Welcome to SOLE Elementary PEBS Program

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Welcome to SOLE Elementary PEBS Program
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Positive Effective Behavior Support Mission
Statement The mission Statement of SOLE
Elementary School is to educate all students and
staff in the SOLE model.
S respect for Self
O respect for Others
L respect for Learning
E respect for Environment
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• Guiding Principles of PEBS
• Behavior is predictable
• Behavior is preventable
• Behavior is learned
• Behavior can be taught
• Behavior will be taught and re-taught
• from grades primary through six

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Sole Elementary

• PEBS Team Members
• Principal
• PEBS Coach
• Chalaine
• Chris
• Elaine
• Donna

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• School Rules
• S Respect for Self
• O Respect for Others
• L Respect for Learning
• E Respect for Environment

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TEACHING RULES and PROCEDURES
Modeling
Teachers modeling to students
Students modeling to students
Time and place to practice
Posting pledge posters throughout the school
In addition, some of the prevention programs will include the following
Don't Laugh at Me Roots of Empathy Bullying prevention programs.
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THE MATRIX Respect for Self, Others, Environment,
Learning PLEASE
READ EVERY WEEK WITH YOUR CHILD
EXPECTATIONS EXPECTATIONS EXPECTATIONS EXPECTATIONS EXPECTATIONS
Respect for Self Respect for Others Respect for Learning Respect for Environment
All Classroom Settings (including music, library, field trips, ) Be prepared to give your best effort Be on time Dress, speak, act appropriately Keep your hands and feet to yourself Be considerate Use good manners and appropriate language Be prepared with homework and supplies Respect others efforts and contributions Be a good listener Recycle Keep the school clean Respect property of others
Hallways Stairwells Walk to the right Use inside behavior Allow others to pass Use appropriate voice Keep hands and feet to yourself Remember to be quiet in the halls and stairwells Help keep school clear of debris/litter Appreciate and respect others displays and space
Playground /Field (Outside) Follow expectations Include others Report problems Respect personal space Use appropriate language Practice fair play Support others in new activities Follow instructions and rules Use observation skills to promote safety Be positive with others Place litter in garbage cans Take care with school property equipment
Library Computer Lab Use Work quietly Explore opportunities appropriately Keep passwords private Wait your turn Leave things in their proper place Follow procedures for use of equipment Share materials and equipment as needed Follow technology policy Keep area tidy Eat and drink elsewhere Seek permission to print Respect equipment
Assembly Enter quietly Wait quietly Keep your eyes on the speaker Sit appropriately Listen attentively Respond politely Keep hands and feet to yourself Refrain from leaving the gym during a performance Follow seating plan Maintain an aisle in the centre on the floor Eat and drink elsewhere
Gym Appropriate dress and footwear Moderate voice level Participate as requested Encourage others to do their best Demonstrate safety rules Show listening skills Follow fair play principles Use equipment appropriately Keep gym tidy Eat and drink elsewhere
Bus Travel safely Sit appropriately Demonstrate courteous behavior Follow driver rules Use appropriate voice Inside behavior rules Drink eat elsewhere Care for bus Wait in designated areas
Cafeteria/Lunch Rooms Listen to the monitors Use appropriate table manners Use a conversation voice Make one trip to the recycle bins when youre finished eating Listen to the monitor Respect choices of others Remember, staying for lunch is a privilege! Clear eating space when finished push in chair Use appropriate recycling containers Return dishes and utensils
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GOALS
PEBS will be team led and include a staff of active participants.
Behavior expectations will be explicitly taught and modeled, and reinforced using the Sole Matrix
80 of students will be able to demonstrate the knowledge of the Sole model.
Staff will focus on and reward on-task behavior.
Schoolyard monitors will be proactive in preventing problems using Move-ScanInteract.
Data will be used to make behavior support decisions about individuals and/or the school.
Staff will be aware of who's responsible for Minor and Major behavior. Office referrals will decrease by 25
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• Expectations
• It is expected that all students, staff and
  community members follow our PEBS Matrix
• It is expected that all staff will guide students
  to follow the matrix by teaching and modeling the
  expected behaviors
• It is expected that we respond proactively by
  looking for the expected behaviors and by giving
  at least 6-8 positives for every negative
• It is expected that we respond immediately when
  giving positive feedback or when reminding
  students about the expected behavior
• It is expected that we know and follow the three
  phases of responding to inappropriate behavior
  (minors, mediums, majors)

