We "r" mighty foresters:
Ready, Respectful, and Responsible
Previously, school-wide discipline has focused mainly on reacting to specific student misbehavior by implementing punishment-based strategies including reprimands, loss of privileges, office referrals, suspensions, and expulsions. Research has shown that the implementation of punishment, especially when it is used inconsistently and in the absence of other positive strategies, is ineffective.
Conversely, research by Rath & Clifton (2004) indicates that individuals who receive regular recognition and praise increase their individual productivity, are more likely to stay with their organization, receive higher loyalty and satisfaction, and have better safety records. Introducing, modeling, and reinforcing positive social behavior is an important aspect of a student’s educational experience. Teaching behavioral expectations and recognizing students for following them is a much more positive approach than waiting for misbehavior to occur before responding. The purpose of school-wide PBIS is to establish a climate in which appropriate behavior is the norm.
PBIS aims to decrease behavioral infractions, showing annual improvement. We hope to develop a positive school community, to teach everyone the expectations for our school, and to acknowledge students for meeting the behavioral expectations. By concentrating on positive behaviors, we will create and maintain a positive and safe learning environment. Being consistent with addressing students when they do and do not meet our behavioral expectations will increase compliance, provide them with greater structure, and clarify expected behavior. At FCRES, we identify three (3) behavioral expectations: Ready, Respectful and Responsible within classroom and non-classroom settings at all times.
What is School-Wide PBIS?
School-Wide Positive Behavioral Interventions & Supports (also referred to as SW-PBIS) is a proactive approach to discipline that emphasizes prevention, instruction on social skills, and data-based decision making to reduce problem behavior and improve academic performance.
SW-PBIS is rooted in the behavioral or behavior analytic perspective in which it is assumed that behavior is learned, is related to immediate and social environmental factors, and can be changed. PBIS is based on the idea that students learn appropriate behavior in the same way they learn to read—through instruction, practice, feedback, and encouragement.
Key features of PBIS include:
Behavioral expectations are defined
Behavioral expectations are taught
Appropriate behaviors are acknowledged
Problem behaviors are corrected proactively
Data guides decision making
February Outstanding Foresters of the MonthFront row left to right: Pre-K, Isabel McAndrew; Kindergarten, Anderson Bucksbee; Grade 1, Logan Clemens; Grade 2, Ava German; Grade 3, Olivia O'Brien; Grade 4, Makayla Zaverl; Grade 5, Justin Rosenfeld; Grade 6, Super Sixth Grader, Brendan Korty
Back row teachers left to right: Pre-K, Mrs. Christine Michaels; Kindergarten, Mrs. Kristina Fitzsimmons; Grade 1, Mrs. Michelle Kilhullen; Grade 2, Mrs. Dorothy Turano; Grade 3, Mrs. Sara McGraw (Mrs. Shelp absent from photo); Grade 4, Mrs. Denise Bolcavage; Grade 5, Mrs. Cathy Sisson; Grade 6, Mrs. Krista Tully.