• 2024 - 2025 AJHS PBIS Handbook

       
      PBIS Handbook - Andersen Junior High School 24-25
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      A General Overview

      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. 

      Features of School-Wide Positive Behavior Plan 

      • Increases instructional time 
      • Increases academic achievement 
      • Builds better relationship with students 
      • Reduces classroom disruptions 
      • Reduces office referrals 
      • Reduces student time out of classrooms 
      • Improves school culture/community/safety 
      • Provides consistency campus wide

      Andersen Junior High 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 positive, simple, rules. The three core expectations are  Be Respectful, Be Responsible, and Be Safe. 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, 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: Be Respectful, Be Responsible, and Be Safe. The rationale for the rules and behavioral expectations are presented for each setting; then staff demonstrates 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 be acknowledged on a regular basis. Giving regular positive feedback when students use behaviors they have been taught is a critical step to teaching and maintaining desired behavior. AJHS  has developed an acknowledgment system to encourage regular recognition of desired behavior in the school. Positive or negative environments for students and staff are the result of the accumulation of individual positive or negative interactions. Research suggests that a 5:1 positive to negative ratio fosters the most positive and productive school environments.  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 throughout our busy days to catch kids doing the right thing. As a school we will strive to achieve and maintain a 5:1 ratio for all students. Through the PBIS Rewards program, Jag Bucks will be given by individual staff members to recognize students or colleagues for engaging in positive behavior. Staff members can award bucks to students across all school settings, whether they teach the student or not. When giving out bucks, 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 “Be Respectful, Be Responsible and Be Safe”. Instructions on the procedure to use in rewarding PBIS bucks are described in more detail later in the handbook. Additionally, school-wide drawings will occur frequently students per grade level for their positive behavior.