|PBIS at Lily Lake|
Malinda Lansfeldt, principal
Doug Anderson, school psychologist
Lily Lake Elementary, Stillwater
PBIS at Lily Lake:
Enhancing School-Wide Behavior and a
Healthy School Climate
shows successful school leaders learn to view their school’s climate in a
holistic way. This offers principals and other leaders a broad framework for
understanding difficult problems and complex relationships within the school. By
understanding a school’s climate, leaders are better equipped to shape the values,
beliefs, and attitudes necessary to promote a stable and nurturing learning
PBIS (Schoolwide Positive
Behavior Interventions and Support) is a tool that can assist schools in
becoming more collaborative, focused, and data driven when assessing and
improving student behaviors and school climate. PBIS assists school leaders and
staff by, first, having all stakeholders involved in understanding and
evaluating the existing climate. PBIS then takes schools through a process of
building a vision for creating a healthier school climate that includes collaboration
among teachers, students, parents, staff, and the principal.
Michael G. Fullan writes,
"Whose vision is it? Principals," he says, "are blinded by their
own vision when they must manipulate the teachers and the school culture to
conform to it." A more useful approach is to create a shared vision that
allows for collaborative school climates.
The most effective change in
school climate happens when principals, teachers, and students model the values
and beliefs important to the school. The actions of the principal are noticed
and interpreted by others as "what is important." A principal who
acts with care and concern for others is more likely to develop a school climate
with similar values. Finally and most important, principals must nurture the
traditions, ceremonies, rituals, and symbols that already express and reinforce
positive school culture.
of the goals this year for Lily Lake Elementary was to improve school
climate. Many of the staff members
had heard about the positive impact of PBIS in other schools. After learning
more about PBIS, the entire staff agreed it was something the school needed and
also something everyone agreed to support. Lily Lake Elementary is currently in
the first year of becoming a PBIS school.
PBIS is a school-wide, comprehensive approach for improving the school
behavior and climate of a school.
In addition, PBIS is intended to enhance the impact of academic
instruction on achievement and increase proactive (positive/preventative)
behavior management. Lily Lake is being funded by a state grant that provides
free training of the Lily Lake PBIS team and PBIS coach, data collection
software, and evaluation tools and support.
The goals of the program include:
classroom and school climate.
reactive behavior management and increase positive management strategies.
academic and behavior initiatives.
supports for students with emotional and behavioral difficulties.
This year, Lily Lake Elementary has taken the following
steps in becoming a PBIS school.
The PBIS Leadership team at Lily Lake Elementary was trained
in the summer and is receiving on-going, free training by the state throughout
the year to implement PBIS. In addition, the Lily Lake school psychologist,
Doug Anderson, received additional training as the Lily Lake PBIS coach.
Lily Lake is continuing to implement the Second Step Social
Skills Program in all K-5 classrooms throughout the year to teach skills to
prevent behavior problems and bullying. Staff at the school all agree Second
Steps and PBIS complement each other.
The Lily Lake PBIS Expectations (Respectful, Responsible,
and Ready to Learn) were developed and taught to all students. These
rules make up the “3 Rs of
Learning” at Lily Lake. In addition, the “3 Rs” are reinforced by all
staff and the school-wide mascot, Mr. R-R-Ribbit, who encourages students to
“Leap into Learning.” Lily Lake
also taught all students the specific rules for multiple areas of the building
including the bus, cafeteria, hallways, recess, and bathrooms and posted these
throughout the school.
The Lily Lake PBIS expectations are reinforced through a
variety of methods including teachers handing out “R-R-Ribbbit Tickets” when
they catch students following the rules.
These tickets are deposited in a box in the office for an occasional
drawing for educational prizes for the students and special honors for the teachers
that have given out the “R-R-Ribbit Tickets.” In addition, students compete by
classroom to earn a classwide trophy for the behavior in the classrooms,
cafeteria, gym, halls, media center, playground, and music. These trophies are
presented by the principal and Mr. R-R-Ribbit at occasional school-wide PBIS
assemblies. The assemblies also have been used to teach and reinforce the
school-wide PBIS expectations. Staff also created a Lily Lake PBIS t-shirt for
staff and students to wear every Friday and on special occasions.
As the year progresses, students from Stillwater Area High
School have been helping Lily Lake create a training video about the
school-wide expectations for students. In addition, the PBIS team will continue
to collect data about discipline infractions, analyze the data to prevent
future infractions, and an evaluation will be conducted to assess the use of
PBIS steps and to evaluate the impact of PBIS at Lily Lake Elementary.
School climate is a key factor in productivity and
success. If positive behavior is reinforced and celebrated, everyone wins. What
a school spends its time on should really communicate its mission and values.
When visitors enter a school and walk down the hallways, they should be able to
know what the values, purpose, and mission of the school are.
In summary, PBIS has had a very positive impact on Lily Lake
Elementary. Lily Lake is thrilled to be a PBIS school and is excited to
continue to implement more aspects of PBIS in the future. A school’s climate is powerful to the
learning of students and the success of a school. In this time of high stakes
testing and accountability, we can’t forget the importance of a healthy school
(Published in the MESPA Advocate, May 2012)