Transcript www.wisconsinpbisnetwork.org

Elementary School
Family Engagement
Jennifer Grenke, Regional Technical Assistance Coordinator
Dan Seaman, Regional Technical Assistance Coordinator
Wisconsin RtI Center
Elementary Family Engagement Pilot Schools
What sources of data told you that you should improve your
family engagement and create an action plan?
What resources/activities did you create from your action
plan?
Do you have a parent on the team?
• Yes, if so explain how this process helped to assign a specific
role for the parent? How has a parent on the team
benefited the team/school?
• No...are you actively seeking a parent and why?
Franklin Elementary School
West Allis – West Milwaukee
School District
Panel Participant:
Tyson Dragolovich, [email protected]
Welcome to the 2013-2014 School Year at
Franklin Elementary!
TRIBES & PBIS Overview
Dear Franklin Families,
A positive school climate is a priority here at
Franklin. To create this climate, we use:
TRIBES - Our community building program
We make sure all students feel like they are
important members of the Franklin community.
School wide TRIBES meeting - Join us every
Monday morning from 8:40-9:00am in the
Franklin School Gym!
Positive Behavior Interventions and Supports (PBIS) – We teach
behaviors and expectations for students and frequently
reinforce positive behaviors when students do what is expected.
Students who follow the expectations at Franklin are able to
spend more time learning!
This is our 5th year being a PBIS School and our 2nd year as a
Wisconsin PBIS School of Merit.
A team of teachers and parents works hard throughout the
school year to support the use of PBIS at Franklin.
PBIS also provides support and interventions for students
who need more assistance to be behaviorally successful. If
you feel your child is in need of extra behavioral support,
please contact the PBIS team.
At Franklin, we remind students
to Think SMART and Act SMART.
S – Safe
M - Motivated
A - Attentive Listeners
R – Respectful
T – Thankful
When a staff member sees a student doing
an expected behavior, the behavior is
reinforced by giving the student a SMART
Roadrunner ticket! Students are able to
collect tickets and use them to earn various
incentives throughout the school year. Ask
your child what incentive they are working to
earn with their SMART Roadrunner tickets!
PBIS and our Franklin SMART expectations
can be used at home too. Talk about your
expected behaviors and rules during the
different times of your day. Reinforce
positive behaviors you see your child doing!
Please contact us if you have questions or if
you would like to get involved in helping
support PBIS at Franklin!
- Franklin PBIS Team
Franklin Elementary School – Color Chart
Behavior Monitoring Procedures
The Color Chart is used in every Franklin classroom to
monitor student behavior. All students in the
classroom have a clothespin/clip with their name on
the Color Chart. The placement each student’s
clothespin/clip shows the number of behavior
reminders they have been given by a teacher.
Classroom expectations are frequently reviewed and
re-taught throughout the day with the whole class.
Students are provided whole class reminders after
each transition to help encourage success!
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MINOR
Teacher Managed Behaviors
MAJOR
Office Managed Behaviors
(Such as: Clip change, Redirection,
Re-teaching, SMART Sheet, Natural Consequence)
(Office Discipline Referral)
Inappropriate language in isolation
Destroying someone else’s work
Creating a mess that can be
cleaned/repaired by the student
Wandering in classroom
Talking out
Poking, nudging, shoving that is not
aggressive
Noncompliance
Day dreaming/Off-task
Lying
Touching another student’s iPad
Using acceptable technology (apps,
websites) at inappropriate times
Downloading apps without permission
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Student has reached ORANGE level of color chart (MINORs
become a MAJOR)
Destruction/vandalism of school property
Physical, aggressive violence with body, objects, or furniture
towards students and/or adults
Sexual comments
Accessing sexual content with technology
Using social media
Verbal threats of physical harm to self, other students, or adults
Harassment/Bullying (ongoing)
Leaving classroom with intent to disappear or avoid
Stealing
Offensive language that is racially charged
Inappropriate language that is ongoing
Technology use that would never be acceptable at school
Minor behaviors are teacher managed in the classroom. Consequences for Minor behaviors
should be appropriate and may be implemented at the discretion of the classroom teacher.
Minor behaviors should also be reflected by clip changes on the Color Chart.
Major behaviors are more severe and should be sent to the Office for the principal to
investigate and determine an appropriate consequence.
In order to help students make the best behavioral choices possible, teachers
provide re-teaching and redirection each time a student moves their
clothespin/clip down the Color Chart.
WHITE – Every day is an opportunity for a Fresh Start! Have a Great Day!
All students start their day on WHITE.
GREEN – Watch Where You Are Going! Warning
A student needs an individual reminder to change a behavior, and their clip is
moved to GREEN. This is a visual reminder to make better choices.
YELLOW – CAUTION! Turn It Around/Time Out in Class/SMART SHEET
A student needs a second individual reminder to change a behavior, and their clip
is moved to YELLOW.
The student completes a SMART SHEET to help them think about their behavior.
Please sign the SMART sheet and return it to school.
RED – Time Out in a Different Class/Return to Class Agreement/Parent Contact
A student needs a third individual reminder to change a behavior, and their clip is
moved to RED.
The student has a Time Out in a different classroom. A pink sheet will be attached to
your child’s SMART sheet. Please sign it and return it to school.
ORANGE – Office Referral/Loss of Classroom Privilege (or any MAJOR behavior)
A student needs a fourth individual reminder to change their behavior, and their clip
is moved to ORANGE.
Minor behaviors have become a Major behavior and the student is referred to the
office.
The classroom teacher chooses the classroom privilege that is lost.
The administrator will decide on the consequence (i.e. conference, return to class
with a “Three chances” sheet, time in office, etc.), and the child will most often
return to class.
At Franklin school we strive for students to be on WHITE or GREEN! Encourage and
provide positive feedback when your student reports being on WHITE or GREEN!
Dear Mrs. Pratt,
As you know, Franklin school uses Positive Behavioral Interventions and
Supports (PBIS) along with TRIBES to impact our students’ behavioral and
social choices. PBIS is a statewide program focusing on a systematic approach
in teaching behavioral expectations throughout the school. It is based on a
proactive model which teaches the behaviors, reinforces and recognizes
students who are able to model these behaviors and has systems in place to
support students who have a difficult time or may present with more
challenging behaviors.
The purpose of using PBIS here at Franklin is to:
Create a safe and positive school community.
Ensure that every student and family has a sense of belonging.
Provide the type and level of support each child and staff member needs in
order for all students to attain success.
Share, model and teach common expectations.
Use data to support current practice and initiate change.
Build and maintain family relationships that support the best interests of
students.
Reinforce and celebrate our successes.
We use our SMART agreements (Safety, Mutual Respect, Attentive Listening, Right
to pass/participate, Tolerance) along with our color chart system and road runner
tickets as a universal behavior management program. These supports have
positively impacted many of our students which have allowed rigorous and
uninterrupted instruction to take place.
At Franklin, we have two PBIS teams. The tier one team works on the universal
systems and implementation, evaluates its effectiveness and impact on students,
analyzes data and shares needs and successes with students, staff and families. The
tier two team works to provide individualized interventions for students who need
more social/behavioral support in order to be successful here at school. Individual
teams meet before school, every five weeks. The whole team meets together as a
team once a month.
Last year we were chosen as a PBIS School of Distinction, one of 25 schools in the
state! One of the areas in which the team would like to improve is to have a parent
representative on the team. It is important to our systems and school community
to have parent input. After asking classroom teachers to nominate parents who
would be great additions to our team, your name was brought forth.
We’d like to invite you to join our PBIS committee as we value your involvement in
our school. Your role on this committee is to participate in evaluating the universal
systems by contributing to analysis of data, planning of incentives, revision of
implementation and celebrating successes. Your voice would offer a new
perspective on our already existing processes.
