Positive Behavior Interventions & Supports

  • PBIS is an evidence-based framework dedicated to implementing positive behavior interventions that support children in the school setting.  The PBIS framework positively impacts children in the areas of behavior, social-emotional relations and academic achievement. By designing and implementing universal supports and positive interventions in these areas, teachers and children maximize instruction opportunities and achieve academic success.

    At McKinley Elementary, we commit to three expectations that the entire McKinley community will live and support: Be Respectful, Be Responsible, and Be Caring.  These three expectations are broken down into clear examples of positive behaviors that all members of the McKinley community will display while following these expectations.  We call it “The McKinley Message”.

    At the beginning of the school year, all students and staff participate in a PBIS kick-off.  Students in grades SK-2nd rotate to each of six non-classroom environments (cafeteria, playground, bathroom/drink, hallway/waiting for a special/, arrival/ dismissal and stairway) to learn how “The McKinley Message” applies. Students in grades 3-5 will watch review videos and discuss expectations in their classrooms. At the end of the day, students report to the gymnasium for an all-school assembly to reinforce and celebrate our way of doing business at McKinley. Students will continue this learning with at least monthly booster lessons through our Second Step guidance curriculum, bullying prevention lessons, and assemblies which will remind students of what it means to be respectful, responsible, and caring at McKinley Elementary School.

    Another key component to PBIS is the acknowledgment system.  This reinforces the positive, proactive approach to managing behaviors in the school environment.  The acknowledgment system is a way to recognize and reward our students for following the school’s daily expectations.  Staff will be randomly handing out “M&M” tickets to students who are observed to be respectful, responsible and caring to provide the immediate feedback children often crave. There are opportunities to enter drawings for class parties, lunch with Mrs. Hoffmann, and other fun rewards. Plus, there are special events, such as student vs. staff kickball, photo booth, or popcorn/movie lunch for students to use their rewards.

    As you know, children might choose not to follow our expectations, even though the appropriate behavior is taught directly and positive reinforcers are used.  The McKinley Staff has designed tier two interventions for those who are not responding to the universal interventions or re-teaching. A “Think & Learn” sheet allows students an opportunity to problem solve and redirect their choices while also repairing relationships they may have broken when not being either respectful, responsible, or caring. If a student acquires three “Think & Learn” sheets for the same behavior in a school week or five total for any behavior, an automatic office discipline referral will be completed, and the student will meet with Mrs. Hoffmann.  All “Think & Learn” sheets are sent home for parent/guardian review and are further utilized for data collection. A team analyzes this data monthly. It directs our future planning with PBIS and helps us to identify students who might benefit from meeting with an adult mentor, a daily Check in/Check out, or a social/academic instructional group.

    The PBIS framework builds skills leading the sustainability of a positive school culture and increased time spent teaching and learning…our ultimate goal!

    Peer Mediators

    Fifth graders who are interested will be trained in Peer Mediation to help assist in conflict resolution when students are struggling with friends. This is used to heal hurts and to provide a safe space to speak one’s truth about a situation that has caused a rift in a friendship. Mediations always include an adult trained in mediation facilitation and always end in a contract outlining how the students agree to move forward. Follow-up meetings are scheduled. Peer mediation is not typically used when there is an ongoing conflict between two children, rather it is best utilized when it is a conflict that has just occurred. Although a child may miss a little class time for a mediation, this time has proven to be well spent since children who are focused on a friendship problem often have trouble engaging in their academics. Parents/guardians will be informed when mediation is recommended.