The goal of Positive Behavioral Interventions and Supports (PBIS) is to help create a positive, caring atmosphere where all children and adults feel respected and a valued member of our school community. The desired result is to have a safe, nurturing, and creative environment where both the students and the staff feel enthusiastic about learning and sharing ideas. We set and maintain high expectations for all students both academically and behaviorally. Children will do what they think we expect them to do. We not only need to educate our children academically, but we need to prepare them with listening and positive communication skills. In addition, we need to educate students on how to be compassionate and caring individuals who we are proud to have in our school community. It is imperative that we create an atmosphere where children feel positive about themselves and their accomplishments.
Every Oak Grove school has a set of three to five behavioral expectations. The common themes are Respect, Responsible and Safe.
Respect: Students and adults are expected to respect each other. Examples of respectful behavior include, but are not limited to the following:
Responsible: Students and adults are responsible for everyone's learning experience. Students are expected to engage in their learning by participating in discussions and group work, complete class work, and homework. Examples of responsibility include, but are not limited to the follow
Safety: Students and adults have the right to be safe physically and emotionally. Students are expected to follow all safety rules for the school and buses, and respect other people’s right to be safe emotionally and physically. Examples of physical and emotional safety include, but are not limited to the following examples of physical and emotional safety include, but are not limited to the following:
There are daily, weekly and monthly rewards that students will receive when they follow the behavioral expectation.
There is a three-step procedure classroom teachers can use when dealing with the discipline of their students:
When inappropriate behavior takes place outside of the classroom and is dealt with by another staff member other than the student’s teacher, the classroom teacher will be notified. However, the staff member who observed the misbehavior is responsible for filling-out the Oh Oh or Referral form.
Students are not sent to the office for disciplinary reasons until after these procedures are followed. The only expectations are when a more serious consequence such as suspension and/or expulsion is required or authorized by law for a first offence (Ed. Code 48900.5 and 48915), when other means of correction fail to bring about proper conduct or have repeatedly failed or are infeasible, or when the behavior is violent or unsafe or otherwise causes a danger to persons.
Bully Proofing: Giving students the tools to reduce
bullying behavior through the blending of school-wide positive behavior support, explicit instruction, and a redefinition of the bullying construct. Bully Prevention in PBIS is a 3 step response to problem behavior, including “Stop”, “Walk”, and “Talk. For more information on Bully Proofing and lessons:
PBIS Tier II - Check In Check Out
We support students in following the behavior expectations in Oak Grove with the “Check-in, Check-out” Program. This is a way for staff members to set a goal for students and check in with them several times throughout the day to help them meet that goal. Students will check in with one person first thing in the morning and get a daily check-in sheet with Their personal goal. Students will then go to class with the check-in sheet and their teacher will rate how they are doing throughout the day. Students will then take the form to a staff member who checks out with each student and see how they did for the day. Students will bring a copy of the form home to show parents how their day has gone and to have a positive conversation about it.
PBIS - Tier III
Tertiary Prevention involves a process of functional behavioral assessment (FBA) and a support plan comprised of individualized, assessment-based intervention strategies, including a wide range of options such as: (1) guidance or instruction for the student to use new skills as a replacement for problem behaviors, (2) some rearrangement of the antecedent environment so that problems can be prevented and desirable behaviors can be encouraged, and (3) procedures for monitoring, evaluating, and reassessing of the plan as necessary. In some cases, the plan may also include emergency procedures to ensure safety and rapid de-escalation of severe episodes (this is required when the target behavior is dangerous to the student or others), or major ecological changes, such as changes in school placements, in cases where more substantive environmental changes are needed.