P.B.I.S

(Positive Behavioral Interventions & Support)

P.B.I.S. (Positive Behavioral Interventions & Support) is a framework supported by the WI Department of Education and the Wausau School District to promote and maximize academic academic achievement and behavioral competence. P.B.I.S. is used in thousands of school districts throughout the country. It is a school-wide strategy for helping all students achieve important social and learning goals. We know that when good behavior and good teaching come together, our students will excel in their learning. Riverview School is proud to be a part of this research-based system.

As part of the P.B.I.S. framework, we have established clear rules for the behaviors we expect in all areas of our school. These expectations are explained in our Behavior Matrix, which was sent home. We will teach these expectations to the students during our All-School Meetings and during our review activities. Our staff will verbally acknowledge students' appropriate behaviors and acknowledge their behaviors by giving them a Roadrunner Ribbon. Students will add their ribbon to our Roadrunner Ribbon Box. At the end of each week, we will have a drawing for those students who have earned a Roadrunner Ribbon. Students will have their name announced during the morning announcements, have their picture taken and displayed on our "Riverview Hallway of Fame," and receive a little "token." the expectations for all student behaviors will be clear throughout our classrooms, playground, lunchroom, gym, bathrooms, and hallways.

Our expectations will provide a school environment where more time is spent instructing and less time spent disciplining. If your child does have a discipline concern, a Behavior Tracking From will be completed. These forms were sent home earlier with each student. If your child has a "Major" discipline concern a copy of the form will be sent home with your child following by on via the mail. If your child receives a "Minor," one copy will be sent home with the child. If your child receives a Behavior Tracking For, we ask that you please discuss the behavior concern, sign, and return the form to school. We will have consistent consequences and positive reinforcement for all students.

By teaching the expected behaviors in a positive way, we are providing a common language for everyone in our building, including students, teachers, and staff. We believe that by helping students practice good behavior, we will build a school community where all students can learn. Please contact us if you have any questions or need further information. Thank your for your support.

Riverview R.O.C.K.S. Behavior Matrix

Text Box: The purpose of implementing Positive Behavior Supports and Interventions at Riverview School is to create a respectful environment for all, teach and reinforce social skills that will transfer into daily life, create school-wide behavioral expectations
so all students learn, use data to guide our decision-making, and recognize that families are important members of our school community.

EXPECTATIONS

LOCATIONS ~ LOCATIONS ~ LOCATIONS

Respectful

Outstanding

Cooperative

Kind

HALLWAYS

LUNCHROOM

BATHROOM

ASSEMBLIES

FIELD TRIPS

OFFICE

PLAYGROUND

BUS LINE

STUDENT PICK UP

· “0” voice

·Line Basics

·Walk

·Keep hands and feet to self

·Keep cubbies organized

·Keep items off floor

· “1” voice

·Walk

·Use manners

·Eat your food

·Clean up your area

·Raise hand to be excused

·Return tray;

stacking correctly

·“0” voice

·Go & flush

·Two pulls/pushes of soap & paper towel

·Throw away paper towels

·Respect privacy

·Use voice level as instructed

·Use Body Basics

·Appropriate applause

·Line Basics

·Use voice level as instructed

·Follow directions and rules

·Listen to presenter

·Stay with your group

·Use voice level as instructed

·Wait patiently for turn

·Use manners

·Play safely

·Take care of property

·Take turns and include others

·Follow recess rules

·Play in your grade level area

·Enter appropriately when bell rings

·Voice level “1”

·Walk to your line

·Sit on floor

·Use Body Basics

·Line Basics

·Go directly to your pick up area

·Stay out of parking & driveway area

·Follow adult directions

Body Basics

1. Sit up tall in your space

2. Look at the speaker

3. Use voice “#” as instructed

4. Listening ears

5. Hands and feet quiet

Line Basics

1. Face forward in single file

2. Voices “0”

3. Hands by our side

4. Quiet walking feet

5. Stay to the right

Minor Problem Behavior	Definition
Defiance/Disrespect/Non-Compliance (M-Disrespect)	Student engages in brief or low-intensity failure to respond to adult requests.
Disruption (M-Disruption)	Student engages in low-intensity, but inappropriate disruption.
Inappropriate Language (M – Inappropriate Language)	Student engages in low-intensity instance of inappropriate language.
Incomplete Work (M – Inc Work)	Student has work that is partially finished or not finished at all.
Physical Contact/Physical Aggression (M-Contact)	Student engages in non-serious, but inappropriate physical contact.
Property Misuse (M-Prpty Misuse)	Student engages in low-intensity misuse of property.
Tardy (M – Tardy)	Student arrives at class after the bell (or signal that class has started).
Technology Violation (M – Technology)	Student engages in non-serious but inappropriate (as defined by school) use of cell phone, pager, music/video players, camera, and/or computer.
Other (M-Other)	Student engages in any other minor problem behaviors that do not fall within the above categories.
Unknown (M – Unknown)	Student engages in problem behavior that is unknown.

Major Problem Behavior	Definition
Abusive Language/Inappropriate Language/Profanity (Inapp. Lang.)	Student delivers verbal messages that include swearing, name-calling, or use of words in an inappropriate way.
Defiance/Disrespect/ Insubordination/Non-Compliance (Disrespect)	Student engages in refusal to follow directions, talks back and/or delivers socially rude interactions.
Disruption (Disruption)	Student engages in behavior causing an interruption in a class or activity. Disruption includes sustained loud talk, yelling, or screaming; noise with materials; horseplay or roughhousing; and/or sustained out-of-seat behavior.
Fighting/Physical Aggression (Agg/Fight)	Student engages in actions involving serious physical contact where injury may occur (e.g. hitting, punching, hitting with an object, kicking, hair pulling, scratching, etc.).
Forgery/Theft (Forge/Theft)	Student is in possession of, having passed on, or being responsible for removing someone else’s property or has signed a person’s name without that person’s permission.
Harassment/Bullying (Harass)	Student delivers disrespectful messages (verbal or gestural) to another person that includes threats and intimidation, obscene gestures, pictures, or written notes. Disrespectful messages include negative comments based on race, religion, gender, age, and/or national origin; sustained or intense verbal attacks based on ethnic origin, disabilities or other personal matters.
Lying/Cheating (Lying)	Student delivers message that is untrue and/ or deliberately violates rules.
Property Damage/Vandalism (Property Damage)	Student participates in an activity that results in destruction or disfigurement of property.
Technology Violation (Technology)	Student engages in inappropriate (as defined by school) use of cell phone, pager, music/video players, camera, and/or computer.
Use/Possession of Weapons (Weapons)	Student is in possession of knives or guns (real or look alike), or other objects readily capable of causing bodily harm.
Other Behavior (Other)	Student engages in problem behavior not listed.

LOCATIONS ~ LOCATIONS ~ LOCATIONS

Body Basics

Line Basics

Definition

Definition