• Positive Behavior Intervention & 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 Washington, we believe that all children learn best in a positive, nurturing, and safe environment, where each child has the opportunity to manage his or her own behavior.  Accordingly, all students at Washington are expected to pledge and adhere to The Timberwolf Promise below.

    The Timberwolf Promise:

    • I am here to grow as a learner.
    • I will always do my best.
    • I will treat everyone with kindness and respect.
    • I will act in safe ways.
    • I am here to grow as a learner. 

    Teaching the Promise and behavioral expectations:


    During the first two-weeks of the school year and periodically throughout the year the entire staff at Washington will support students as they try to live up to the promise and behavioral expectation by doing the following:

    • Thoroughly discuss, teach and explicitly model the promise and behavioral expectations using various grade level appropriate strategies including but not limited to: holding morning and class meetings; developing visual charts of what those behaviors look like and sound like; role-playing; holding literature guided discussions and practicing desired expectations in areas like the hallways, playground, lunchroom, restroom, classroom, etc.  
    • Our staff leans a variety of practices based on the Responsive Classroom approach to build community in the classroom, increase students’ investment and engagement in learning, and improve academic and social skills.
    • Post the promise and behavioral expectations throughout the building to serve as reminders and “in the moment” teaching tools.
    • Have students recite the promise every week after the Pledge of Allegiance.
    • Do our best to be consistent and fair as we hold students accountable for their behavior and the Timberwolf Promise.

    The staff at Washington will be positive role models for the children and will remind the children to behave appropriately toward each other.  We will also seek your involvement, cooperation and support should it become evident that additional interventions are necessary for your children to understand and to act in accordance with the Timberwolf Promise.

    Expectations:

    We expect that each child will exhibit responsible behavior in the classroom, on the bus, on the playground, in the lunchroom and in the hallways. We expect each child to refrain from verbal or physical abuse of others, demonstrate a quick response to adult authority, and to respect other people and their property.


    Building

    • Listen carefully and follow the instructions of adults in the building.
    • Keep your hands and feet to yourself.
    • Be on time to class and bring assignments.
    • Speak only as loudly as necessary.
    • Treat others as you would like to be treated.
    • Use good manners.

    Playground

    • Listen carefully and follow the instructions of the playground supervisor.
    • Keep your hands and feet to yourself.
    • Respect others.
    • Treat others as you would like to be treated.
    • Use good manners.
    • Line up when the bell rings.
    • Practice good sportsmanship at all times.
    • Rough games such as tackle football, king of the hill, etc. are not to be played.
    • Throwing of all objects except soft balls is not allowed.
    • Food should not be taken out on the playground.
    • Only school provided equipment will be allowed on the playgrounds.

    Lunchroom

    • All lunch students will stay in the lunchroom for the duration of lunch.
    • Students will sit at the assigned table daily and will be dismissed by a lunchroom supervisor.
    • Students should remain seated at their tables and raise hands if questions or problems arise.
    • Students may have quiet conversation at their own table.
    • Each student will clean up his/her table and floor space.
    • Appropriate table manners and respect are encouraged at all times.

    Acknowledgments:

    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. Staff will be randomly handing out “PAWS” coupons to students who are observed to be respectful, responsible, and safe to provide the immediate feedback children often crave. The coupons can be entered into weekly drawings for fun rewards. In addition, we have celebration assemblies multiple times a trimester to revisit, reteach and celebrate as a school.

    Consequences:

    We recognize that learning self-discipline is a lifelong process. In addition to all of the proactive support provided, we will help children learn to make good decisions about managing their behavior in and out of the classroom. We consider it necessary to have appropriate consequences in place for inappropriate behavior.


    The Washington Staff has designed 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 being either respectful, responsible, or safe. 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 Principal.  All “Think & Learn” sheets are sent home for parent/guardian review and are further utilized for data collection. A team analyzes this data monthly. It directs our future planning with PBIS and 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 the sustainability of a positive school culture and increased time spent teaching and learning…our ultimate goal!