A focus on continuance and meaning beyond the present moment, contextualizing today’s successes and improvements as the legacy of the future
PBIS Mission Statement: The 177Q PBIS Team is a thirteen person Multi-Disciplinary team that consists of counselors, deans, teachers, paraprofessionals and one administrator. The Team’s focus priority is on Caring for Students Social-emotional wellness. Our mission statement inspires all stakeholders to be champions of students’ social and emotional success. In the summer of 2020 students and staff voted on 5 school wide expected behaviors that supports our school mission and vision. The C.A.R.E,S Matrix provides all stakeholders with clear standards of school wide expected behaviors.
The implementation of The Panther Points Leaders’ Center PBIS Program has resulted in a team-based approach to supporting students social, emotional and behavioral needs. The targeted systems to teaching the expected behaviors and recognizing students for exhibiting the school-wide expected behaviors of: Communicate; Achieve; Respect; Engage; and Self-Control, include a teams based approach to make data based decisions for every students’ behavioral, and social/emotional success.
Students are now learning how to manage different areas of their behaviors within our school matrix, but are also being supported in positive ways and are being given opportunities to celebrate their efforts and gains.
PBIS team members integrate the ReThink Social and emotional grade specific lessons and videos to teach students skills for; Communicating; achieving; showing respect’ engagement and demonstrating self-control (C.A.R.E.S)
Students have access to age appropriate lessons and videos that teach social and emotional skills aligned to the C.A.R.E.S matrix. . Students watch videos and engage in lessons to learn about the expected behaviors.
Mindfulness Program: The PBIS Team developed a live Google document with links to Mindfulness practices created for teachers to use daily with students. A separate live Google document with links to Mindfulness practices was created for teachers to promote self-care, mental health, and wellness.
There is on going collaborations and trainings on Mindfulness Practices with District 75 Mindfulness facilitators. One counselor and one administrator completed the Mindfulness Training series facilitated by District 75 lead facilitators. These trainings are then turn-keyed to staff in monthly morning sessions, titled, “Circle of Caring Conversations.” These sessions have been instrumental in supporting our school community during the trauma and stress of the Covid-19 Pandemic.
Our 295 site participates in a building-wide Mindfulness activity with their co-located peers every morning.
Students engage in Mindfulness practices to develop skills for self-management as well as to develop self-awareness. Students also develop social and emotional learning skills.
Mindfulness practices for staff promote self awareness, reflective practices, and serves as a guide that can be replicated. Staff incorporate these strategies into their daily routines and model these Mindfulness practices for students to use in their daily self-care routines.
The goal of these monthly training sessions are to create a trusting and collaborative relationship amongst staff and for staff to incorporate these practices into their daily self-care routines. Staff model these these Mindfulness practices for students to use in their daily self-care routines.
The 295 daily building-wide mindfulness activity builds a sense of cohesiveness, community, and collaboration between all schools in the co-located building. This has been a very positive experience for all students and staff.
PBIS Workshops and Support: Monthly Workshops are planned in collaboration with the school Dean; Parent-Coordinator and members of the PBIS team. Parents receive training on the Principles of Positive Behavior Intervention Supports, and behavior management strategies. The goals of monthly parent training are to reinforce the 5 school wide expected behaviors identified in the C.A.R.E.S Matrix; share resources and strategies that are utilized in school.
PBIS Virtual office hours promote resiliency by inviting all stakeholders to partner; learn and integrate the PBIS framework and SEL strategies to ensure every students’ academic and social success.
The alignment of behavior strategies for the classroom and in the home provide consistency for students, and lead to academic and social success. An example of the impact of PBIS on students can be seen through the review of attendance data. Students in classes that participate in PBIS programs have significantly higher rates of attendance than students whose classes do not participate.
Attitudes, knowledge, behaviors and beliefs that characterize the school environment and are shared by its stakeholders.
CARES Matrix: Adoption of the C.A.R.E.S Matrix enables an approach of “accountability”that upholds high standards and inspires stakeholders to own and be responsible for teaching and supporting every students’ academic and social success.
Pre-Covid school closure there were 20 classes of 12:1:1 and 8:1:1 students participating in the Panther Points PBIS Program. The Covid-19 Pandemic and emotional stress challenged members of the PBIS Team to expand the PBIS Program on a virtual platform with equity and access for ALL students. The C.A.R.E.S Matrix was adapted to meet the needs of non-verbal students with autism. Currently we have 20 (6:1:1 classes and 25 classes of (12:1:1 and 8:1:1) students participating in the PBIS Program.
PBIS - Student Voice: We promote students’ voice in all levels of PBIS planning and decision-making. The PBIS matrix provides a visual representation of what behaviors are expected of all students in a manner that is accessible to all of our students. Every child is different and our behavior supports and reinforcers are varied to accommodate all students.
Students have a clear understanding of what behavioral expectations are required for the classroom.
Students are aware that they are involved and welcomed in the decision making process. This fosters both advocacy and empowerment.
Students who exhibit the 5 school wide expected behaviors are recognized with social and tangible reinforcers.
Students are motivated and eager to trade in points earned for social experiences in Virtual Clubs or for items in the Leaders’ Center.
Students are given an opportunity to choose their reward for their gains or maintenance of positive behaviors. It is also a social opportunity for those remote students who have not had a chance to interact with their peers.
The Leaders’ Center is the fabric of the school where individual students make decisions and selections based on their individual preferences. Students who run the center learn vocational skills.
PBIS - Panther Points, Leader Center and Clubs: The point sheet is an effective data collection tool for both the teacher and student. Teachers and students utilize the Panther Point sheets to track both progress and areas in need of support. Students’ efforts and successes are recognized with the Panther points. Weekly rewards include participation in PBIS Virtual Clubs or the exchanging of points for items in the Leader Center.
The Leaders’ Center is operated once a a week and is the student run center where students exchange panther points for tangible items. Vocational skills are seamlessly weaved into the cener as students, stock itesm; assign point values and deliver the items to their peers.