The main focus of Positive Behavior Interventions and Supports (PBIS) is to provide a clear system for all expected behaviors at Hollis Elementary School. While many staff, parents, and students may have assumptions of what is expected behavior, we cannot assume that everyone's beliefs are similar. Through PBIS, we will work to create and maintain a productive, safe environment in which ALL members of our school community have clear expectations and understandings of their role in the educational process.

Proactive Approach to School- Wide Discipline

With our focus of having a school-wide system of positive behavior support, Hollis staff take a team-based system approach and teach appropriate behavior to all students in the school. Key elements of the system include the following:

1) Behavioral Expectations are Defined. A small number of clear expectations are defined in positive, simple rules, and then applied to each school setting and event.

Be Respectful

Be Safe

Be Responsible

2) Behavioral Expectations are Taught. The behavioral expectations are taught to all students in the building, and are taught in real contexts. Teaching appropriate behavior involves much more than simply telling students what behaviors they should avoid.

Students are engaged in a process that involves teaching, modeling, practicing, and acknowledging appropriate behaviors. This is a similar format to how academic curriculum is presented. Teachers will present the general rule, its rationale, positive examples ("good choices") are described and rehearsed and negative examples ("poor choices") are also described and modeled. From there, students are given an opportunity to practice and demonstrate positive examples.

3) Appropriate Behaviors are Acknowledged. Once appropriate behaviors are taught, they need to be acknowledged on a regular basis as a way to reinforce them. Hollis Elementary has designed a formal ticket system that rewards positive behaviors. These tickets are used by staff, at their discretion, as tools for encouragement and also as student motivators for all students.

4) Behavioral Errors are Corrected Proactively. When students don't meet behavioral expectations, clear procedures are used to let them know that their behavior was not acceptable and to help them make better choices moving forward. A clearly defined protocol has been developed for all staff that includes prompting, redirecting, reteaching an expectation, and dialoguing with students and parents as needed. When an undesired behavior is repeated and/or becomes a pattern, that behavior is documented on a Behavior Report Form. More important, we will work together with students and parents to develop a plan to assist the student in meeting greater success.

*It should be noted that this does not negate the value of the Hollis Behavior Rubric that has been developed and is utilized to address more serious behaviors, or consequences that may result from particular student actions.

5) Decisions about Behavior Management are Data-Based. One key feature of PBIS is the ability to track and examine behaviors through a database. It gives staff the ability to track what types of discipline incidents are occurring, where, what time of day, and who is involved. This data is critical in making any necessary adjustments to the school's behavior management system.