If you are interested we ask that you join us in as many of the following dates as you
are able to.
Tier One Committee Week: May 28th and May 29th- 7:40am-8:30am
Whole Team Monthly Meeting: April 8th- 7:40am -8:20am, May 13th- 3:40pm4:30pm, June 3rd-3:40pm-4:30pm
If you have any questions and/or are willing to participate, please contact one of the
PBIS coaches. We look forward to working with you.
Sincerely,
The Franklin PBIS Teams
Coaches: Mrs. Tyson Dragolovich- ext. 1220 and Mrs. Lindsay Lauters- ext. 1212
Franklin School PBIS Update
We have made wonderful strides this year in reaching our PBIS school wide
goals. Students have been working on reaching a behavior goal and a reading
goal each quarter!
Look at our successes:
Behavior: Students at Franklin will
remain on white or green 96% of the
time.
Reading: Students at Franklin will meet
their grade-level reading
comprehension SMART goal 70% of the
time.
Franklin Students on White or Green
Percentage
Franklin Students Reading Goal
100
98
96 96.1 95.9 97.1 97 96.9 97.2
96.3
94
92
90
88
86
84
82
80
Sep Oct
Nov Dec
Jan Feb
Mar
Month
90
85
80
Series1
76.2
78.4
76
76
Percentage 75
Series1
70
65
60
Round
One
Round
Two
Round
Three
Round
Four
You’re Invited!!
What: Monday Morning TRIBES Meetings
When: Every Monday morning, 8:40-9:00am
Where: Franklin School gym
We are absolutely ecstatic to be rolling out this new opportunity for our
families to participate in our school community. As you may or may not know,
we are a PBIS school. PBIS stands for "Positive Behavior Interventions and
Supports." Franklin is one of the schools leading the use of PBIS in the WAWM school district. The Franklin PBIS team has represented our school in
many district wide meetings, and we are excited to now include parents and
guardians to further our progress as a school family.
Franklin uses TRIBES as a community building program in connection with
PBIS. On Monday mornings, our entire school gathers for a TRIBES
community meeting to talk about our school. We name students of the
week, share learning, and talk about our behavior and reading goals. We
have a fun time looking at our data and percentages as we work to meet our
goal at the end of each quarter. Our TRIBES Monday Meetings help us start
the week fresh and are a lot of fun! We look forward to seeing you!
Hillcrest Elementary,
Chippewa Falls School District
Panel Participants:
Rob Vanderloop
Family Engagement Action Plan
Muscott & Mann, 2004
Action Item
What needs to be done
1. G. Bresina, P.
Get them foundational
Bushman, T. Buhrow overview training
2. Create a video to
help parents see the Develop a committee to
“Big Picture”
develop and create “what is
PBIS”
3. Family
Engagement Night Bring back to PBIS Team to
discuss logistics
4. Information out to
parents on I.C.
I.C. Messenger out to
linking data
parents w/ data and March
Madness/Are you Smarter..
5. May 1-24th:
Reading Celebration Share with staff, get page
w/ Special day: May numbers from staff for
31st
pages read/books for May
1-24. Dress like your
favorite character and
special reading event on
May 31st
Who will do what
When to be done by
Rob will look for training April 5th, 2013
and connect with parents
Brenda and Jenny
April PBIS Meeting
Brenda Spindler
April PBIS Meeting
Jenny Sem
April 8th, 2013
Rob Vanderloop
March 18th, 2013
(information sharing)
Tuesday, May 14, 2013
5:30 – 7:00 PM
Hillcrest Library and Cafeteria
ALL FOOD
&
DRINK
PROVIDED
Meet
Families!
Learnhttp://cfsd.chipfalls.k12.wi.us/hillcrest
about PBIS!!! Learn about
Literacy Month!!!
(Please check out the link)
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http://cfsd.chipfalls.k12.wi.us/hillcrest/
- - - - -
R. S. V. P.
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- -link!) - -- - - - -
Please return to school by
May 10, 2013
Name ______________________________ Number Attending ______
Signature ___________________________
Greetings Hillcrest Families!
It is an exciting time at Hillcrest Elementary School. Our students are extremely busy logging minutes for
our Literacy Month. We have communicated this wonderful time to you through our Hillcrest website, newsletters
and teacher letters. We also held a Family Engagement Night on May 14th. This wonderful event allowed parents to
better understand our Literacy Month and how PBIS is working within our Hillcrest walls.
As May is coming to a close, we want to celebrate all of our wonderful readers throughout
the building. Students have read a lot of books, and have learned about many different lands and characters. We have
even incorporated a few DEAR (Drop Everything and Read) moments throughout our school days.
On Friday, May 31st, our school community is encouraging students to celebrate that knowledge with a “Dress Like
Your Favorite Character Day!” Students and staff are encouraged to come to school dressed like their favorite
character from a book they have read. Teachers will have special reading times in their classrooms, or hear from some
guest readers in the DZ. Our entire staff is very excited to share their favorite children’s book!
In addition to dressing like their favorite characters, three classrooms who have logged the most minutes
on the Scholastic website by May 23rd will earn a popcorn party for their class.
http://www.scholastic.com/ups/campaigns/src-2013
The 2012-2013 school year is almost complete, and there is much to celebrate! Please take a few
moments with your child to discuss what interesting book is being read. Talk about the power of reading and
exercising the brain. To date, our students have accumulated over 185,000 minutes of reading. That is a powerful
statement. 185,000 minutes!!! Keep up the great work and don’t forget to log those minutes over the summer! They
all count towards being a top reading school in the country!
Please continue to promote reading this summer. Take your child to the public library, or have them visit
the Parents4Learning Mobile Library (June 18th, July 9th, August 6th from 4:30-7PM at the Hillcrest Playground).
Have a great rest of your day, and I hope to see you soon (with a good book!),
Yours in Education,
Robert J. Vanderloop
Hillcrest Elementary School-Principal
http://cfsd.chipfalls.k12.wi.us/hillcrest/
Hello Families!,
Your child has been signed up to participate in the Scholastic Reading
Challenge! Hillcrest Elementary School is competing against schools around
the nation to see who can read the most minutes between the dates of May
6th to September 6th. In order to make Hillcrest #1, we will need your help!
Your child has been assigned a specific user name and password through
Scholastic (you probably already received this from your child’s classroom
teacher). Please help your child to log his/her reading minutes throughout
the summer months by following these easy steps below. 
1. Visit www.scholastic.com/summer. You should come to this screen:
2. Scroll down to the purple box on the left side that says “Kids”. Click on the orange
box that says “JOIN NOW”
3. Click on the purple box that says “Login” at the top of the page.
4. Enter your child’s provided screen name and password. Then click on “Go”.
5. When you get to the screen that asks if you would like to use your STACKS screen
name instead, click “NO”.
6. The next screen will ask if you want to change your password from the one
provided. You may change the original password if you would like to. If you would like
to bypass and keep the password as is, just click on the “x” in the upper right corner.
7. Your weekly minutes will be in the purple box on the left side of the screen. Click
on the orange button that says “LOG MINUTES”.
*Just a reminder that you can only add minutes once per day. You will not be able to
add to the total minutes for a specific day once a number has been submitted.
8. Enter the minutes your child has read for that particular day or previous days.
9. Watch as Hillcrest’s reading minutes continue to grow! 
Thank you for your help and support in building summer reading habits, and helping
Hillcrest become the #1 school in the nation! Please encourage your child to continue
reading and logging minutes throughout the summer months.
Happy Reading!,
Hillcrest Elementary School teachers
Scholastic Reading Challenge!
What Is It?
The Scholastic Reading Challenge is put on by the Scholastic Books company. The program encourages summer
reading by challenging schools across the world to compete against one another. Students log the minutes they’ve read online to
add to the school’s total. Best part? It’s FREE!
Incentives
There are various incentives/motivators put in place to get students excited about participating:
The school with the most minutes logged will win a visit from Dav Pilkey, author of Captain Underpants.
The 20 schools with the most summer reading minutes will be featured in the Scholastic Book of World Records.
The top school in each state receives a congratulatory plaque.
Students also earn virtual rewards/prizes by logging minutes. Some rewards include: cool desktop backgrounds, sample chapters
to various books, virtual badges, etc.
What Is Required of Me?
As a teacher, your job is easy! All you have to do is register your class; a process which takes only a few minutes.
Your students do the rest of the hard work of reading and logging minutes.
Additional benefits for teachers (optional):
Track your students’ reading progress throughout the summer
