Family Behavior Supports

Friends, Comprehensive Distance Learning is HARD! Here are a few things that might help.

  1. Print and and post each student’s schedule where it can easily be referenced.
    • This seems like a small thing, but having a visual cue can be really helpful, especially for visual learners (like me!)
    • It also can ease some pressure in a power struggle – it’s not you laying down the law, the schedule says it is time to start – look, right there!
  2. Use a tool like this one to lay out each person’s responsibilities during the school day. There are 3 pages in 6 languages.
    1. The guidelines from Oregon Department of Education for distance learning, broken down. (image above)
    2. A sample/fillable chart that you can talk through with your family
    3. A blank chart – dream big!
  1. Think through the problems you’ve had arise and make sure you talk through them when everyone is calm. Add your solutions to your chart!
    • For example, Ms. Ivy & Mr. Deale made these reminders for their students to address common problems:
  1. Set and respect clear boundaries around school/work time and family time. If you are able to take the same lunch as your child or even a break during their lunch time, spend it having some fun together. Or after school or after dinner, however you are able to make it work.
  1. If it helps, here are some of the expectations we use during in-person instruction:
    • ROAR poster (Be Respectful, Act Safely, Be Responsible)
    • Stop, Walk, Talk (anti-bullying, but works for sibling conflicts, too!)
    • Expectations Posters – break down the three rules into specific expectations for that area.
    • Here is a PBIS at Home article with some good ideas
  1. If there is a document you would like and cannot print, please email the following chris_mackris@ddsd40.org:
    • a link to the file you would like printed
    • your student’s name and teacher
    • (an updated mailing address, if necessary)

Learning Spot Example Videos

Anahi gave us a tour of her kids’ learning spots – WOW!
La Maestra Andriena muestra su espacio de aprendizaje en casa.
Mrs. O’Shea and Uriah share his learning spots!

Responsibility Talks

Mrs. O’Shea and Uriah model a conversation about responsibilities during learning time.

You’ve Got This!

Keep an eye out on this space for more tips and tricks…. If you have found a system that works and would like to share, please email hannah_snyder@ddsd40.org (bonus if you have pictures or video!)

Positive Behavior Interventions and Supports (PBIS)

The main focus of Positive Behavior Interventions and Supports (PBIS) is to provide a clear system for all expected behaviors at Lincoln Park Elementary School. While many faculty, staff and students may have assumptions of what is expected behavior, we cannot assume that everyone’s beliefs are similar. Through PBIS, we will work together to create and maintain a productive, safe environment in which ALL school community members clearly understand the shared expectations for behavior. We believe that through the implementation of PBIS systems and strategies we will increase student academic performance, increase safety, decrease problem behavior, and establish a positive school climate. 

PBIS methods are research-based and have been proven to significantly reduce the occurrence of problem behaviors in the school. There are five critical components of PBIS: clear expectations, expectations are defined in the matrix, expectations are explicitly taught, each area in the matrix is accompanied by a lesson plan, and a schedule for teaching and reteaching behaviors is used. One of the keys of the system is a focus on prevention. It 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, 85-95% of the students will meet those expectations. 

PBIS is based on a tiered approach to behavior intervention. The first tier, or green zone, uses universal interventions for all students. About 80% of students are successful with the use of only universal interventions. The second tier, or yellow zone, provides targeted interventions for students at risk for behavior problems. About 15% of students are successful with the additional targeted interventions. About 5% of students benefit from tier 3, or red zone, support. In this tier, students receive intensive, individualized interventions. This group tends to have severe or chronic behavior problems. PBIS tiers are commonly represented as a triangle:

PBIS triangle: wide green base (tier 1), narrower band of yellow towards the top (tier 2), red point (tier 3).

As part of PBIS, Lincoln Park 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. At Lincoln Park Elementary School our expectations are: Act Safely, Be Respectful, Be Responsible.
  2. Teach Behavior Expectations. The behavioral expectations are taught to all students in the building, and are taught in real contexts. Behavioral expectations are taught using the same teaching formats applied to other curricula. The general rule is presented, the rationale for the rule is discussed, positive examples (“the right way”) are described and rehearsed, and negative (“the wrong way”) are described and modeled. Students are given an opportunity to practice the “right way” until they demonstrate fluent performance.
  3. Acknowledge Appropriate Behaviors. Once appropriate behaviors have been defined and taught, they need to be acknowledged on a regular basis. Lincoln Park has developed a formal system that acknowledges positive behavior. “ROAR tickets” are forms used by the individual staff member, at their discretion, as a tool of encouragement and a student motivator. Staff members can award “ROAR tickets” to students, whether they teach them or not. Additionally, drawings for incentives at assemblies will further acknowledge and encourage appropriate behavior. For students consistently demonstrating appropriate behaviors, there is also the Lion Leader program.
  4. Proactively Correct Behavior Errors. When students violate the behavioral expectations they are informed that their behavior was unacceptable. Clear procedures are used to redirect students to appropriate behavior. Should reteaching of expectations and redirections not solve the problem, a student may receive a Stop & Think (minor) or Referral (major). The purpose of minor and major referrals is to provide the student with additional opportunities to learn how to act Safely, and be Respectful and Responsible.

The Lincoln Park Behavior expectations can be seen to be modeled in the following videos: