ALEXANDER GRAHAM BELL ELEMENTARY SCHOOL Alexander Graham Bell Elementary School   Search:  
Alexander Graham Bell School

About > PBIS and Responsive Classroom

What is PBIS?
 
Positive Behavior Intervention and Supports is a system approach to creating safer and more effective schools. PBIS focuses on improving a school's ability to teach and support the positive behavior of all students. The PBIS Leadership Team designs, implements, and evaluates specific school-wide practices that are for ALL students and ALL staff. PBIS is not a program or curriculum. It is a team-based process for systemic problem-solving, planning, and evaluation.
 
School-wide PBIS is being implemented today in schools throughout the United States. Each of these schools invests in training on PBIS practices, forms a school-based leadership team that coordinates implementation on student outcomes (Sugai&Lewis-Palmer, 2005).
 
PBIS is an evidence-based practice that enhances the capacity of schools to educate all students, especially students with challenging social behaviors. It is a proactive systems approach to school-wide discipline that responds to the current social and/or educational challenges through three levels of intervention: universal, targeted-group, and individual intensive.
 
Our Mission
 
Bell school promotes a learning environment where students respect themselves, others, and the environment. These behaviors are taught, expected, and celebrated.
 
"REACH FOR THE RED" Plan
 
Bouncy Ball Challenge
When students in Kindergarten through Eighth grade follow expectations in the school, they may receive a "bouncy ball" for their class. Bouncy balls are collected in each classroom fishbowl, and they then go to our schoolwide bouncy ball container at the end of each quarter.  If the school achieves its goal for that quarter, there is a schoolwide quarterly celebration.
Compliment Board​
To promote positive interactions, the PBIS committee is opening up compliment boxes for students and staff.  The boxes are located outside Room 105 and Room 300. Students and staff may write a compliment for someone and place it in one of the boxes. Each week Student Ambassadors will collect compliments. Three compliments will be selected from each box and read during morning announcements. Compliments will be hung up on the bulletin board on the landing by Room 200.​
 
Student Ambassadors
The Student Ambassador program is designed to be a leadership opportunity for 8th grade students at Bell School. Student Ambassadors will have opportunites throughout their 8th grade year to work with staff members to plan PBIS school-wide events and initiatives, show leadership amongst their peers and younger students, as well as participate and design their own service projects. They will assist students in upholding all "Reach for the Red" expectations at Bell School.
 
What can parents do to help? 
In order for PBIS to be successful at Bell School, we need your help! Below is a list of suggestions as to how you can help support PBIS:
  • Remind your child of the "Reach for the Red" expectations on a regular basis.
  • Use the same language that is being used at school with your child. Review the behavior matrix (below) and talk to your child about the importance of positive behavior at school.
  • Ask your child if he/she received any red tickets each week and how he/she earned them. Reinforce the positive behaviors that your child is showing.
  • If you are contacted by the school because your child has not followed the "Reach for the Red" expectations, please review these expectations with your child.
    Respect self  Respect others  Respect environment
 All Setting
 & Community 
- Maintain personal space.
- Be prepared.
- Keep hands, feet, & objects to self.
- Use appropriate language.
- Be polite.
- Keep area clean.
- Hats off upon entering.
 Hall  - Walk at all times. - Voices off during school day.
- Walk one head behind the other.
- Walk on the right.
- Silent hello.
- Eyes only on displays.
 Lunchroom  - Stay seated when eating.  - Be polite and use good manners. - Clean up the space around you.
 Playground  - Stay in assigned area.
- Get help when needed. 
- Talk it out calmly.
- Play by the rules.
- Take turns.
- Make safe choices.
- Line up at whistle.
- Pick up litter.
 Bathroom  - Respect privacy.
- Quietly wait your turn. 
- Voices off.
- Bathroom business only.
- Use toilets, sinks, & dryers correctly.
- Keep bathroom clean.
 Stairway  - Eyes ahead.
- One hand on rail. Walk. 
- Quiet feet.
- Voices off.
- Pick up dropped items.
 Auditorium  - Sit in seat.
- Sit up straight.
- Feet on floor.
- Voices off during presentations.
- Keep hands, feet, & objects to self.
- Bring only needed supplies.
- Leave food and drink outside.
 Bus  - Sit in seat.
- Sit up straight.
- Walk from bus to school.
- Use appropriate language.
- Listen to bus aide and driver.
- Keep area clean.
- Pick up all trash.

