PBIS at Bologna Elementary School

A General Overview

Bologna Elementary School uses a Positive Behavior Interventions and Supports (PBIS) framework. Staff have worked closely to incorporate the principles of PBIS in a way that fits the goals, mission, and culture of Bologna

School-wide PBIS is a research-based framework that has been proven to improve school climate, reduce problem behavior, and increase academic instructional time in schools (for additional information go to www.pbis.org). Two primary areas of emphasis in PBIS are prevention and instruction of social behavior. PBIS is based on the idea that when students are taught clearly defined behavioral expectations and provided with predictable responses to their behavior, both positive and corrective, all students are more likely to meet those expectations.

Bologna Elementary School has developed school-wide procedures to accomplish the following:

1. Define Behavior Expectations. A small number of clearly defined behavioral expectations are defined in a positive, simple way. At Bologna, we show Scorpion Pride - we are Safe, Responsible, and Respectful. These expectations are defined across school settings in the expectations matrix included in this handbook.

2. Teach Behavior Expectations. The behavioral expectations and school procedures are taught to all students in the building, and are taught in real contexts. Behavioral expectations are taught using the same teaching formats applied to academic instruction. When teaching, behavioral expectations are linked to Scorpion Pride: Safe, Responsible, Respectful. The rationale for the rules and behavioral expectations are presented for each setting, and then staff models examples of what the expected behavior looks like in the setting. Teachers will use common scenarios in the setting to demonstrate the expected behavior, but may also demonstrate 1 or 2 examples of the ‘wrong way’ to do it – it is also important for students to learn what is not acceptable behavior, but there should be more focus on the desired behavior. Next, students are given the opportunity to practice the “right way” until they demonstrate fluent performance. Lesson plans for each setting are included in this handbook.

3. Acknowledge Appropriate Behaviors. Once appropriate behaviors have been defined and taught, they need to receive Behavior Specific Praise on a regular basis. Bologna has developed an acknowledgment system to encourage regular recognition of desired behavior in the school. Research suggests that (4:1 Feedback) 4 specific praise statements, to every 1 corrective feedback statement, is proven to increase instructional time, increase on-task behavior, improve academic outcomes, reduce office discipline referrals, promote a positive classroom culture, and build student confidence.  Positive interactions can occur in many meaningful ways (thumbs up, smile, verbal praise), but the goal of an acknowledgment system is to provide a regular reminder to staff during your busy days to catch kids doing the right thing. Negative interactions are any time we give attention to students for problematic behavior (e.g. “Rex keep hands and feet to yourself”, “Remember class, all eyes on the teacher.”, “Sophia that’s a beautiful drawing, but it’s time to start math.”) As a school we will strive to achieve and maintain a 4:1 ratio for all students.

Through the Bologna Elementary School program, “Stinger tickets” will be used by individual staff members and school volunteers to recognize students or colleagues for engaging in positive behavior. Staff members can award “Stinger tickets” to students across all school settings, whether they teach the student or not. When handing out “Stinger tickets” we should always clearly identify the specific positive behavior the student is being recognized for and match it with one of the school's expectations: “Safe, Responsible, Respectful”. School-wide drawings will occur at least once per week to recognize students at each grade level for showing Scorpion Pride.  

4.  Responding to Problem Behavior. Despite our efforts to proactively set students up for behavioral success and to prevent problem behavior, there will still be incidents of problem behavior. When it comes to responding to problem behavior we have three primary goals:

a) Make sure to keep everyone safe

b) Minimize the loss of instructional time for all students (including the student who engaged in problem behavior)

c) To teach the student the appropriate behavior to use instead of the problem behavior

Every occurrence of problem behavior is an important opportunity to teach the appropriate, desired behavior to the student. At Bologna Elementary School it is our responsibility to provide fair and consistent consequences for problem behavior. Our school focuses on first teaching our students the appropriate behavior and getting them re-engaged in academic instruction as quickly and safely as possible. 

The Bologna PBIS Leadership Team has developed a progressive discipline model which will be utilized in the school that focuses on teaching and preventing future occurrences of behavior. When students violate the behavioral expectations they will be informed that their behavior was not acceptable and how it relates to the schoolwide expectations of Safe, Responsible, and Respectful.