Find free resources with the Summer Reading Calendar app
Download summer reading booklists (ages 3-5, 5-7, 8-10, 10-12, and YA), a welcome letter, reading pledge, reading log, and
certificate of achievement.
Who Can Participate?
Students in grades Pre-K up to 12th grade are eligible to participate in
the competition. This means that ALL of our students here at Hillcrest can work on logging their summer reading minutes to help
our school, and help prevent the dreaded “summer slide”!
When Does It Start?
The competition begins May 6th, but teachers can begin registering their classrooms now. The reading challenge
runs for 17 weeks total.
LET’S DO THIS! How Do I Begin?
1. Go to www.scholastic.com/summer
2. Click on the orange button in the middle of the page that says, “REGISTER your students now”.
3. On the right side of the purple banner at the top of your screen, click on “Register Students”.
4. Log-In using your Scholastic e-mail and password (This is the same log-in as you use for placing Scholastic Book Orders). If you
do not have a Scholastic account, it only takes a minute to sign up!
5. In the middle of the purple banner, click on the orange button that says “ADD A CLASS”.
6. Use the drop down arrow to select the appropriate grade for your students, and choose a name for your class. Mine is called,
“Miss Nelson’s Classroom”. Finally, type in the number of students you have in your classroom. To submit the information, click
on “ADD CLASS”.
7. Scholastic will automatically generate a list of random user names and passwords for the number of students you requested.
You may then choose to assign specific students to each user name if you would like, but it is not required.
*I assigned student names so that I can see which students are logging minutes. For example, if “cyclonebanana7” logs 400
minutes, I want to know which student that is.
8. Click on “Print List” to print individual copies to give to students and/or an entire class list to keep for yourself.
9. That’s it! Now just sit back, relax, and watch as your students begin to log minutes starting on May 6 th! 
Ixonia Elementary School
Panel Participant:
Rebecca Reichhart,
[email protected]
Longfellow Elementary School
West Allis Milwaukee School
District
Panel Participants:
Jennifer Poehler, [email protected]
Kathy Boyd, [email protected]
What is PBIS!
Mrs. Boyd, Longfellow PBIS Co-coach
Extensive research shows that the old way may have not been the best way when it
comes to handling difficult behavior in the school environment. “Disconnected “’fix
the student’” counseling, punishment, referrals to special education” and the like are
being replaced by more positive and practical methods of discipline. PBIS (Positive
Behaviors Interventions and Supports) provides “a broad range of proactive, systemic
[universal], and individualized strategies for achieving important social and learning
outcomes in safe and effective environments.”
Just as students need to learn to read, write, and compute; we need to define
expectations and model appropriate behaviors in order to teach students how to
behave. Beginning with where an individual’s behavior stems from to coupling
appropriate consequences with appropriate replacement behavior, PBIS establishes a
structure that prevents re-occurrence of misbehavior. The framework of the program
allows schools to develop and carry out “proactive discipline systems, social skills
instruction, academic/curricular restructuring, behavioral based interventions, and
through early screening, identify antisocial behavior patterns.”
To learn more about PBIS, visit the Wisconsin PBIS Network at
http://www.wisconsinpbisnetwork.org/, and click on the Parents + Family tab. Watch
for future information on how you can apply PBIS concepts at home.
Longfellow PBIS* . . . Promoting Positive Behaviors All Summer Long
“Catch ‘Em Bein’ Good!”
Look for the positive in your child’s behavior. Here are four practices that you can
use at home to create a positive behavioral environment . . . .
Actively WATCH your child(ren):
On a regular basis provide obvious, positive watching
Find opportunities for positive interactions – a walk, a bike ride, a trip to your local
park
Catch ‘em bein’ good – don’t nag on the negative, praise for the positive
CATCH ‘EM EARLY, before the situation escalates out of control:
Role play what you expect and don’t expect before the problem arises
Review expectations on a regular basis – let them tell you what you expect
Don’t just say it, try it, so the know what the right way looks like
Provide praise when things are going smoothly
Actively engage in PLAY THAT TEACHES:
Provide opportunities for interactive success with prosocial peers and adults
Teach self-management skills that will help your child in sticky situations
During interactions, praise expected behavior
Acknowledge expected behavior when you CATCH ‘EM BEIN’
GOOD!:
4 Positives = 1 Negative
Respond quickly when a problem arises, state expected or
desired behavior
Don’t treat everyone same – individualize to meet the needs of
the child
BE POSITIVE even when you’re not feeling that way
Source: Sugai, G, Effective Behavior Management for Parents:
“Catch’em bein’ good!” OSEP Center on Positive Behavioral
Education and Research, University of Connecticut, September
21, 2010.
Activities That Promote Positive Family Interactions
Form a family book club – check out Great Schools site for suggested reading
http://www.greatschools.org/students/books/456-books-for-kids-grades-k5.gs
Work in the garden or yard together
On rainy days pull out the board games – builds critical thinking skills and
team work
Many Miles of Walking or Biking – create maps or routes for short and long
walks and rides – keep track of how many miles you put on over the summer
Family Movie Night in the Backyard – Pop some popcorn and cozy up around
the laptop screen to watch a movie in the great outdoors
Can’t get away for a week long vacation? Enjoy a stay-cation. Visit local
sites, events and parks to enjoy the day away from the hustle and bustle of
home life
*Positive Behavior Interventions and Supports
Demonstrating Positive Behavior at Home and in the Community
Respect Self, Respect Others, Respect Environment
EVERYONE is a WINNER!
Have fun this summer showing respect for self, others and the environment by playing “Making a Difference Tic-TacToe.”
Return your game board with a Tic-Tac-Toe, along with a parent/guardian’s signature and receive a special treat and
get your name entered in our “Back to School PBIS Drawing.” Fill up the whole game board, along with a
parent/guardian’s signature, and receive two more entries into the drawing.
Visit a Public Library
Visited the ___________ Public
Library on ___________.
Initials: _________
Try/Learn Something
New
Pick Up Trash at a Local
Park or Playground
Tried/learned how to
______________________.
Cleaned up at
___________________on
________________.
Initials: __________
Initials: _________
Parent/Guardian’s Signature:
________________________________
Completed game boards
can be returned at
Say Hello to a Neighbor
That You Know
Initials: ________
Parent/Guardian Free
Choice
My child showed respect
for self, others or the
environment when they
___________
______________________ on
_______________
•Teacher Meet and Greet/School Supply
Drop Off – August 28, 2013, 4 to 6 p.m.
•Forms, Fees and Picture Day –
Thursday, August 22, 2013, from 4 to 7
p.m.
Read to a Younger Child
Read to ______________ on
________________ .
Initials: ________
Initials: ________
Adapted from Moe, Jessica, Good Citizenship
BINGO, West Milwaukee Intermediate, January
2011.
Do A Chore Without
Being Asked
Volunteer at a Local
Community Program
Use Good Manners with
a Clerk, Waiter or Other
Park Lawn Elementary
Oconomowoc, WI
Panel Participant:
Sarah Oudenhoven,
[email protected]>
What are the components
of PBIS?
At PKL, We…
Believe in Every Student
The PBIS team has developed and revised lesson
plans for teaching appropriate behavior in common
locations. The lesson plans assure consistent
instructional delivery of the expectations to every
student in our school.
After students learn expectations, behaviors are
reinforced by positive practices that take place
throughout the year, especially after long breaks
and any other times when the classroom teacher
feels sessions are needed to support positive
behavior choices.
Morning Meetings
Each morning all students at PKL start the day
with our morning announcement show; The Park
Lawn Today Show. Reminders about our school
expectations and celebrations of student
successes are broadcasted across our school. Each
classroom then participates in Morning Meetings
where the children warm up their bodies and minds
by greeting each other, sharing stories,
participating in an activity and reading the morning
message. Students are then ready for a full day of
learning and “Bucket Filling” the Respectful,
Responsible and Safe way.
The Park Lawn Voice Scale
0
Hallways
(8:40-3:40)
Bathrooms, Fire Drills
Whisper
1
2
Small group work,
Lunchroom, Arrival/
Dismissal
3
Everyone can
hear you
5
PBIS
Silence
Library, Classroom
Office, Health Room
4
A Parent’s Guide to:
Partner
Positive Behavior
Interventions &
Supports
Teacher
Outside voice
Recess
Emergency
“HELP”
Respectful
Responsible
Safe
How can I learn more about PBIS?

