonstrating the behavior expectations. The intention is to give clear, specific praise for positive behaviors. Acknowledging "pawsitive" behaviors increases the likelihood that those positive behaviors will occur again and shapes student behavior to become increasingly more positive.
All staff members who observe children following the behavior expectations can issue a PAWSitive slip. Children can earn PAWS slips in all areas of the school and from all staff members. PAWSitive slips are turned in and entered in weekly drawings for small incentives and prizes such as lunch with the principal, comfy chair for a day, recess on the iPad, posters, trinkets, etc.
Classes also have a chance to earn "Giant PAWS." If an entire class is seen following a behavior expectation, they can be given a Giant Paw and displayed as the PAWSitive class of the week.
All staff members who observe children following the behavior expectations can issue a PAWSitive slip. Children can earn PAWS slips in all areas of the school and from all staff members. PAWSitive slips are turned in and entered in weekly drawings for small incentives and prizes such as lunch with the principal, comfy chair for a day, recess on the iPad, posters, trinkets, etc.
Classes also have a chance to earn "Giant PAWS." If an entire class is seen following a behavior expectation, they can be given a Giant Paw and displayed as the PAWSitive class of the week.
Office Discipline Referrals (ODRs)
Lincoln-Erdman staff makes every effort to teach and re-teach expected behaviors before giving students a disciplinary consequence for misbehavior. All staff teach students the expectations, provide pre-correction or reminders for the expected behaviors, and use the positive reinforcement system on a daily basis. When a student continues to choose not to follow the behavior expectations, an ODR is used as a communication tool for students and parents. Please click here for more information about ODRs.