Viking Expectations (PBIS)
At Oakmont we have established the term Viking Expectations to encompass behavioral and attitudinal expectations conveyed in a positive format:
- CHOOSE RESPECT
- BE RESPONSIBLE
- HAVE INTEGRITY
- ACTIVELY ENGAGE
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CHOOSE RESPECT |
BE RESPONSIBLE |
HAVE INTEGRITY |
ACTIVELY ENGAGE |
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CLASSROOM
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Use kind words and actions Texting or phone use during passing period and lunch only Respect the space, property, and learning of others Respect the rules of the classroom Follow teacher and guest teacher requests |
Come to class prepared with materials Keep handouts and organize them in a binder Study for tests Complete assignments to the best of your ability Ask for help when needed Pick up after yourself |
Demonstrate personal ethics Do your own work and tests Keep test questions to yourself Tell the truth Attend school drug and alcohol free |
Show up-attend daily and arrive to class on time Support the efforts of others Participate in classroom discussion and activities Keep personal belongings in your pocket or backpack Head up, hood off, eyes forward and visible
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QUAD AND HALLWAY
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Use kind words and actions Use normal voice volume Keep hands and objects to yourself Keep displays of affection brief and appropriate Move directly to class without lingering Keep your pass visible at all times |
Walk at all times Use appropriate and safe behavior Arrive to class on time Follow dress code Clean up your trash
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Assist in keeping the peace
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Make eye contact with others Use “The Golden Rule” Politely encourage others to engage in positive conversation and comments |
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CAFETERIA
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Use kind words and actions Clean up your trash
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Clean up your trash
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Pay for your own food Keep your own place in line Encourage others to clean up trash |
Thank the cafeteria staff when they serve you Use table manners Participate in lunch time activities
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SCHOOL EVENTS
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Use kind words and actions Exercise proper etiquette for the event Be respectful to the performers and athletes Show your appreciation through positive cheering or clapping at appropriate times
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Arrive prior to the start of the event Clean up after yourself Use equipment and facility appropriately Leave everything better than you found it |
Honor your school with good sportsmanship Be welcoming and kind to visitors Demonstrate school pride in a positive manner Use only designated areas Report vandalism Pay admission |
Focus on the event; take personal conversations outside Enjoy the entire event Participate and join in when encouraged to do so.
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BATHROOM
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Use kind words and actions Clean up any mess you make Respect facility – no writing on anything Give others privacy |
Go directly to and from bathroom Plan ahead and use bathroom between class – use bathroom pass privilege sparingly Report cleaning needs to the office |
Report vandals and vandalism Use the MINGA bathroom pass |
Move away from the mirror so others can wash their hands Keep social conversations outside to respect the privacy of others. One person per stall
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What is PBIS?
Positive Behavioral Intervention & Support Program (PBIS)
Goal: To utilize a framework or approach for assisting school personnel in adopting and organizing evidence-based behavioral interventions into an integrated continuum that enhances academic and social-behavior outcomes for all students. PBIS is a prevention-oriented way for school personnel to (a) organize evidence-based behavioral practices, (b) improve their implementation of those practices, and (c) maximize academic and social behavior outcomes for students. PBIS will work to support the success of ALL students on campus.
The PBIS program is based on a national model, which is being implemented and supported by the U.S Department of Education in schools across the country. Research has consistently shown that zero tolerance and punitive-only behavior approaches are ineffective and may actually increase rates of disruptive behavior. Research supports that punishing problem behaviors without a school-wide positive support system results in increased aggression, vandalism, truancy and dropouts (Mayer &Sulzer-Azaroff,1990; Skiba, Peterson & Williams 1997). The federal organization supporting the PBIS model is known as the National Technical Assistance Center on Positive Behavioral Interventions and Supports U.S. Department of Education, Office of Special Education Programs (OSEP) www.pbis.org Grant No. H326S03002.
Research provides evidence that students learn best when their academic emotional, physical, and social needs are met. Educating the whole child, one who is healthy, safe, engaged, supported, and challenged, is a prerequisite to a successful educational system. A comprehensive learning support system, which focuses on overcoming the barriers to learning and teaching, ensures higher academic achievement, closes the achievement gap, and prepares students to be effective citizens in the global market. As the country has faced recent economic challenges, students and families are faced with increased stressors that contribute to negative behaviors and barriers to learning. National recognition has been given to the need for addressing improvement of both student academic performance and social behavior.
The PBIS program emphasizes the establishment of organizational supports and systems that give school personnel the capacity to use effective interventions consistently and successfully at the school. These supports include (a) team-based leadership, (b) data-based decision-making, (c) continuous monitoring of student behavior, (d) regular universal screening, and (e) effective on-going professional development. Effective classroom management and preventive school discipline are essential for supporting teaching and learning. The PBIS program goes further by emphasizing that classroom management and preventive school discipline must be integrated with effective academic instruction in a positive and safe school climate to maximize success for all students.