Visit the following website:
www.PBIS.org

Ask a member of our PBIS team or a
Park Lawn staff member.

Responsive Classroom website:
www.originsonline.org
Park Lawn
Elementary School’s
Positive Behavior System
What is PBIS?
PBIS (Positive Behavioral Interventions and
Supports) is a school wide commitment to teaching
students appropriate behavior, acknowledging them
when they get it right, and supporting them when
they don’t.
The PBIS process focuses on improving a school’s
ability to teach and support positive behavior for
all students. Common routines and uniform language
with respect to appropriate school behaviors are
consistent throughout the school. As a result,
instructional time is more effectively used for
teaching and the overall school environment is
calm, pleasant and conducive to learning.
At Park Lawn Elementary, our school wide
expectations lay the foundation for student
success in all school settings.
Why does PKL
need PBIS?
PBIS has been adopted by all Oconomowoc
Elementary schools including Park Lawn after
analyzing the results of a needs assessment survey
taken by the faculty in the spring of 2012. Certain
common areas, such as the playground and the
hallways were concerns. The survey indicated
students had a lack of understanding of
expectations and the need for consistency in
faculty expectations. A PBIS team was formed to
ensure consistent implementation of the positive
behavior interventions and support system.
Bucket Filling
Several books have been written about bucket
fillers. Carol McCloud wrote a book called “Have
You Filled A Bucket Today? (A Guide to Daily
Happiness for Kids)”. The premise of the book is
the idea that we all carry an invisible bucket that
contains our feelings. When our bucket is full, we
feel great. When our bucket is empty, we feel sad.
A bucket filler is someone who says or does nice
things for other people. By doing this, they are
filling other people's buckets and filling their own
bucket at the same time. On the other hand, a
bucket dipper says or does things to cause other
people to feel bad. A bucket dipper empties their
bucket when they say and do mean things.
breaths, relax, calm down, and get ready to go
back within a minute or two with better selfcontrol. Take A Break is for every child and may be
called by different names at Park Lawn including
“Rest Stop” and “Refill Station”. At Park Lawn, we
continue to use this positive Responsive Classroom
approach, encouraging our students to continue
developing their self control.
Park Lawn’s
Expectations for Success
I am Respectful
At Park Lawn, each student has an invisible bucket.
Everyone is encouraged to fill the buckets of
others every day.
I am Responsible
Student Celebrations
I am Safe
Recognition of students who have demonstrated
outstanding behavior and kindness towards others
is important. In our efforts to reinforce positive
behaviors, individuals are rewarded for their
actions with “Purple Slips”, special prizes and
more… Students who go above and beyond being
kind, Respectful, Responsible and Safe may receive
a Student Meal Reward from Quiznos in
Oconomowoc.
Take A Break
In the event that a child is disrupting a group or
needs to regain self-control in order to follow the
expectations of the classroom, he/she will “Take A
Break”. It is important to emphasize that the
intent is not to have a child feel badly about them
self but to give them the chance to take a few
Park Lawn is a Positive
Behavior Support
Community!
We are committed
to creating a supportive
environment for all students so
they can meet our high expectations
both academically and behaviorally.
Getting Behavior in Shape at Home
Positive behavior support, often called PBIS, is not just for schools.
Parents can use the same ideas to create a better environment for the entire family.
First, let’s look at what PBIS is:
1. Deciding what behavior you want to change
2. Deciding how you want that behavior to change
3. Using behavior science to change that behavior
a. Develop a theory about why you think the behavior is occurring
b. Test your theory
4. Using supports that have been tested and proven to work
a. Teach new skills to get the same results
b. Change environments and daily routines
c. Reward positive behaviors
Positive behavior support does not mean changing the child; rather, it means creating a new environment that
supports the positive behavior you want to achieve. It means creating a plan that determines who will help and what
you will do differently. So how do you do this?
Tips for helping younger children
Let’s take a hypothetical child: Let’s call the child Taylor.


Taylor refuses to eat dinner almost every night.
Let’s think about what behavior we want:
We want Taylor to eat a healthy, balanced dinner.
Let’s brainstorm reasons that Taylor may be refusing to eat:



Taylor doesn’t like the food.
Taylor fills up on other things before dinner.
Parents give lots of attention when dinner is refused.
· Let’s test the reasons that Taylor won’t eat dinner:



Ask Taylor to help plan the menu with favorite foods.
Limit Taylor on any snacks prior to dinner
Give Taylor lots of attention by helping cook dinner, set the table, etc.
· As each reason is tested, note which one causes Taylor to eat more dinner.
· Praise positive results
· Let’s assume that more is eaten when Taylor plans the menu.


For the first few times, you may have to fix macaroni and cheese and peanut butter and jelly sandwiches
with jellybeans; however, Taylor eats the entire meal.
Praise Taylor for eating the entire meal.
·After several successful meals, as Taylor is planning the meal tell Taylor that you are going to fix 3 things. Taylor
gets to choose all three but they must be from the choices you present.

Give Taylor five choices and have Taylor choose three
o Macaroni and cheese
o Peanut butter and jelly
o Hamburgers shaped like hearts
o Celery filled with peanut butter and raisin ants (call them “ants on a log”)
o Pears decorated to look like a funny animal
·Notice how two of the choices were the things that Taylor has already proven likelihood of eating. Tell Taylor that
if the plate is clean, it will be Taylor’s choice the next evening.
· As Taylor eats more and more, give increasing praise for eating dinner and for doing a good job of planning a good
meal.
· Keep changing the choices to healthy choices until you are actually replacing the macaroni and cheese and peanut
butter and jelly with more healthy choices.


