Sunnybrae Behavior Guide
Letter to Families
At Sunnybrae Elementary School we believe that students need to exhibit positive behavior in order to learn and thrive as students. We use a behavior management system that integrates both Positive Behavior Intervention and Supports (PBIS) and the Responsive Classroom approach. We believe that students need:
- To be taught the expected behaviors to help them succeed instead of being punished for not knowing what is expected
- To be challenged in their learning
- To be provided with choice in the classroom
Positive Behavior Interventions and Supports (PBIS): This is the research-based framework for classroom management and discipline. PBIS strategies are important tools to decrease disruptions, increase instructional time and provide student social behavior and academic outcomes. PBIS supports students according to their needs; all students receive Universal, or Tier 1, supports, some students need additional (Tier 2) support and a small number will need intensive (Tier 3) support. Research has shown that the implementation of punishment, especially when it is used inconsistently and in the absence of other positive strategies, is ineffective and results in a huge loss in instructional time for the student. Introducing, modeling, and reinforcing positive behavior is an important step in a student’s educational experience.
Responsive Classroom Approach: The Responsive Classroom approach to teaching is comprised of a set of well-designed practices intended to create safe, joyful, and engaging classroom and school communities. The emphasis is on helping students develop their academic, social, and emotional skills in a learning environment that is developmentally responsive to their strengths and needs. Some of the practices that our teachers follow include: Morning Meetings every day, Interactive modeling of the behavior expectations, acknowledgement of students following the expectations, reteaching the expectations.
Reinforcing Positive Behavior: Our staff reinforces positive behavior in students by providing them with words of praise and positive adult language throughout the day. Teaches may also provide students with choice in their activities.
Responding to misbehavior: When students are exhibiting problem misbehaviors, our school has a system for how we respond to these and support the students. Minor misbehaviors are supported in the classroom by the teachers through re-teaching, providing breaks to students and using logical consequences. Major misbehaviors may be referred to the school administration for support through the Office Referral Form.The Office Referral form describes the type of behavior, where it happened and the time of day in which it happened.
Major Issues: The principal, or in the absence of the principal, the Teacher in Charge, will get involved only if the situation is a “major issue” or has escalated to the point that there are concerns for student safety. The teacher will call the principal or office assistant when sending students to the office and describe the incident using the Office Referral Form.
Students in the office will:
- The student will confer with the principal or teacher in charge about the incident
- The student will fill out a behavior reflection form and/or an incident report
- Possible consequences may include: reparation, loss of privilege, or suspension (depending on the severity of the issue and prior behavior)
- The principal will call the students’ parents to inform them about the situation and provide the teachers with a summary of the behavior
- The student may be referred to see the counselor as a behavior intervention or other intervention
- The principal will confer with the classroom teacher about the incident, discuss possible strategies to support the student
*PLEASE READ THE FOLLOWING SCHOOL EXPECTATIONS WITH YOUR CHILD