• Positive Behavioral Interventions and Support (PBIS)

    Oakdale Elementary and District 622 has adopted a pro-active approach to creating a positive learning climate called PBIS (Positive Behavioral Interventions and Support). PBIS is a school-wide system of support that includes proactive strategies for defining, teaching, and supporting appropriate student behaviors to create a positive school environment. A continuum of positive behavior support for all students within a school is implemented in areas including the classroom and non-classroom settings (such as hallways, restrooms, bus). Attention is focused on creating and sustaining systems of support that improve lifestyle results (personal, health, social, family, work, recreation) for our students by making problem behavior less effective, efficient, and relevant, and desired behavior more functional. 

    For more information visit: http://www.pbis.org

    PBIS at Oakdale Elementary:
    • Fosters respectful, supportive relationships among students, staff, and families
    • Reinforces positive academic and social behavior
    • Provides an opportunity for positive student/teacher interactions
    • Provides intervention appropriate to student need

    Students directly learn how to create this positive school climate through Responsive Classroom community building strategies, the direct teaching of the school-wide positive expectations, (Get Respectful, Get Responsible, Get Ready), and continuous reinforcement through the school-wide recognition program.

    PBIS is a three-tiered approach to ensure that ALL students’ needs are being met. We believe that all students want to succeed, and if given the opportunity, can and will learn to their potential.
    Student Behavior
    Oakdale Elementary uses a school-wide philosophy for behavior expectations and practices; School-Wide Positive Behavioral Interventions and Supports (SW-PBIS). There are behavioral expectations taught and posted throughout the school; hallway, bathroom, cafeteria, playground, library assemblies, and the bus. At Oakdale, there are three core behavioral expectations that are positively stated and easy to remember; Get Ready, Responsible and Respectful. Rather than telling students what not to do, we focus on preferred behaviors. SW-PBIS is a system that uses “gotchas” as a way of labeling appropriate behavior when seen by a staff member; Oakdale uses GRRR tickets to catch students that are seen Getting Ready, Responsible and Respectful. 

    In addition to these school-wide positive behavior practices, we use the Responsive Classroom philosophy to promote a strong community within each classroom and throughout the school.  The Responsive Classroom approach is a widely used, research-backed approach to elementary education that increases academic achievement, decreases problem behaviors, improves social skills, and leads to more high-quality instruction.

    Here are some of the specific social skills that teachers focus on teaching throughout the year and teach with special emphasis during the early weeks of school:

    • Cooperation (working smoothly with others)
    • Assertiveness (confidently putting forth your ideas and opinions)
    • Responsibility (taking charge of yourself and working hard at your learning)
    • Self-control (thinking before acting)
    • Empathy (listening to others and understanding how they might respond to your words or actions)

    The Responsive Classroom approach offers practical strategies for teaching. Teachers adapt the strategies as needed to address their students’ needs, so things may look a bit different in each classroom. But you’ll usually see and hear teachers:

    • Leading daily Morning Meetings. Sitting together in a circle so that everyone can see and be seen by everyone else, teachers and children greet one another; share news about themselves; do a quick, fun activity together; and read a message written by the teacher.  This daily 15- to 20-minute routine sets a positive tone for the day and builds a sense of belonging while giving students practice in key academic and social skills.
    • Teaching children the specific skills they need to participate successfully, from how to respond to a signal for quiet to how to respectfully disagree with a classmate.
    • Treating mistakes in a positive way. Teachers see mistakes (in academics and in behavior) as important steps in learning. They encourage children to learn from their mistakes and “try again.” They offer support and reteach as needed. At the same time, teachers provide clear expectations for behavior and stop misbehavior quickly so that students can focus on learning.
    • Using positive language. Teachers choose words and tone that encourage children to work hard and enjoy learning.
    • Teaching in ways that build excitement about learning. Teachers give children some choices in their learning (“You may paint or write to show what you’ve learned about insects”). They also plan some active lessons (ones that get children up and moving) and interactive lessons (ones that encourage children to share their information, ideas, and questions).
    • Giving children opportunities to reflect on their learning. Teachers ask children to think about what they’ve learned, both individually and as a group, because doing so helps children learn more and builds community.
    • Reaching out to parents. Teachers communicate often with parents and welcome them as partners in their child’s education.
    Useful Websites




    School and Classroom Community

    Oakdale Behavior Plan - This document describes the discipline philosophy at Oakdale, describes expectations for student behavior and lists guidelines for class and school consequences when students do not meet expectations.

    School Wide Grrr Expectations - This document summarizes the student expectations for all common areas of the school.

    Student Responsibility Policy Handbook -
    This webpage links to all the district policies that directly address student behavior and responsibilities.

    How to Support Your Child’s Positive Behavior and Encourage School Success - This article from PACER provides families strategies for building positive behaviors at home.
    Oakdale Elementary Anti-Bullying Program




    The overarching goal of the OBPP is to restructure the school environment in such a way as to markedly reduce both opportunities and rewards for bullying behavior.



    Warmth, positive interest, and involvement are needed on the part of adults.


    The focus is on developing a sense of community connection and caring, and praising the positive, supportive behavior of students while addressing bullying situations in respectful ways that address the needs of all students involved.



    Set firm limits to unacceptable behavior. Just presenting the rules isn’t enough.


    Positive behavioral expectations need to be clarified and thoroughly discussed with all adults and students.



    Consistently use non-physical, non-hostile negative consequences when rules are broken.


    Students need to be assured that adults in the school will address bullying in roughly the same way; using the same rules and similar guidelines for use of positive and negative consequences.


    This creates a school climate where bullying behaviors are unacceptable and assure students who are bullied that adults will take action to stop bullying. Positive consequences alone will not get aggressive students to change their behavior.



    Adults in the school should function as authorities and positive role models. OBPP is based on an adult-student relationship model in which the adults are encouraged to be clear and visible authorities with responsibility for making sure a student’s school experience is safe and positive.


    Adults are important role models who need to demonstrate positive behavior toward each other and the students. When students see adults taking action against bullying behavior, it empowers them to do the same.


    The Olweus Program's Anti-Bullying Rules


    The overarching goal of the OBPP is to restructure the school environment in such a way as to markedly reduce both opportunities and rewards for bullying behavior.


    Rule 1:

    We will not participate in the bullying others.

    Rule 2:

    We will try to help students who are bullied.

    Rule 3:

    We will try to include students who are left out.

    Rule 4:

    If we know that somebody is being bullied, we will tell an adult at school and an adult at home.

    Olweus Anti-Bullying Program