Eventually, Taylor will be willing to try new things as taste buds evolve.
Taylor feels powerful because there was choice in the meals and now has acceptance of varied foods.
· We changed the environment, and it produced more positive results than demanding that Taylor eat dinner. How
many of us remember sitting at the table until it was bedtime because we refused to eat our vegetables? I doubt it
really made us want to eat them again the next time.
In the interest of peace and harmony, does it matter if we altered the child’s environment to get what we want or
do we want him or her to do it because we say so? Most of us do the things we do because there is a payoff. Would
you go to work every day if you did not get paid? We do not have to pay our children to be good, but we do have to
alter the environment so there is a payoff for good behavior. Usually the pay off is more attention from parents or
a friend.
Most of the time our children misbehave because they want attention and the only way they can think of to get it
is to misbehave. How many times have you been in the grocery store behind a mother who is asking her child the
following questions?



Do you want a spanking?
Do you want me to take you out to the car?
Do you want me to tell your father when we get home?
Children cry, grab, scream and beg because they want to communicate something to you. The only way to change
this habit is to teach them what we call “replacement behaviors”. These are new behaviors that are socially
acceptable. The only way to teach these behaviors is to model and practice them.
Have your child switch roles with you. Tell him or her ahead of time that you are going to practice asking for things
and learning the difference between yes and no. Tell your child this is going to be fun because s/he gets to be the
parent for an hour. Don’t worry about what people will think of you in the store. Think about what they think of you
when your child is screaming “I want…”
Walk through the cereal aisle at the store and do the following:
 Pick up a box of cereal that has a toy in that you want
 Walk over to your child and say, “I’d really like to have this cereal this week because it has a CD game of
Monopoly in the box.”
 I promise I will eat this cereal even if it tastes horrible, because I want the game.
Tell your child ahead of time to tell you “No” to whatever you ask for.


When your child tells you “no,” ask him or her for a reason.
Accept his or her reason and put the cereal on the shelf.
Then have your child do the same thing back to you
 Have him or her choose a box of cereal that has a toy in it wants
 Have him or her tell you they would like the cereal because of the toy
 Have him or her promise he or she will eat the cereal no matter what
Tell him or her no



Have him or her ask you for a reason and then give one
When they accept your reason praise him or her for following directions
Practice this several times and then practice it several more time during subsequent trips to various stores
with various items.
On the same days that you practice saying “no,” also practice saying “yes.” Have him or her model saying “thank you”
and then compliment him or her on his or her manners. You will need to model this the same way you did for the
“no” model.
It isn’t a miracle, and it isn’t going to happen over night. But soon, you will start to see a difference when you tell
your child “no.” It is fair for him or her to understand why you said, “no,” so explaining your reason is reasonable.
Your children will respect you for not using the “I’m the mommy that’s why,” and you will respect him or her for
using good manners by accepting your reason. Be honest in your reason. “It’s too expensive.” “It’s not good for you.”
“I don’t have the money this week,” are all good responses.
The most important lesson is to practice, practice, and practice the new behavior. You have to be consistent. If you
say “no” and give a reason, then don’t give in and purchase the item if further begging ensues. This only tells the
child that you have a breaking point and to keep trying. If you’ve said “no” and given a reason, then you should not
say “no” again nor give another reason. When your child accepts your answer and your reason, then it is very
important for you to compliment him or her on this good behavior. It is also very important that both parents
and/or caregivers are consistent.
What can you do if the above does not work? The truth is every child is different, even children in the same
family. What works for some children doesn’t work for all. Here are some other ideas:
· When you enter a store remind your child that you have “X” dollars to spend and that anything they want to add
will go over the limit which might take away from something else they want (going to the movies).
· Give your child $5 or whatever limit you want to set. Tell your child he or she may ask for something but he or she
will have to be able to purchase it with the money that you have set aside for extras. If your child wants a certain
cereal, then he or she will have to pay for it. Suddenly, your child will likely become very choosy about what he or
she purchases.
Tips for helping older children
This is a personal experience:
We quickly became indebted to fast food restaurants, video stores, and the popular teen clothing establishments.
We investigated the reason for this loss of money and determined: 1) we let it happen because we kept giving our
children more money, and 2) our children didn’t understand the concept of budgeting. We decided to remedy this
by creating a budget box. We bought a plastic recipe box and put in envelopes and labeled them:







Pizza
Movies
Videos
Fast food
Gas money
Gifts for friends
New clothing
Each month we put in a certain amount of money in each envelope. If our children wanted to order pizza, they had
to check the budget box and pay for it from the appropriate envelope. Suddenly, coupons were very important to
them when coupons were a dirty word when mom and dad footed the bill. Suddenly, those extra cokes at the drive
through were not quite as important. They considered every purchase and weighed the options. If we had to drive
our children somewhere, each child had to pay us one dollar out of the budget box. We wanted our children to
understand that when they had their own cars, they would need to budget trips instead of driving all over town
wasting gas.
We did not have to say “no” when asked about purchases. All we had to say was “check your envelope.” We allowed
no trading from one “account” to the other. The children were responsible for their own box. They quickly realized
that decisions regarding the whole month were more important than living for the moment. This created an
environment where everyone was happy. Our children learned to think before they acted, and it was good practice
for when they became independent young adults.
This method was far superior to ranting and raving about money which was an abstract idea to them. They saw that
we had a checkbook, credit cards, and cash and did not understand that we would not have those items if we spent
money every time we saw something we wanted. If they wanted something, our children learned to save from one
month to next to make major purchases. We did not give them extra money; when we said “no” we meant “no,” and
our reason was our budget.
We praised our children:



when we checked their boxes at the end of the month
when they paid for their own purchases
when they saved up for something big
In the world of PBIS, we changed the environment (basically we changed our behavior, we didn’t dole out money any
longer). We taught our children a new skill, and we provided positive feedback when they performed their new
skills. Our hypothesis was that our children didn’t understand the concept of budgeting. We proved that hypothesis
when they learned to budget for themselves.
PBIS Home Expectations
Please use this matrix as a guide as you build your own home matrix.
I am Respectful:
Listen to my parents
Be truthful to my parents
Play cooperatively
Speak nicely to others
I am Responsible:
Put away my toys, bike, and equipment
Help with jobs at home
Follow my parents’ directions
I am Safe:
Play safely with others
Stay in designated areas
Stay away from strangers
I am prepared:
Finish homework and share with parent
Pack backpack and night for school the next day
Go to bed on time
Get up and get ready for school when called
Park Lawn Elementary Home Behavior Matrix
Be Respectful, Be Responsible, Be Safe
Expectations
Morning
Routine
Homework
Dinner Time
Chores
Bed Time
Routine
Be
Respectful
Be
Responsible
Be Safe
Directions:
Think about what it means to be RESPECTFUL, RESPONSIBLE, and SAFE in your home. Focus
on behaviors that you can SEE and in terms your child can easily understand. Include your child in
this activity and make them think! Write down what you have decided on a poster for your home.
Pawsitive
Panthers
Newsletter
…
Helpful Hints for Continuing Positive Behavior at Home
Respectful
Responsible
Safe
Continuing Positive Behavior at Home
Top 10 Positive Behavior Tips
1.
2.
3.
4.
Remember 5 positives to 1 negative
Set the stage for success, reward the effort
Give clear, specific directions
Stay calm, use a calm voice –
Nagging gets you nowhere!
5. Set reasonable goals –
Avoid using “always” or “never”
6. Be CONSISTENT!
“Yes means Yes and No means No”
7. Set the example –
Actions speak louder than words
8. Proactively anticipate situations
9. Have patience – A little goes a long way
10. Have fun and enjoy the ride!
Be A Pawsitive Role Model
Being Respectful, Responsible and Safe really
does speak louder than words. Some examples
of how parents can be Pawsitive role models
are by showing good manners to everyone,
listening when others are talking, doing their
work with pride and respecting others.
Children may not always listen, but they are
always watching adult behavior.
Many parents have found that when they have the same behavior
expectations and use the same language as school, it is easier for
children to make good choices at home. Also, when parents practice
Pawsitive Behaviors at home, they support what their child is learning at
school and create better behaviors outside of school. Below are the four
key components for establishing Pawsitive Behaviors at home:
Learn the Expectations
Use the Language
Be A Role Model
Reward Positive Behavior
Learn the Expectations: Think about what it means to be Respectful,
Responsible and Safe in your home. Determine what each behavior looks
like at home in terms your child can easily understand. Include your child
in this activity!
Use the Language: Think about the words you use when you are trying
to teach one of your expectations at home, and replace those words with
the expectations. Try to get your child to THINK about their behavior and
to PROBLEM SOLVE.
Be A Role Model: Children learn behavioral skills from us! Demonstrate
for your child what you would like to see from them. Model what
positive behavior looks like, and even what it doesn’t look like! The more
you practice, the more your child will learn the expectations.
Reward Positive Behavior: Positive Behavior is learned. Children are not
naturally motivated to show positive behavior…they learn to do it
because of the reaction they get from us! While children will learn from
positive or negative consequences, they are motivated and create
lifetime motivation (not just when we are around) when the results are
positive.
We Praise and Reward students when we see them use what they have learned!
Respectful
Responsible
ABOVE THE LINE
Respectful
Responsible
Recognize Pawsitive Behavior
Safe
Looks Like
Sounds Like
Safe
Feels Like
Below the line
5:1 is the ratio of positive to negative comments you should
make to your children daily. Research shows that positive
recognition must be given over negative recognition at least
five times to one for behavior change to occur. Make a
conscious effort to say at least five positive statements to
your child each day and watch the changes that occur!
When you praise your children for displaying positive
behaviors, be specific and tell them exactly what they did
that was respectful, responsible and safe. Just as we reward
students for displaying these positive behaviors at school,
you might be interested in rewarding these behaviors at
home as well.
Some suggestions for home rewards include:
Bottom Line