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• PEBS Staff Development (for all staff)
• Information session - tell what PEBS is all
  about.
• PEBS team gather information and relay it to
  staff through the use of charts and graphs.
• Show data from other PEBS school.
• Specialized lesson plans to teach the principles
  of the matrix.
• Model desired behaviors to pass on to the
  students.
• Give a list of internet resources
• Role play/drama
• BENEFITS
• Increases in attendance
• Students self-reports of a more positive and calm
  environment
• Reduction in the proportion of students who
  engage in behavioral disruptions
• Reduction in the number of behavioral
  disruptions.

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• Challenges
• Creating a collaborative team environment
• Funding
• Assigning responsibility for collecting data
• Recruiting team members
• Consistency (enforcement of the major/minor
  rules)
• Lack of school data in the initial year of
  implementation (nothing to compare to)

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• Incentives
• Way to Go The way to go reward reinforces the
  students for their good behavior. You can also
  write their good deed on the back of the way to
  go. If their name is picked during school
  assembly, their good deed is read to the school
  during assembly.
• Weekly Respect Awards At the end of each week
  teachers select 1 student from each class who
  would have demonstrated they followed the SOLE
  Respect Model. The selected students get to wear
  the Respect T-Shirt for a day.
• Respect Tree The weekly respect winners also
  have their picture taken. Their picture is
  placed on a leaf that goes on the Respect Tree
  Bulletin Board located in the main foyer.

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• Incentives
• Leadership Awards Every month the grade 6
  teachers select two grade 6 students for the
  Leadership Award. It is given to students who
  demonstrate positive role model and leadership
  qualities within the school. The picture of the
  student and their own personal leadership quote
  goes up on the Leadership Wall. They also
  receive a certificate. The student also selects a
  quote from a leader (ex. Mother Theresa). Their
  leader and quote also go up on the leadership
  wall.
• Golden Locker The two grade 6 students who have
  received the leadership award also get to use the
  Golden Lockers for their book bag, jacket,
  belongings, etc.
• Hall Bulletin Boards The bulletin boards
  throughout the school display various themes
  about the SOLE model.

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• Incentives
• Wall Posters Wall posters that list how to
  behave (ex. in the gym) are displayed throughout
  the school.
• Immediate Feedback Students are provided
  immediate feedback and complimented for doing
  good (ex. opening the door for someone).
• Hall T.V. / monitors The hall T.V. / Monitors
  display pictures/ slideshows of student events,
  student award winners, etc.
• Golden Apple Award When students do something
  especially great they are given a golden apple.
  The golden apples are given out during
  assembly. These students are then acknowledged
  for their outstanding good deed.

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• Incentives
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• Computer Time / Free Choice Activity Students
  selected for good behavior can receive extra
  time on the computer or a free choice activity.
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• School Newsletter The school newsletter
  includes information, pictures of class events,
  golden apple award winner, grade 6 leadership
  students, respect t-shirt students, etc.
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•        School Assembly / Rally Students are
  acknowledged for their good deeds. The Way to
  Go winners are selected and announced. The
  Grade 6 Leadership Students, Golden Apple Award
  Winners, Respect T-Shirt Students, etc. are all
  also acknowledged.
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•        Prizes / Rewards - The Prizes / Rewards
  for the Assemblies / Rallies are provided by
  various community agencies, businesses,
  fundraisers, etc.
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• PEBS Team Data Tracking
• Data will be gathered monthly, graphed, and
  shared during staff meetings
• Information will be sent home to parents
  Tracking forms to re-evaluate goals, if
  necessary
• Used to determine who would be required for a
  Functional Behavior Assessment (FBA).