 

What is Responsive Classroom?

 

The Responsive Classroom approach has been successfully used by K-8 teachers in schools around the country for over 30 years to create learning environments where children thrive academically, socially and emotionally. It emphasizes teaching children to take care of themselves, each other and the school environment so that everyone can learn at his/her best. There are seven basic principles behind the approach:
 
*Learning social skills is as important as learning academic skills.
 
*How children learn is as important as what they learn. Process and content go hand in hand.
*Children gain knowledge most effectively through social interaction.
 
 *To be successful academically and socially, children need to learn cooperation, assertion, responsibility, empathy, and self-control.
 
*Knowing the children we teach-individually, culturally, and developmentally-is as important as knowing the content we teach.
 
*Knowing the families of the children we teach and inviting their participation is essential to children’s education.
 
*How the adults at school work together is as important as teacher competence.  Lasting change begins with the adult community.
 
Strategies
 
The Responsive Classroom approach includes the following strategies.
 
*Morning Meeting: Children gather for twenty minutes or so every day to greet each other, share something about themselves, complete a group activity, read the morning letter and look forward to the day ahead. This daily routine builds community, creates a positive climate for learning, and gives children practice in a wide range of academic and social skills.
*Rules and Logical Consequences: The teacher and children create rules for the classroom that will allow everyone to do his/her best learning. When children break the rules, there are clear and non-punitive consequences that help them learn from the mistake. This approach teaches responsibility and self-control.
*Guided Discovery: A structured way of introducing materials so that children become interested and motivated to explore different ways to use materials. This also helps us teach the children where materials go in the classroom, and how to take care of the materials.
*Academic Choice: An approach to giving children choices in their learning to help them become invested, self-motivated learners. Academic choice can be used to teach any subject.
 *Classroom Organization: Arranging materials, furniture, and displays in ways that encourage learning, care, positive social interaction, and independence in children. For example, in the next 6-8 weeks of school, children will know exactly where to find each and every material they will need in the classroom in order to be an independent learner.
*Working Together With Parents: Ideas for involving parents as true partners in their children’s education.
 
 
Approach to Discipline
 
Bell School uses the Responsive School discipline approach.  The goals of this approach are to ensure that children feel physically and emotionally safe in school so they can learn at their best.

Our schoolwide rules are:
1.      Respect our community and our environment.
2.      Be safe in all areas of the school.
3.      Do your best work.
The adults at Bell School take time to model and teacher children how to translate these rules into action in different situations.  At the beginning of the year, we introduce rules and behavior expectations and guide students in practicing them.  We use positive language to reinforce and remind students of the rules on a daily basis. 
 
When students misbehave, the adults at the school handle the misbehavior firmly while preserving the child’s dignity.  Our first step is to stop the misbehavior quickly and simply.  If needed, we take further steps to help the child regain self-control, fix any problems caused by his/her mistake, and get back to productive learning.
In deciding how to handle students’ misbehavior, we take into account how severe the misbehavior is and how likely it is to happen again.  We may:
·         Give a reminder
·         Have the child sit closer to the teacher
·         Use “take a break”
·         Limit the child’s choice of activities for a while
·         Guide the child in fixing problems caused by his or her mistake

When a child needs additional supports, we may:
·         Use buddy teacher take a break
·         Use private take a break (in-school or out of school suspension)
·         Meet with the child and his/her parents to find other solutions
When a child is suspended from school, a parent must accompany the child to school the next day for a re-entry meeting with the teacher and administrator.
We at Bell School believe that children want to and can meet expectations.  We value partnering with parents to help students do well in school and feel good about going to school.
 
 (Responsive School Discipline, Northeast Foundations for Children, Inc., 2011)
 

 

 
 
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