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PBIS at Seawell


Seawell PBIS Matrix:

Expectations
Settings

Classrooms
Transitions Cafeteria Play Areas
Be Respectful of self Do your best

Stay on task
Walk and move carefully Practice good manners

Use the time to nourish your body
Play safely
Be respectful to others Listen to others

Respect other's ideas

Share materials
Give others proper space Keep hands, feet and objects to self

Use a quiet voice
Keep hands, feet and objects to self

Include others
Be responsible Keep hands, feet and objects to self

Clean up after yourself
Be sure that adults know where you are at all times Clean up after yourself Share equipment

Clean up after self
Be ready to learn Follow classroom rules and directions

Have materials ready
Listen to directions

Have quiet feet and voices
Listen to adult's directions Follow play space rules




  What is PBIS?  

Positive behavior support is an application of a behaviorally-based systems approach to enhance the capacity of schools, families, and communities to design effective environments that improve the link between research-validated practices and the environments in which teaching and learning occurs. Attention is focused on creating and sustaining school-wide and individual systems of support that improve lifestyle results (personal, health, social, family, work, recreation) for all children by making problem behavior less effective, efficient, and relevant, and desired behavior more functional. 

·   Why is it so important to focus on teaching positive social behaviors?

In the past, school-wide discipline has focused mainly on reacting to specific student misbehavior by implementing punishment-based strategies including reprimands, loss of privileges, office referrals, suspensions, and expulsions. Research has shown that the implementation of punishment, especially when it is used inconsistently and in the absence of other positive strategies, is ineffective. Introducing, modeling, and reinforcing positive social behavior is an important part of a student's educational experience. Teaching behavioral expectations and rewarding students for following them is a much more positive approach than waiting for misbehavior to occur before responding. The purpose of school-wide PBIS is to establish a climate in which appropriate behavior is the norm.

·   How does Seawell's PBIS system work?

Our PBIS team along with input form the teachers has created a reward system based on compliance with the schoolwide matrix of postive behaviors.  As students are observed using appropriate behavior behavior staff will reinforce these behaviors with a FUZZY (fuzzies are small craft pom poms).  Classes will work together to earn a certain number of fuzzies.  When the class reaches their goal each student in that class will receive a reward.  Each week teachers will chose 2 representatives from their class who exhibited strong PBIS behavior to visit the main office and fill out a short reflection about why their behavior that week represents their class.  This form will be hung in the cafeteria for the entire Seawell community to learn from.  We believe postive, appropriate behavior should be taught as any other skill and we are committed to helping all of our students succeed!

          For more information on PBIS please visit the following websites:

     · NC Department of Public Instruction:
http://www.ncpublicschools.org/positivebehavior/  

    ·   Positive Behavioral Interventions and Supports: http://www.pbis.org/  

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