Positive Behavior Interventions & Supports
PBIS is an evidence-based framework dedicated to implementing positive behavior interventions that support children in the school setting. The PBIS framework positively impacts children in the areas of behavior, social-emotional relations and academic achievement. By designing and implementing universal supports and positive interventions in these areas, teachers and children maximize instruction opportunities and achieve academic success.
At McKinley Elementary, we commit to four expectations that the entire McKinley community will live and support. We call this the McKinley ROAR:
Respectful & Responsible
Open Mind and Heart
Ready to Learn
These expectations are broken down into clear examples of positive behaviors that all members of the McKinley community will display while following these expectations.
At the beginning of the school year, all students and staff participate in a PBIS kick-off. Students in grades SK-5th rotate to each of six non-classroom environments (cafeteria, playground, bathroom/drink, hallway/waiting for a special/, arrival/ dismissal and stairway) to learn how “The McKinley ROAR” applies. At the end of the week, students report to the gymnasium for an all-school assembly to reinforce and celebrate our way of doing business at McKinley. Students will continue this learning with at least monthly booster lessons through our Second Step guidance curriculum, bullying prevention lessons, and assemblies which will remind students of what it means to be Respectful & Responsible, act with an Open Mind and Heart, have an Awesome Attitude, and be Ready to Learn at McKinley Elementary School.
Another key component to PBIS is the acknowledgment system. This reinforces the positive, proactive approach to managing behaviors in the school environment. The acknowledgment system is a way to recognize and reward our students for following the school’s daily expectations. In each classroom students receive “M&M” points to contribute to whole class and individual special opportunities. This might include class pajama or beach parties, camping days, or other fun rewards. Plus, there are special events, such whole school assemblies featuring outside performers.
As you know, children might choose not to follow our expectations, even though the appropriate behavior is taught directly and positive reinforcers are used. The McKinley Staff utilizes tier two interventions for those who are not responding to the universal interventions or re-teaching. A “Think & Learn” sheet allows students an opportunity to problem solve and redirect their choices while also repairing relationships they may have broken when not following the McKinley ROAR. If a student acquires three “Think & Learn” sheets for the same behavior in a school week or five total for any behavior, an automatic office discipline referral will be completed, and the student will meet with our Social-Emotional Specialists, school social worker, or Dr. Hoffmann. When “Think & Learn” sheets are given to students, staff will inform families. A team collects and analyzes this data monthly. It directs our future planning and reteaching universally with PBIS, and it helps us to identify students who might benefit from meeting with an adult mentor, a daily Check in/Check out, or a social/academic instructional group.
The PBIS framework builds skills leading to the sustainability of a positive school culture and increased time spent teaching and learning…our ultimate goal!