Glennville Elementary School

Positive Behavioral Interventions and Supports (PBIS) is an evidence-based, data-driven framework proven to reduce disciplinary incidents, increase a school’s sense of safety and support improved academic outcomes. More than 1,200 Georgia schools and 27,000 nationwide have been trained in PBIS.  Implementation of PBIS is saving countless instructional hours otherwise lost to discipline. The premise of PBIS is that continual teaching, combined with acknowledgement or feedback of positive student behavior will reduce unnecessary discipline and promote a climate of greater productivity, safety and learning. PBIS schools apply a multi-tiered approach to prevention, using disciplinary data and principles of behavior analysis to develop school-wide, targeted and individualized interventions and supports to improve school climate for all students.

To be successful, our behavior system needs to be a partnership between home and school. Throughout the school year, the PBIS team will provide updates and information about PBIS on the school website. We invite your comments, concerns, and ideas to make PBIS work at our school.
Please support PBIS at GES by:
 Reviewing school behavior expectations with your child.
 Using the five expectations at home....Productive, Respectful, Involved, Dependable, and Excellent.
 Providing positive reinforcement (rewarding good choices with compliments or quality time) at home.
 Sharing comments with or asking questions of PBIS team members.
 Signing up for Class Dojo by getting the code from the teacher.

In response to the compelling body of research that underscores the importance of school climate, Georgia is the first state in the nation to include school climate as an early indicator in its academic accountability system, the College and Career Ready Performance Index (CCRPI). State law (O.C.G.A. § 20-14-33) requires the development and use of a "star rating" to address school climate. The School Climate Star Rating is a diagnostic tool to determine if a school is on the right path to school improvement.

See link below to learn more about the School Climate Star Rating.

https://www.gadoe.org/schoolsafetyclimate/Pages/School-Climate-Star-Rating.aspx

Even with clear expectations and positive reinforcement, sometimes students will misbehave. To address inappropriate behavior, a Behavior Tracking Process has been implemented. Discipline issues are divided into major and minor infractions which are recorded in Educator Handbook.
 Major infractions are more serious or repeated inappropriate behaviors that result in office referrals.  Parents/guardians will be notified by the principal about major infractions.
 Minor infractions are behaviors that are disruptive to the learning environment, but are handled by the supervising staff member. When a student repeatedly receives
minors or majors, parents/guardians, teachers, support staff and the principal will meet to build an effective behavior intervention plan for that student.

Collecting data about the times, places, behaviors, etc., ensures informed decision making to help all students meet the expectations through further interventions. Data gives objective points for making decisions.