PBIS (Positive Behavioral Interventions & Supports) is a system that our schools use to support students in many ways. PBIS consists of clear behavioral expectations, teaching and re-teaching these expectations, and acknowledging students for meeting these expectations. PBIS supports are tailored to meet the needs of all students. The goal of PBIS is to create a positive school climate that leads to safety and success for all students.
Washington High School
Mr. Kilgore's Honors Pre-Calculus class is responsible for having perfect attendance in class today!
What does it mean to be responsible in school?
“Be responsible” is one of our 4 Be’s you will find here at Massillon City Schools, Pre-K-12th grade. Being responsible means to “have an obligation to do something, or having control over or care for someone, as part of one's job or role,” according to the Oxford dictionary. So, what does this mean for our school district? It is a characteristic of our students that is developed each year to prepare them for life after high school. Being responsible can be a difficult task but each year we give students opportunities to work on this skill.
Examples of students being responsible may include:
- a preschooler practices their letters at home to write their names and other words, which helps them stay on track for kindergarten readiness
- an elementary student being responsible may be reading at home each night to improve and maintain their reading fluency
- an intermediate student being responsible is to complete and turn in their homework each day in order to practice math fluency skills
- a junior high student being responsible is to plug in their chrome books each evening in order to be prepared the next day for their online curriculum
- a high school student being responsible is to balance their time between family, school, job, and friends. It is so important to develop responsibility so that we are preparing our students for their adulthood.
In conclusion, as a school district or even just a school, responsibility lies in being held accountable for all your actions whether it's a positive or a con and allows for students the opportunity or ability to act independently and make decisions. This applies even when you think no one is watching because even when you think nobody is someone that you may not suspect is...it could be a student in another grade, class, teacher that you don't have, monitor, aide or custodian in the building or district. In all that you do, be responsible for your actions, own it and be held accountable. As we partner with families to teach our students to be responsible, we must know and practice being united in teaching responsibility.
Ways to Foster Responsibility at Home
Teaching children responsibility is one of the most important life goals you should have as a parent or caregiver to help them become successful adults. Here are some suggestions to help build responsibility with your child at home.
Reinforce the positive: Be specific when giving your child a compliment. Ex. “I loved how you washed the dishes without being asked.
Share household tasks and chores: Allow children the opportunity to learn responsibility by doing chores around the house. It will give them a sense of accomplishment as well as contributing to the family’s well being.
Allow your child to face natural consequences and learn from mistakes: As long as the consequences are not harmful, allow your kids to experience the natural consequences of their behavior. Ex. If your child doesn’t want to wear a coat on a chilly day, they will experience the natural consequence of being cold.
Don’t let your child off the hook if they misbehave at school: Talk to your child about what happened and be consistent with consequences. Be positive and let them know you have confidence they can make better choices.
Be Here!
Regular school attendance is critical to the development and education of children; it is also one of the most powerful predictors of future success, both in school and after graduation. Each day of school missed is the equivalent of 2.50 days of lost math learning and 1.50 days of lost language and literacy learning. The state of Ohio views a child as chronically absent by basically missing 2 days of school each month. Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read at grade level by the third grade. By third grade, chronic absenteeism can lead to a 50-day instructional gap – more than a quarter of a school year. Our children cannot learn if they are not in school.
The following link will access a site that provides resources and information you may find helpful. This resource includes district and county resources as well as information about how you can support school attendance.