When Your Child is “Below the Line”
Lead With A Question
The goal is to switch kids from the
“emotional brain” to the “thinking brain”.
Question #1: “Is that Above the Line behavior?”
(Respectful, Responsible, Safe)
Question #2: “Do you want to fix-it or have a
consequence?”
Question #3: “What do you think I will have to do as
a result of your behavior?”
Continually coach & teach the correct behavior:
Demonstrate & Teach
Practice, Practice, Practice
Cook them their favorite dinner
Extra computer time
Watch their favorite movie
Play a board game or complete a puzzle together
Play a game of catch outside with a family member of
their choice
Read a story to your child or have your child read to you
Stay up 15 minutes past bedtime on the weekend
Put a special congratulatory note in with their lunch the
next day
Natural Consequences
Kids learn best when they make mistakes and live with the natural
consequences. As yourself, “what would happen if I didn’t interfere
in this situation?” If we interfere when we don’t need to, we rob
children of the chance to learn from the consequences of their
actions. By allowing consequences to do the talking, we avoid
disturbing our relationships by nagging or reminding too much.
For example, if your child forgets their homework, don’t bring it to
school for them. Allow them to find a solution and learn the
importance of remembering.
“Where will our country find leaders with integrity, courage,
and strength – all family values– in ten, twenty, or thirty
years? The answer is that you are teaching them, loving
them, and raising them right now.”
~ Barbara Bush
Respectful
Responsible
Safe
Pawsitive Panthers Newsletter…Helpful Hints for our Park
Lawn Substitute Teachers
RC and PBIS?
In your folder you will find a PBIS brochure for
your reading pleasure. Please take some time to
review the voice scale on the back of the brochure
as well as familiarize yourself with how RC and
PBIS works in our school.
Top 10 Positive Behavior Tips
1. Remember 5 positives to 1 negative
2. Set the stage for success, reward the effort
3. Give clear, specific directions
4. Stay calm, use a calm voice –
Nagging gets you nowhere!
5. Set reasonable goals –
Avoid using “always” or “never”
Recognize Pawsitive Behavior
5:1 is the ratio of positive to negative comments you should make to your children daily. Research
shows that positive recognition must be given over negative recognition at least five times to one for
behavior change to occur. Make a conscious effort to say at least five positive statements to your child
each day and watch the changes that occur!
6. Be CONSISTENT!
“Yes means Yes and No means No”
7. Set the example –
Actions speak louder than words
When you praise your children for displaying positive behaviors, be specific and tell them exactly what
they did that was respectful, responsible and safe. Just as we reward students for displaying these
positive behaviors at school, you might be interested in rewarding these behaviors at home as well.
Major and Minor Referrals
Here at Park Lawn, we fill out major and minor referral forms for poor behavior
choices. You will find copies of these forms in your sub folder. We track data
from these reports to better support our students’ learning. Please utilize these
referrals during your time here at Park Lawn.
8. Proactively anticipate situations
9. Have patience – A little goes a long way
10. Have fun and enjoy the ride!
Respectful
Responsible
Safe
The Panther
PRess
Park Lawn Elementary School
January 10, 2013
Check out the PKL Facebook Page
Park Lawn Website: http://www.oasd.k12.wi.us/page.cfm?p=2999
PBIS Update (Positive
Behavior Interventions and
Supports) from Jennifer
Jones ~ As a PKL Staff Team,
we met Tuesday morning to
begin learning about Bullying and
what we can do to work towards
keeping it out of PKL. Over the
course of the next couple of weeks I wil include bits
and pieces of what we are learning in the Panther
Press for families to reinforce at home. Our first step
is to learn a definition that we will work from: Bullying
is intentional behavior using words or actions intended
to cause fear, intimidation, or harm. Bullying may be
repeated behavior and involves an imbalance of power
(WI DPI, 2012)
There are four key factors of bullying:
 Power Difference of “Unfair Match”
 Intentional
 Usually repeated
 Emotional or physical harm
Each week I will also include a couple of questions so
you can test you knowledge of bullying (the answers
will appear in next week’s Panther Press).
4K and New-to-District 5K Registration ~
January 7th through January 18th. If you have any
new neighbors in the area, please let them know
about this important event.
PTO Sponsored
McTeacher’s Night Jan.
16th—Mrs. Jones and
PKL staff will be serving!
A portion of all food sales
between 4:00 and 7:00
pm will go to support
Park Lawn School.
PANTHER’S IN ACTION ~ There are two new
Panther's in Action videos on our Park Lawn website
for your viewing pleasure. You can access these
videos by first going to our website, "clicking" on the
Our School tab towards the top, and then "clicking"
on Panthers in Action. Check them out and see your
child in the
Learning
Zone!
1—Bullying is just part of growing up. The effects of
bullying on victims are short term and minor. (T or F)
2—Bullying is not a serious problem for the bullies;
they eventually grow out of this behavior. (T or F)
The Mankins Minute ~ During the coming month, we will work on recognizing the major
differences between books that tell stories and books that give information. Students in third and
fourth grade have been working on finding information in the library, on the internet and in
reference books. We will also be talking about internet safety. There are so many resources on
our school website under family resources. Please take some time to go and look at the Online
