Craig R-III School

This Month’s Focus: Respect

Throughout January, respect is taught through daily modeling, clear expectations, and positive reinforcement. Teachers show students what respectful behavior looks and sounds like—listening when others speak, using kind words, taking care of materials, and treating classmates with fairness. Students practice these skills through class discussions, role-playing, group activities, and guided problem-solving. When students demonstrate respect, teachers acknowledge and celebrate these moments to reinforce positive choices. By teaching respect consistently, we help students build strong relationships, create a safe learning environment, and develop important life skills they will use beyond the classroom.

Challenge of the Month: Students who earn 50 “Nest Notes” tickets will get to join a special PBIS Celebration at the beginning of February!

PBiS Expectations Reminder

Our school expectations are: Be Safe – Be Respectful – Be Responsible We encourage families to talk about these expectations at home! Ask your child: “How did you show responsibility today?” “What does respect look like in your classroom?”

Family Corner

Families play an important role in supporting PBIS at home. Here are simple ways parents can reinforce the same positive behaviors students are learning at school:

• Review school expectations together. Talk with your child about what it looks like to be respectful, responsible, and safe at home, at school, and in the community.
• Use positive language. Notice and praise your child when they show positive behaviors—such as helping others, following directions, or solving a problem calmly.
• Create routines. Establish consistent morning, homework, and bedtime routines to help your child feel prepared and confident each day.
• Model positive behavior. Children learn by watching. Showing kindness, patience, and responsibility at home reinforces what they learn at school.
• Talk through challenges. When problems arise, guide your child in explaining what happened, what they could try next time, and how they can make things right.
• Stay connected to the school. Participate in family events, communicate with teachers, and stay informed about PBIS celebrations and expectations.

Working together, families and schools can help students build strong habits that support success at school and beyond.

Upcoming Dates

• Jan 6: New PBiS Focus — Responsibility
• Jan 9: PBiS Assembly at 2:30 - Respect Celebration
• Jan 19: No School
• Feb 6: PBiS Assembly at 2:30 - Responsibility Celebration

A Parent Teacher Organization (PTO) is a group of families and school staff who work together to support students and strengthen the school community. The PTO helps organize events, raise funds for school needs, and create opportunities for families to be involved in their children’s education.

The PTO is important because it builds a strong connection between home and school. Through volunteering, fundraising, and communication, the PTO helps provide resources that enrich learning, supports teachers, and creates a positive environment where students can thrive. When families and schools work together, everyone benefits—especially the students.

Craig R-III is currently in the process of creating a PTO. If you would like to volunteer, please reach out to Suzann Copeland, Destiny Wilmes or Gretchen Haer!

School districts that implement Positive Behavioral Interventions and Supports (PBiS) create a proactive, consistent approach to fostering positive student behavior and a supportive school climate. By using data to guide decisions and aligning expectations across classrooms, PBiS helps schools build strong foundations for student success. At the same time, districts continue to grow their knowledge and advance their practices through ongoing professional development, collaboration, and reflection. This commitment to learning allows PBIS to evolve, ensuring strategies remain effective, responsive, and aligned with the changing needs of students, staff, and families.

Schools that utilize Positive Behavioral Interventions and Supports (PBiS) focus on building a positive, structured environment where expectations are clearly taught and reinforced. Through regular review of behavior data and shared practices, PBiS supports consistency and fairness across the school community. As schools deepen their understanding of PBiS, they continue to advance their implementation by learning new strategies, refining systems, and engaging in ongoing professional growth. This continuous learning mindset ensures PBiS remains a dynamic framework that strengthens student behavior, staff collaboration, and overall school culture.

As an Elementary Math Interventionist currently serving as a substitute for Kindergarten and 1st

Grade teacher, I implement PBIS as a positive and proactive approach to teaching behavior, especially for our youngest learners who are still developing self-regulation and responsibility. One key expectation I intentionally teach is “Be Responsible,” particularly in non-classroom settings such as the hallway, bathroom, and cafeteria.

As an active and encouraging teacher for our little ones, I believe discipline should be instructional rather than punitive. I begin by clearly explaining the skill we are learning and involving students in meaningful discussions about what responsible behavior looks like. We brainstorm together what it means to walk with purpose, use time wisely, and arrive on time. By involving students in the discussion, they understand that these expectations are not just rules, but routines designed to help them succeed.

To support understanding, I model the expected behaviors and make them developmentally appropriate. I demonstrate walking from one area to another without unnecessary stops and arriving on time to special classes. When teaching responsible restroom use, I introduce a clear and simple routine and use a timer to help students understand how to manage their time effectively. This structure helps ensure that instructional time is not lost while still allowing students to meet their needs.

Students are then given opportunities to practice these expectations. I actively supervise during transitions and consistently provide positive, specific feedback. I make sure to acknowledge students who are meeting expectations by recognizing their efforts verbally and through Nest Notes, our positive reinforcement system. I am intentional in reinforcing not just one-time good behavior, but consistent positive choices over time.

As a new teacher in the school, I have seen them respond positively and become more motivated as routines are consistently taught and reinforced. For example, students now line up using a simple chant anchored in our expectations, which makes transitions smoother while keeping the atmosphere fun and engaging. When expectations need to be revisited, I make sure students are

actively involved in the discussion so they understand that these routines are in place for their benefit.

I believe PBIS works because it teaches students the “why” behind expectations and

empowers them to make responsible choices independently. Through clear instruction, consistent

routines, and positive reinforcement, students learn that responsibility is a skill they can practice every day.

Although I maintain a structured and firm teaching style, I balance it with encouragement andpositivity. My goal is to ensure that students feel supported, motivated, and joyful in learning. By

implementing PBIS with consistency and care, I create a classroom environment where students not only follow expectations but also enjoy the process of growing and learning together.

-Joco Atienza, Mathematics Interventionalist

I implement PBIS in my classroom by intentionally creating a positive, structured, and supportive learning environment where expectations are clearly taught, consistently reinforced, and revisited as needed. I begin by explicitly explaining behavioral expectations and their purpose, followed by teacher modeling and guided discussions to ensure student understanding. I focus on preventive practices by using pre-corrections before transitions or specific situations and by embedding expectations into daily classroom routines. Throughout instruction, I actively supervise by moving, scanning, and interacting with students, allowing me to provide timely feedback and encouragement. I consistently recognize students who meet expectations through NEST Notes, which serve as a positive reinforcement system to motivate appropriate behavior and promote accountability. When expectations are not met, I address concerns through reteaching and reflection rather than punitive measures, helping students understand the impact of their choices while maintaining a respectful and supportive classroom culture focused on being safe, respectful, and responsible.

-Dr. Jarioh Taracina, Mathematics

Please feel free to contact us with any questions about PBiS within our school!

Email:

dwilmes@craigr3school.org

scopeland@craigr3school.org

ghaer@craigr3school.org

Website; https://www.craigr3school.org/
Location: 402 N Ward
Phone: (660) 683-5431