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• Secondary Intervention Plans
• The following is a list of some of the secondary
  interventions for students who have been referred
  to the office a number of times. These
  intervention plan strategies can also be used for
  students who require a tertiary intervention
  plan.
•   Behavioral Incident Tracking Form This can be
  used to record information about the incident
  that can later be used to help develop a behavior
  intervention plan.
•    Group Counseling - This can be used with
  students who would benefit from this type of
  intervention.
•    Incentive Programs - This would help to
  provide a reinforcement / reward system for the
  student.
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• Secondary Intervention Plans
• PEBS Home Notification Form This can be used to
  provide home to school communication about the
  office referral of the student.
• PEBS Student Reflection Form This form has the
  student think and write about the incident.
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• School Plan of Action Form This form has the
  student think of some suggestions as to how they
  can prevent this behavior from occurring in the
  future.
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• Restitution to clean up / repair or pay
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• Suspension Detention, in-school suspension, out
  of school suspension 
• Good Deed Duty to participate in an extra Good
  Deed duty
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• Secondary Intervention Plans
• Phone Call Home Have the student call
  home to inform their parents of the incident
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•        Withdrawal of Privileges The student
  doesnt get to participate in an activity.
• Explicit Teaching This involves the
  Explicit Teaching of appropriate behavior
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•        Involvement of PEBS Team The PEBS
  Team will be involved with the intervention plan
  for the student.
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Positive Effective Behavior System
Phases of Behavior Guide   Phase 1 (unless
chronic)
These are examples of negative behaviors that are
handled by the teacher or attending
adult Teasing and/or derogatory
remarks Inappropriate hallway
behavior Homework Talking out of turn Pushing
Inappropriate use of technology Poor
assembly behavior Disrespecting
others Inappropriate clothing Outside voices
inside Inconsiderate Lack of turn
taking Not following rules Not
recycling Littering Drawing on school
furniture/walls Lying

Going in
school without permission Other
..   Phase 2 These are examples of negative
behaviors that are handled initially by the
attending adult, but are referred to
administration Chronic Phase 1
Behaviors Disrespecting Teachers personal
Theft space/desk Defacing school
property Repeatedly late OTHER Phase
3 These are examples of behaviors that are
immediately referred to administration Fighting
Weapons Physical Aggression Theft
(serious) Defiance Non-Emergency Fire
Alarm/911 Vandalism Inappropriate internet
sites Inappropriate representation of
school Bullying (repeated intent to (i.e.
field trips) hurt with
words or actions) Racial Harassment/misconduct
Sexual Harassment/misconduct OTHER
     
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Phase 1 Possible Interventions  These are
examples of possible interventions used by
teachers or the attending adult  

• Verbal Intervention with the student of the
  expected behavior as stated in the School Code of
  Conduct Matrix
• Peer Mediation
• Apology
• Talk It Out
• Time Out (i.e. stand by wall of school yard for a
  period of time)
• Inform Classroom Teacher
• Home contact may be made by the classroom teacher
  (phone, note)
• OTHER
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• Phase 2 Possible Interventions
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• These are examples of possible interventions used
  by teachers or the attending adult but are
  referred to the administration if they become
  chronic
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• Verbal Intervention with the student of the
  expected behavior as stated in the School Code of
  Conduct Matrix
• Peer Mediation
• Apology
• Talk It Out
• Time Out (i.e. stand by wall of school yard for a
  period of time)

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• Phase 3 Possible Interventions
• These are examples of possible interventions used
  by an administrator
•  Verbal Intervention with the student of the
  expected behavior as stated in the School Code of
  Conduct Matrix
• Peer Mediation
• Apology
• Talk It Out
• Time Out
• Inform Classroom Teacher
• Home contact may be made by the administrator
  (phone, note, meeting)
• Good deed/Community Service/Extra Duties
• Restitution clean up/repair or pay
• Student Reflection Form

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Tertiary Interventions

• The intervention plans listed for the secondary
  preventions can also be used as strategies for
  the tertiary prevention plans.
• Functional Behavior Assessment (FBA) The
  student will be provided with a behavior support
  plan. Specific staff will be assigned
  responsibility for monitoring the students
  progress and success.
• The team observes and records the Antecedents,
  frequency of Behaviors and Consequences (ABCs).
• The team identifies goals.
• Emphasis is placed on recording information about
  the behavior (who, what, when, where and why)
• The support plan can include teaching replacement
  skills, providing social skills strategies to
  promote positive behavior, etc
• Referral to the Steps to Success Program
• In some instances, students will be referred to
  this alternative program setting.

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Vision without action is merely a dream. Action
without vision just passes the time. Vision with
action can change the world. Joel A. Barker