library tab and use the wonderful resources that are available right at your fingertips right from
your home! "As a child, my number one best friend was the librarian in my grade school. I actually
believed all those books belonged to her."
- Erma Bombeck
As always, if you have any questions about any resources feel free to contact me at school or through my email.
Ms. Mankins [email protected]
Calendar Guide for Upcoming Park Lawn Events—January, 2013
Monday
7
4K and New-toDistrict 5K
Registration—NOW
through Jan. 18th
14
PTO Meeting
4:00 pm
Tuesday
8
15
Wednesday
9
FREE—Parent
Information Night
“Facebook for
Parents—Basics and
Beyond”
OHS Little Theater
6:30 to 8:00 pm
Chess Club
3:45 to 4:45 pm
16
Board of Education
Meeting at OHS
Little Theater
7:00 pm—Everyone
is invited to attend
21
NO SCHOOL
FOR
STUDENTS—
TEACHER
WORK DAY
22
Chess Club
3:45 to 4:45 pm
23
PTO McDonald’s
Night
4:00 to 7:00 pm
Talent Show
Auditions—
3:45 pm—Music
Room
Happy New Year, Park Lawn Families!
Your Park Lawn PTO would like to alert
you to another Box Top Collection
Contest. We will have this special
classroom collection from January 1425. Clip and save, and make sure you
write your child’s teacher's name on
your baggie or envelope when you
bring your box tops to your classrooms! We have already raised
$1478.34 in 2012-13.
Let's bring in $3000 this school year with this valuable program!!
Thursday
10
17
24
Chess Club
3:45 to 4:45 pm
Chess Club
3:45 to 4:45 pm
Talent Show
Auditions—
7:30 am—Music
Room
Chess Club
3:45 to 4:45 pm
Friday
11
18
25
Wear your
Spirit Gear
Wear your
Spirit Gear
Wear your
Spirit Gear
5K to 2nd Grade
Reading Rocks
8:00 to 8:30 am
PTO
Sponsored
Family
Spaghetti
Night ~
February
15th 5:00 to
7:00 pm
Planning
meeting
scheduled for Jan. 23rd at 3:45. Please
join us!
PBIS School Wide Teaching Matrix
Park Lawn Elementary School
Expectations Playground Hallway
4 Voice
I am
respectful.
I am
responsible.
I am safe.
Take turns
0 Voice
(8:40-3:40)
Include others
Lunchroom Bathroom Assembly Bus
2 Voice
0 Voice
Be welcoming
Respect Privacy
Use table manners
Use kind words
Follow directions
Take care of
equipment
Hands/feet to
self
Solve small
problems
Plan your
route
Line up quickly
when bell rings
Report big
problems
immediately
Keep your
space clean
Walk
Be aware of
surroundings
Keep to the
right
Stay in line
Keep your area
clean
Use materials
appropriately
Flush the toilet
Use time wisely
Use hand sanitizer
Wash hands
Walk
Walk
Be aware of
surroundings
2 Voice before
program
0 Voice during
program
Use manners
Use 2 Voice
Eyes on speaker
Follow
directions of
bus driver
Sit in assigned
area
Keep track of
belongings
Hands/feet to
self
Hands/feet
to self
Be aware of
surroundings
Stay in your
seat
Stay with
your group
Use 0 Voice
at railroad
crossings
Use equipment
appropriately
At Park Lawn… We Believe in Every Student!
Stillson Elementary
Chippewa Falls, WI
Panel Participant:
Carol Wilczek, Principal
[email protected]
Action Plan
What needs to be done
Who will do what
When to be done by
1. There is a plan for training all
staff to work collaboratively and
respectfully with families.
(Family Survey Connections –Survey
Questions # 9, 10, 13)
Create an on-going monthly
newsletter that up-dates parent on
pertinent PBIS/RTI information and
Data. Includes team members and
an on-going volunteer portion for
parents to be involved
TIER I team will create a subcommittee dedicated to
communication with staff and
parents
September 2013
2. There is a plan for assessing
parents’ opinions about how well
schools communicate with them
(Family Survey Connections)
Continue the use of the
Surveymonkey Parent Survey during
1st and 3rd Trimesters
TIER I communications subcommittee will review parent survey
results
To be done in the fall and spring of
each school year
3. There is a process for assessing
parents’ opinions about how well
schools communicate with them.
(Family Survey Connections)
Continue the use of the
Surveymonkey Parent Survey during
1st and 3rd Trimesters
TIER I communications subcommittee will review parent survey
results
To be done in the fall and spring of
each school year
4. Sharing the Schoolwide
expectations, T-Chart, School Matrix
and Strategies for Acknowledging
and the Acknowledgment System.
(Family Survey Connections-4 and
15 )
Expand our current Tri-fold
informational piece at the beginning
of the year and share more
information on RTI – Stinger time
and what happens when students
are responding to Tier I instruction
Tier I communication sub-committee
will make chances to the current
informational handouts on PBIS and
registration day displays
To be done in the summer of 2013
to prepare for the 2013-2014 school
year
The 3 Be’s set
clear behavior
expectations
and help
create a
positive
learning
environment.
The 3 Be’s
can be used
at school,
home, and in
the
community.
STILLSON 3 Be’s
Dear Stillson Families,
Please read over the Stillson Expectations and the matrix with your child(ren) and return this form to
school. It is our hope that we will have a more positive student environment by working in partnership
with you. Some ways that you could partner with us include: creating a poster with your child(ren) of the
matrix, ask your child(ren) about the three “Be’s”, and ask your child(ren) what they did at school that
followed one of the expectations. At times, we will be offering extra support for some students that are
struggling with following our 3 Be’s. If it is believed that your child would benefit from an individual
behavior management system, you would be notified prior to its beginning.
Thank you for your support.
I have read the Stillson Elementary expectations and matrix with my child(ren). Please sign below and have
your child(ren) sign too.
Parent/Guardian Signature
Parent/Guardian Name (Printed)
Child(ren) Signature(s)
Child(ren) Signature(s)
Child(ren) Signature(s)
Date
STILLSON ELEMENTARY
What Can You Do to
Help?

