Welcome to Ravinia’s STAR(S) PBIS Page
Ravinia PBIS Behavior Expectations
The purpose of STAR(S) at Ravinia School is to promote a positive learning community in a consistent manner by:
• Teaching clearly defined school-wide expectations?• Teaching responsible decision-making?• Teaching ownership of choices
What is PBIS?
PBIS (Positive Behavioral Interventions and Supports) is a systems approach to preventing and responding to classroom and school discipline problems. PBIS develops school-wide systems that support staff to teach and promote positive, appropriate behavior in all students. This process focuses on improving the positive behavior of all students. Emphasis is directed toward developing and maintaining safe learning environments where teachers can teach and students can learn.
How does it work?
A key strategy of the PBIS process is prevention. The majority of students follow the school behavioral expectations; however, are rarely acknowledged for their positive behavior. Through instruction, understanding, and regular practice, all stakeholders learn and apply a consistent set of behavior expectations and rules.
At Ravinia, the PBIS Universal Team is composed of staff members including classroom teachers, related arts teachers, resource teachers, the principal, and a parent. The Building PBIS Team meets regularly to analyze behavioral data, create visuals to advertise school expectations, develop behavioral matrixes, create "cool tools" or lessons for staff to use with students, develops and maintains a building-level reinforcement system, informs parents and community members about PBIS activities, assists the administration in developing a continuum for managing inappropriate behaviors and are cheerleaders for the PBIS process in the school.
The teachers implement the plans developed by the Ravinia Universal Team. They actively work with the students in understanding classroom rules based on the Ravinia STAR(S) expectations of safety, teamwork, academic attitude, and respect. They further teach the "cool tools" to the children, monitor student behavior and acknowledge and reward appropriate behaviors with stars. This is a system for rewarding students for showing good behavior. Students receive a STAR(S) card and put their name on it to be entered in a drawing for recognition.
A separate Tier Two team meets regularly to oversee the check in-check out system for certain students and to address any difficulties students may be having following our school rules.
The Ravinia PBIS Team has developed the Ravinia STAR(S) Behavior Matrix for appropriate behaviors which are expected of all children within the classroom as well as in non-classroom situations, i.e. hallways, bathrooms, lunchroom, arrival, dismissal, playground, bus. These expectations are taught to the children through "Cool Tools" which are explained and reinforced by Ravinia staff members. The matrixes are to help address problem areas seen in each building. These are posted throughout the school building.
Cool Tools are lessons that have been designed to teach children appropriate behaviors. Ravinia staff has designed cool tools for expected behaviors in the classroom, lunchroom, arrival, dismissal, hallways, bathrooms, playground, and the bus.
To monitor the effectiveness of our program, the school inputs into a data system information regarding negative behavior occurring throughout the school day. This data is analyzed by the Universal Team and shared with teachers and staff. From the analysis of the data, the Universal Team makes suggestions, revisions, or adjustments to its own program.
Does it make a difference?
The concept of PBIS has been researched in education for approximately 15 years. PBIS is based upon sound educational practices grounded in psychological and sociological theory. It began as a joint initiative by the University of Oregon and the federal Department of Education. Currently, PBIS is implemented across the United States and in many foreign countries
The PBIS model is a research-based strategy that is supported by over 900 schools in the state of Illinois. The 3-tiered approach reduces problem behavior as a barrier to student achievement. Public schools have 180 days each year to advance academic progress. So instructional time is very valuable.
What about parents?
Parents are an important part of PBIS implementation. We encourage parents to use the same expectations and rules that the school teaches. This common language creates consistency and a unified support for expected student behavior. Parents are asked to discuss the common rules and expectations and post them at home for easy reference. Children thrive when they have consistent, predictable expectations and consequences. Parents and schools alike agree that by reducing time students spend with behavioral disruptions and increasing academic time, student achievement improves. For further clarification of PBIS in Illinois, as well as other parental behavioral supports the following “Parent Tools” are provided: