LADERA RANCH MIDDLE

Positive Behavior Interventions and Support (PBIS) is a behavior management system adopted by our school, and the premise is simple - we teach expected behaviors and focus on the good behaviors that we see. 

 

 

PBIS is a process for creating safer and more effective schools. It is a systems approach to enhancing the capacity of schools to educate all children by developing research-based, school-wide, and classroom behavior support systems. The process focuses on improving a school’s ability to teach and support positive behavior for all students. Rather than a prescribed program, PBIS provides systems for schools to design, implement, and evaluate effective school-wide, classroom, non-classroom, and student-specific plans. PBIS includes school-wide procedures and processes intended for all students and all staff in all settings. PBIS is not a program or a curriculum. It is a team-based process for systemic problem-solving, planning, and evaluation. It is an approach to creating a safe and productive learning environment where teachers can teach and all students can learn.

 

 

We have adopted a unified set of classroom rules. These rules define our expectations for behavior in our school. You will see these rules posted throughout the school and your child will be learning them during his or her first days at school. Our unified classroom rules, found in every classroom and non-classroom setting in the school, are as follows:

 

 

As part of our PBIS process, teachers and other staff members use evidence-based practices to increase student learning and decrease classroom disruptions. To keep students on the rules in a positive manner, we do the following when teaching academics and behavior:

 

Þ      Constantly teach and refer to our school-wide expectations.

Þ      Provide students with more praise than correction.

Þ      Talk to students with respect using a positive voice tone.

Þ      Actively engage everyone in the class during instruction.

Þ      Use pre-correcting, prompting, and redirecting as we teach.

Þ      Look for the positive first and provide positive, immediate, frequent, and explicit feedback.