Conscious Discipline / PBIS

Carver Elementary empowers learners to succeed by embedding behavioral expectations through instruction and practice (PBIS) and by creating a safe space as a school family built on relationships (CD).

PBIS is a framework for students to be taught and modeled common HOWL expectations. The goal is to be proactive and teach instead of relying on consequences. Have a Positive Attitude, Own Your Actions, Work Collaboratively, and Learn Respectfully are the expectations at Carver.

Conscious Discipline is a skill based approach that helps educators enhance brain development in students by creating positive learning environments, supporting self regulation, and resolving conflict through respectful relationships. Research has found that the most important factor for learning is the quality of the teacher-student relationship.

Conscious Discipline Transformational Change Components

• Brain State Model - understand how the emotional state dictates behaviors and the needed executive skills for problem solving and goal achievement. When the brain is in Survival state, then Safety is needed. When in the Emotional State, the brain wants Connection. Problem-Solving is capable when the brain is in the Executive State.
• Safety - answers the question of “Am I Safe?” through self regulation, My job is to keep you safe, your job is to help keep it safe, and adult conscious behaviors of perception, attention, unity, free will, acceptance, love and intention.

Survival State Tools and Skills:
N = Noticing, naming what is being seen and mirroring it
A = Assertiveness, clear directions with a voice of no doubt
R = Routines, how we teach expectations
C = Composure, STAR and QTIP
S = Safe Place and Safekeeper, CALM Coyote space and My Job/Your Job

• Connection - answers the question of “Am I Loved?” through the development of the School Family culture with rituals, routines, and structures and building relationships.

Emotional State Tools and Skills:
R = Rituals, expressions of unity and connecting
E = Encouragement, “You did it! Good for you!”
J = Jobs, classroom jobs
E = Empathy, “You seem ”
C = Choices, 2 positive options
T = The School Family, structures to help them learn

• Problem Solving - answers the question of “What Can I Learn?” through instruction of the skills of composure, assertiveness, encouragement, choices, empathy, positive intent, and consequences and how to resolve conflicts.

Executive Tools and Skills:
S = Solutions, PEACE problem solving at class meetings
P = Positive Intent, “You wanted or you were hoping ”
A = Academic Integration, integration of SEL into academic curriculum
C = Consequences, “Did you like it?”
E = Executive Skills, “You have a choice to be helpful by or hurtful by ”

Carver Elementary is a PBIS school that uses school-wide HOWL Pride expectations. Expectations are taught and practiced, as well as acknowledged when students make positive behavior choices.

Acknowledgment Possibilities:
Individual - HOWL Ticket, praise, recognition
Classroom - HOWLing Class Award, Pride days
Family - student of the week, Pride celebrations, Family Reunions, assemblies

Expectations in Practice:

• Teachers directly teach HOWL Pride expectations to the students. Students discuss and practice the expected behaviors in the classroom and school-wide common areas.
• Throughout the school, posters will be available for students with the expectations stated and visually shown, as well as choices for them to follow.
• All learning spaces have a CALM Coyote area. This is a dedicated space for all students to process their feelings and work through self regulating steps: breathing, stances, and other activities provided by the teachers.
• Morning announcements will focus on a HOWL Pride expectation for the week, and conduct the Safekeeper ritual or “My job is to keep you safe, your job is to help keep it safe.” They will also include Executive Skills development and understanding that behavior is a mistake and a skill needs to be taught.
• Classrooms will conduct “Morning Meetings” with the Brain Smart Start components. Each meeting will unite, disengage stress, connect with each other, and make a commitment for the day/week. The meetings will also problem solve situations around behavior to help teach new skills.
• Room Service is an action in which an additional adult comes to the classroom to aid the teacher with a student. The adult may SUPPORT the teacher and take over the class so the teacher can interact with the student. The adult may HELP the student regulate in or out of the classroom so that the student can be a successful learner.

Behaviors and Responding to Levels:
Following the District Behavior Handbook, behaviors are categorized into different areas and levels. Behaviors fall into the following categories: bullying and harassment, safety, physical aggression, weapons, respect, responsibility, property, and school transportation. The levels move from 1 to 5 on a continuum, depending on the situation.

The focus is on teaching a new skill for the behavior since the student’s action is showing a need. The guiding question for staff is, “What will help this child be more likely to be successful at ?” Staff will use their ABCs when responding: Active calming of self, understanding that Behavior is communication (a call for help), and Coach a new skill to the student and allow practice or relationship repair.

Level 1 or 2 behaviors are minors. The expectation is that staff will handle these within the class by restating and reteaching with the students to help build capacity and restore the learning community. A digital Paws & Learn will be completed and emailed to the care givers.

Level 3, 4, and 5 behaviors are majors. These are usually addressed outside of the classroom due to the more serious effect and impact and an Out of Class Referral form is completed. Self regulation is prioritized before reteaching expectations with an emphasis on repair and restoring relationships and practicing behaviors that follow HOWL Pride. Communication home will be completed.

Communication Home:
The purpose of the communication is to notify the caregivers about the learning experience the student had regarding HOWL Pride expectations. This opportunity will also communicate with caregivers any needed actions to restore the learning community and/or repair to relationships the student will conduct.