Positive Behavior Interventions and Supports (PBIS) is an approach to supporting students to be successful in schools. PBIS was developed from research in the fields of behavior theory and effective instruction. PBIS supports all students through intervention ranging from a school-wide system to a system for developing individualized plans for specific students. School-wide PBIS focuses on the development and implementation of pro-active procedures and expectations, practices to prevent problem behavior for all students, and improvement of school climate. These procedures and practices are based on our 3 Epiphany School Values of Respect, Responsibility, Wisdom.
Having a few simple, positively stated values facilitates the teaching of behavioral expectations across school settings because students will be learning through the same language. By focusing on 3 simple values it is easier for students to remember and for staff to use of a common language. Positively stated expectations are important because research has shown that recognizing students for following the expectations is even more important than catching them breaking the rules. With the values selected, Epiphany staff believes that we can then teach all specific behavioral expectations across all school setting according to these values, for example: Putting away your equipment at recess is an example of Being Responsible because someone could trip on it and get hurt. Saying, “Thank you” to a classmate when they hold a door open for you is an example of Being Respectful. Offering positive feedback to a fellow student is an example of Being Wise.
Restorative practices, which evolved from restorative justice, is a field study that has the potential to positively influence human behavior and strengthen civil society. Restorative practices allow for a shift in practice that results in a culture which is inclusive, builds fair process into decision-making practices, and facilitates students learning to address the impact of their actions through an approach that allows for true accountability, skill building, cooperation, and mutual understanding. At Epiphany Prep, we use restorative practices to build community school-wide and within each classroom, strengthen student/staff relationships, mediate student conflicts and address behavior.
The CHAMPS strategy is used to communicate behavioral expectations inside and outside of the classroom. It outlines what the teacher expects the classroom to look like, sound like, and feel like at any given moment as well as the expectations for students outside of the classroom such as using the restroom, walking in the hallway, cafeteria, playground, during assemblies, etc. The expectations look first to define what the appropriate behavior is, so students can not only be successful but understand why their what behavior is acceptable for each moment. Not only do the expectations define acceptable behavior for students, but they also help train the teacher of the importance of precision of language in avoiding escalating negative behaviors. Below, you can find the concepts being defined for students.
C = Conversation
H = Help/Heard
A = Activity
M = Movement
P = Participation
S = Success