Review the three Be’s with your
child.

Ask your child about his/her
day at school. If your child has
earned a blue ticket, ask how it
was earned.

Make sure your child is ready
every day. Ensure a good
night’s sleep.

Provide a quiet time and space
for your child to do homework.

Keep in touch with your child’s
teacher.

Encourage your child to use
appropriate language and
tone.

Practice positive phrases, such
as, “Please,” “Thank you,” and
“Excuse me.”

Be a visible part of your child’s
school day. Attend PTO meetings and school activities.
Stillson PBIS Team
Karla Adams
Dina Brennan
Judi Gunderman
Rene Hanley
Joel Hanson
Jess Holt
Michael McMahon
Emily Dorney
Laura Tuenge
Carol Wilczek
Stillson Elementary School
17250 County Highway J
Chippewa Falls, WI 54729
Phone: 715-726-2412
P OSITIVE B EHAVIOR
I NTERVENTIONS
&
S UPPORTS
The purpose of implementing
Positive Behavior Interventions &
Supports is to create a more
positive school climate for students, families, and staff through
the use of improved communication, data-based decision
making, clear, consistent expectations, and celebrations of
student successes.
Ticket Reward Menu
What is Positive Behavior
Interventions & Supports? (PBIS)
At Stillson Elementary, we are using PBIS as
a process for creating a safer and more
effective school. PBIS focuses on improving
a school’s ability to teach and support positive behavior for all students. With PBIS,
instructional time is used more effectively
and the overall school environment is calm
and conducive to learning.
STILLSON EXPECTATIONS:
The 3 Be’s
At Stillson everyone is expected to:
Be Safe
Be Respectful
Be Responsible
Specific procedures for teaching and
celebrating these expectations will
occur throughout the year. This will be
achieved through the use of:
Stillson Reinforcements
We know it is very important to be consistent with behavior expectations, to teach
respectable behaviors, to handle poor behaviors with consequences, and to provide
positive reinforcement when students are
following our rules. Our main goal is to create a safe environment where teachers
can teach and students can learn.
When students are following the Stillson Expectations (the 3 Be’s), they may receive a
blue ticket. When problems occur, a student may receive an office discipline referral. If this occurs, please talk with your child
about a plan to prevent the problem from
occurring again. Then sign the form and
return it to school.
Cool Tools– school wide instruction of
expected behavior
Blue Tickets– immediate reinforcement for
positive behaviors
Weekly Drawings– students turn in
tickets for a chance to win a prize
Classroom Trophies– traveling
awarded for achieving goals
blue
trophies
Your 3rd through 5th grade child will have the
option of saving their blue tickets to redeem
exciting prizes from the reward menu below.
Watch for more exciting prizes throughout the
year. Your K—5 students will also continue to
have the option to enter their tickets in the
Friday drawing for other prizes.
Slippers for a day
Stuffed animal for a day
5
Picture with friends on the entrance tv
Move desk for the day
15 minutes of computer time
10
15
25
30
40
To learn more about PBIS, go to:
www.wisconsinpbisnetwork.org
or ask your child’s teacher.
Teacher’s chair for a day
60
15 minutes of I-pad time
15 minutes of Drawing
15 minutes of Reading
Front of lunch line pass for a day
Workroom assistant for a day
Office assistant for a day
Design a bulletin board with Mrs. Gunderman
Photographer for a day
Choose a friend to sit with at lunch for a
week
Dance with 2 friends and Mrs. Kuehl
Pick a staff person to wear a wig for a
day
(whole class or individuals can collect)
3-3 basketball game (6 kids 60 tickets)
15 minutes of extra recess for the entire
class (whole class collects)
Whole class teacher choice (whole
class collects)
Wabeno Elementary
Wabeno, WI
Panel Participant:
Allison Space, [email protected]
School
Pledge
We Believe:
FAMILY ENGAGEMENT
Today I will make
good choices!
I will be
responsible, safe,
and respectful.
I will do nothing
but my best!
I will step it up!
DATA: THE WHY
NEED

OF
Working Together to Connect
School, Kids and Families!
WABENO ELEMENTARY, YOU STEPPED IT UP!
Respect
Responsible
Safe
OUR
SURVEY SHOWED BOTH,
FAMILIES WANTING TO BE
ACTIVITIES AND ACTION:
COLLABORATING TOGETHER
INVOLVED AND THE NEED
FOR THEIR INVOLVEMENT



All families have
strengths;Families are the
experts on themselves; Families
deserve to be treated with
dignity and respect; Families can
make well-informed decisions
about keeping their children
safe when supported; Outcomes
improve when families are
involved in decision-making; and
A team is often more capable of
creative and high-quality
decision-making than an
individual.
Exciting Times!

Parent Team creating Newsletter
MOVING FROM SAGE ON
THE STAGE TO GUIDE ON
THE SIDE (PERSONALIZED
LEARNING ENVIRONMENTS)
Video Sharing of New
Initiatives

Running Booths at Open House
Night
Behavioral Health Services

NEW STATE AND
NATIONAL INITIATIVES
Next Generation Learning
Communities
Team to take part in planning School
Learning Nights

Team will give guidance, input and
feedback to staff and administration
on Parent/Community view
TECHNOLOGY DIVIDE
(MOVING TO 1-1)
Contact Information: Heather Ostrowski: [email protected]
[email protected]
Allison Space:
School Pledge
Today I will make good
choices!
I will be responsible, safe,
and respectful.
I will do nothing but my
best!
I will step it up!
We Believe:
All families have strengths;
Families are the experts on themselves;
Families deserve to be treated with dignity and
respect;
Families can make well-informed decisions about
keeping their children safe when supported;
Outcomes improve when families are involved in
decision-making; and
A team is often more capable of creative and highquality decision-making than an individual.
DATA: THE WHY OF OUR NEED
SURVEY SHOWED BOTH, FAMILIES WANTING
TO BE INVOLVED AND THE NEED FOR THEIR
INVOLVEMENT
MOVING FROM SAGE ON THE STAGE TO
GUIDE ON THE SIDE (PERSONALIZED
LEARNING ENVIRONMENTS)
NEW STATE AND NATIONAL INITIATIVES
TECHNOLOGY DIVIDE (MOVING TO 1-1)
ACTIVITIES AND ACTION: COLLABORATING TOGETHER
Parent Team creating Newsletter
Running Booths at Open House Night
Team to take part in planning School Learning Nights
Team will give guidance, input and feedback to staff
and administration on Parent/Community view
Exciting Times!
Video Sharing of New Initiatives
Behavioral Health Services
Next Generation Learning Communities
Contact Information:
Heather Ostrowski:
[email protected]
Allison Space:
[email protected]
Woodside Elementary
Hamilton School District
Panel Participant:
Margaret Supa,
WOODSIDE ELEMENTARY
PBIS FAMILY
ENGAGEMENT
PBIS PARENT
HANDBOOK
•Letter to Families-explanation
•PBIS/PAWS goals
•Practice Respect
•Act Responsibly
•Woodside Friend
•Safety Always
•Behavior Matrix /Guidelines
•Outlines expectations in common areas of
school and bus
•Acknowledgements
•Getting “PAWed”
•Shout-outs
Our Survey
CESA CHECKLIST-Climate showed highest area of
need
10 questions focusing on climate
Based it on other surveys
Survey Monkey-end of April
Action Item
What needs to be
done
Who will do what
When to be done by
Create parent survey
Survey Monkey to
assess parent
opinions
Robyn, Peter, Becky,
Julie, Peggy
April 8
Set plan for
addressing ways to
help families feel
welcomed and
valued
Look at what we already
have in place.
Get info linked on Home
and School web page
Plan for training staff
on how to work
collaboratively and
respectfully with
families
Form committee
Research ways to
effectively collaborate
with families
What do we already
have in place?
Create a survey based on
the checklist (areas that
addressed assessing and
evaluating parents)
38/530 families responded
this year (7%)
Redo survey next August at
Meet and Greet?
Margy, Kirsten, Jodi,
Ann T., Penny
summer 2013
James, Linda, Cheryl,
Corey, Pam B.
2013-14 school year
Results
7% of families responded
• Changed to online newsletter
• not enough for true data
Checklist as starting point
• link to our WOODSIDE WORLD with
family involvement opportunities
• identify NEED FOR WRITTEN PLANS
Plans for this year
Redo survey
Timing
•Registration
•Meet and Greet
Incentive for students
Training all staff to work collaboratively and
respectfully with families
August WELCOME letter
•Introduce self, classroom expectations
Beginning of the year phone calls
•Teacher report positive for first contact
•Work as a team
•Find out what works at home to transfer to school
•Entire class by end of September
POSITIVE PARENT FEEDBACK
Dear Mr. Edmond:
I am writing to recognize the efforts of the teachers
at Woodside Elementary School and to acknowledge
the effectiveness of the PBIS programming being
used with the students at Woodside.
I cannot say enough how pleased I am
with his teachers taking such initiative
and implementing creative and effective
solutions to student’s behaviors without
the traditional “spare the rod”
approach.
In this environment, Ben has not only showed
significant improvement in his social and
behavioral activities, his academic
accomplishments are also flourishing. I even
received praise from one of my neighbors with
children at Woodside who couldn’t help but
notice how much better behaved Ben is when
playing with her children. Kudos to your staff
for their accomplishments in helping my little
guy meet all of his!
Wrap Up Discussion
Q&A