The Positive Behavior system is based on 4 key elements: data, practices, systems, and outcomes. The data supports the decision making. As a staff, we look at the data that we have to represent Santiago Hill’s student behavior and we utilize that data in helping to determine appropriate student practices or expectations for our school. The practices are reviewed and modeled in classrooms and across school settings to support our students’ behavior. The systems are then utilized to support staff behavior in response to students who meet the desired expectations and practices so that all students hear the same positive language regarding their behavior throughout the school. Finally, we hope the outcomes will be positive and will contribute to a positive learning environment and maximized instructional time.
School wide Behavior Systems focus on providing the following:
- A common purpose and approach to discipline.
- A clear set of positive expectations and behaviors.
- Procedures for teaching expected behaviors.
- A continuum of procedures for encouraging expected behavior.
- A continuum of procedures for discouraging inappropriate behavior.
- Procedures for on-going monitoring and evaluation. Within the school, there are systems for the classroom setting.
Within the classroom, the following should occur:
- Positive expectations are taught and encouraged.
- Routines and cues are taught and encouraged.
- A ratio of 6-8 positive (Got’cha’s) to every 1 negative adult to student interaction.
- Active supervision.
- Redirection for minor, infrequent behavior errors.
- Frequent pre-corrections for chronic errors.
- Effective academic instruction and curriculum.
The Santiago Hills staff, under the guidance and leadership of the PBIS committee is following these guidelines.