P.B.I.S.(Positive Behavior Interventions & Supports)
What is P.B.I.S.?
P.B.I.S. is a positive behavior philosophy used in schools to promote positive student behavior.
What is the purpose of P.B.I.S.?
Through the use of positive behavior interventions and support systems, schools strive to increase socially acceptable behaviors in order to create a safe school environment. In addition, by training students to become more socially responsible, they will ultimately learn to apply positive behaviors learned in school throughout their community as well.
How does the school motivate students to change their behavior?
The staff at P.S.595 has developed a system of Class Dojo Points and Dojo Dollars. Class Dojo Points are earned when students display socially appropriate behaviors throughout the school day. Dojo dollars are earned when a whole class displays socially appropriate behaviors in various places throughout the day. P.S.595 has created a rewards chart with a variety of prizes in which students can “shop” using their Class Dojo dollars. In addition, the school allows students to use Class Dojo Points to various activities (i.e. extra recess, lunch with the principal, Funball, field day activities, etc.). Classes can also redeem 25 Dojo dollars for class parties and other class rewards.
Class Dojo Points: Given to students any time they display positive behavior.
How does the school support emotionally responsive behavior?
The staff at PS 595 attended the Emotionally Responsive Practice professional development at Bank Street for early childhood and elementary school programs. Their PD provided staff members to build on the well-documented connection between emotional well-being, learning, and positive peer relationships. As a result we are developing emotionally responsive school routines, curricula, and adult-child interactions that support all children, including those with a traumatic history.
Emotionally Responsive Practice is built on a deep understanding of child development, research on the effect of social and emotional experience on the developing brain, and the proven positive effects of working partnerships between educators and school-based clinicians.