• Positive Behavior Intervention and Support (PBIS)

     What is PBIS?

    PBIS stands for Positive Behavioral Interventions & Supports.  It is a framework for defining, teaching, and sustaining student behaviors across school settings (Kincaid, Childs, Blasé, & Wallace, 2007; Turnbull, et al., 2002).  PBIS is meant to prevent or reduce challenging behaviors in order to produce positive outcomes. The focus is on positive reinforcement for desired behavior and less on problem behavior.

    According to Brusnahan and Gatti (2008), there are three basic assumptions of PBIS:

    1. Identifying and teaching expected behaviors.
    2. Reinforcing and rewarding expected behaviors.
    3. Enforcing consistent meaningful consequences when violations of the expected behavior occur.

    What is C.A.R.E?

    C.A.R.E. stands for, “Choose responsibly, Act Respectfully, Reflect Constantly, & Engage in Learning.” C.A.R.E. is Maxwell’s chosen expected behavior acronym. It was developed from out school-wide “RCA” action cycle. We use C.A.R.E when specifically teaching desired behaviors in specific locations.  For example here is our behavior expectation for the main office:


    Choose responsibly

    • Enter and exit quietly
    • Think before you speak.


    Act respectfully

    • Say: “Excuse me.” “Please.” and “Thank you.”
    • Sit and wait quietly for adults.


    Reflect constantly

    • Express what you need in complete sentences.
    • Be clear when expressing thoughts and sharing ideas


    Engage in learning

    • Read appropriate materials while waiting in the office.


    What is the School Wide Behavior Matrix?

    The school wide behavior matrix lists most locations at the school where desired behavior is expected.  This includes areas such as chorus/instrumental music, tech lab, bathrooms, cafeteria, library, playground, pick up/drop off, emergency drills, assemblies, hallways, office, and all areas not specified. All expected behaviors are connected to C.A.R.E. and specifically taught.  The expected behaviors are maintained and reviewed throughout the year.
    care back

    C.A.R.E. Ticket Incentives

    C.A.R.E. tickets are collected EVERY FRIDAY at Jump Start. These tickets will be counted and tallied for each student by class.  Teachers will receive updates on class totals.  This will help to remind all staff to give out tickets daily.  There are three types of incentives that will be given out: immediate, intermittent, & long term. 

    • Immediate: Every Friday two tickets from every class are chosen from each class container.  Teachers can also use their own classroom incentives using the C.A.R.E. tickets.
    • Intermittent:  Tickets are pulled at random during the school year and at any time for students to earn an incentive.
    • Long term:  The school will hold two “C.A.R.E.” parties for students who have earned a specific number of tickets by a specific date.

     Minor vs. Major Behavior

    A minor behavior is a behavior that can be addressed by staff.  A major behavior is a behavior that is managed by the office.  Use the provided flow chart to determine if the behavior is a minor or a major behavior.

    Office Discipline Referral (ODR)

    Office Discipline Referrals (ODRs) are used to track behavior data.  Minor ODRs (yellow) are completed when a student shows a minor. The staff collects the minor ODRs and brings them to the office at the end of day where they will be entered into SWIS (School Wide Implementation System). Major ODRs (red) are completed when a student shows a major behavior. A major ODR is then given to the student to take with them to the office.

    The data is collected in SWIS and analyzed by the PBIS team.  The data will drive any behavior matrix modifications that are needed throughout the school year.  The PBIS team will share their findings with the staff as needed.

    Steps to Resolve a Conflict:  When there is an issue the please follow these steps to resolve the conflict. 

    Step One:  Informally discuss the issue/concern with the classroom teacher.

    Step Two:  Schedule conference with the teacher.

    Step Three:  Schedule a meeting to meet with teacher and principal if issued cannot be resolved.

    Visitors on Campus                                                                                                                                                     All visitors on campus regardless of the purpose of the visit must sign in at the main office when they arrive and sign out when they leave.  This is for the safety of visitors, students, and staff.  The school needs to know who is on campus at all times, especially in the event of an emergency.  All visitors must wear a visitor badge while on school grounds.

    Classroom Observations                                                                                                                                               A parent may observe in a classroom for up to 20 minutes without site administrator or designee present.  Observations should not interrupt or interfere with classroom instruction.  While in the classroom, observers are to refrain from having conferences with the teacher regarding a child’s progress.   If you would like discuss the observation, please schedule an appointment with the classroom teacher. Any parent/guardian or other visitor coming on school grounds during regular school hours must report to the front office to sign in and obtain appropriate visitor and/or volunteer badge.  All visitors must check in at the main office and wear a visitor sticker.

    Classroom/Campus Volunteers                                                                                                                       Parents and community members are welcome to volunteer on the Maxwell campus.  All volunteers must complete volunteer form, get fingerprinted and submit current TB test results prior to volunteering on campus.  All visitors must wear a visitor badge while on campus.

    School-wide Positive Behavioral Interventions and Supports:  SW-PBIS is appositive discipline plan for the entire school where the approach is to proactively prevent or reduce challenging behaviors and produce positive outcome.   PBIS seeks to  create positive environments by utilizing proactive strategies such as introducing, defining, modeling, teaching, and supporting positive behavioral expectations school-wide and then reinforcing and rewarding students for these positive social behaviors.

    We C.A.R.E

    Action Cycle:  The Action Cycle is implemented school wide.  Whenever a child has a negative encounter on the playground or in the classrooms, they will be asked to complete the Student Action Form.  Completing this form allows students time to process their behavior, think about the positive and negatives consequences of their actions and determine productive ways to resolve conflict. 

    Students will follow the following steps:

    1. Reflect -Think about the consequence of their actions (I need to or I needed to )
    2. Choose -Make choices based on their reflections ( This is what I did or need to make it right)
    3. Act -Carry through with their choices. (This is what I did or am going to do)

     Students will show IB Attitude:  Appreciation, Commitment, Confidence, Cooperation, Creativity, Curiosity, Empathy, Enthusiasm, Independence, Integrity, Respect and Tolerance.

    Students will Be IB Attributes:

    Inquirers -They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.

    Knowledgeable- They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.

    Thinkers- They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.

    Communicators- They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others.

    Principled- They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them.

    Open-minded-They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.

    Caring- They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment.

    Risk-takers-They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.

    Balanced- They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.

    Reflective -They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.

    Positive Incentives

    CARE Tickets- Positive reinforcement that can be utilized to purchase items, entered in weekly drawing for rewards, permit a special privilege or be recognized during an assembly. All team members will issue CARE tickets to promote positive behavior.

    Student of the Month Assemblies- To recognize students for displaying IB Learner Attributes:  inquirers, knowledgeable, thinkers, communicators, principled, open-minded, caring, risk-takers, balanced and reflective.