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To determine what expectations to set, each school looks at its “big five” behavior issues and where those problems typically occur, Olson said. They use that information to create a schoolwide plan.
So far, parents and students have responded well to the program, said Idstrom, who recently gave a PBIS presentation to the parent-teacher organization and received positive feedback.
“Parents have acknowledged that this is a source of excitement at home,” said Ginny Udelhoven, PBIS co-coach at Rosemount Elementary.
Third-grade teacher Jamie Murphy, who is on Rosemount Elementary’s PBIS team, said that she was already doing many of the things in her classroom that PBIS encourages, but that she is now more precise in her expectations and praise.
“You’re giving specific praise to students. So instead of just saying ‘good job,’ you would say, ‘Thank you for walking in the hallway,’ ” she said.
The program works with students who struggle with behavior while simultaneously recognizing kids who are always well-behaved, Murphy said. It also creates a sense of community.
“Every time you give a ticket, you’re building a relationship,” she said.
She said that in the short time since the program was implemented, she’s already seen changes. At a recent PBIS team meeting, she told the group: “My room — it’s just crazy positive in there!”
Erin Adler • 952-746-3283