Be respectful. Be responsible. Be safe. Be Caring.
For students at Fletcher Elementary School, these are words to live by. Part of the school’s Positive Behavior Interventions and Supports (PBIS) approach to social-emotional learning, the expectations apply across settings including the classrooms, halls, cafeteria, playground, busses and on field trips, among other locations. They are proactively taught, modeled and practiced throughout the year, and students are recognized for following the rules at both the classroom and school level.
But, what happens to all that work when students are not in school?
“The beauty of our school-wide expectations is that they are universal,” Instructional Coach Denette Locke said. “Being respectful, responsible, safe and caring is the right thing to do in any setting. In many ways, calling the rules school-wide expectations could be a little misleading because this is how we want our adults and children to conduct themselves regardless of where they are. In school, at a movie, in the grocery store or at home.”
Being flexible has been the key to keeping this work alive in Fletcher. Shortly after the Governor dismissed students from on-campus classes, the school issued a design-a-token challenge. During a typical school year, students would ordinarily be recognized with a small wooden token sporting the school’s falcon mascot and the four expectations for following the rules. The tokens would come from a staff member. However, with students at home, that isn’t possible in the same way.
“We asked students to design their own PBIS tokens on paper using our four rules, but applying them to things they might do at home, like helping cook dinner or getting ready for bed,” Locke said. “While we’d much rather be working with our students in person, the stay-at-home order is a brilliant opportunity for students to practice generalizing these great practices to settings beyond the school building. Simply put, we didn’t want to lose momentum and we wanted to help students understand that they can be behavioral rockstars anywhere they go, in school or elsewhere.”
In a letter to families, the school challenged children to include the four rules on their self-designed tokens, but gave full artistic license to the students. Entries included designs such as rainbows, trucks, family portraits, and one student drew a picture of himself helping out with after-dinner dishes. There were more than 50 entries from which three winners were randomly drawn to receive prizes provided by RiseVT, a wellness group that emphasizes physical activity, good eating habits and mindfulness, based at Northwestern Medical Center. Winners received cookbooks and water bottles.
“Designing the tokens at home reminded me of our four expectations to be respectful, responsible, safe and caring,” sixth grader Cody Gelineau said. “It reminded me that the rules are not only good for school but for home, as well. It was a good reminder that doing those things everywhere you go is what you should do, not just at school. Plus, I love art and it was a fun way to remember how to conduct myself.”
“Supporting students in making meaningful connections between school and home is really important,” Special Educator Sarah Tucker said. “Helping students see our expectations as universal – across settings – supports them in making meaning of what is taught here at school, even when we can’t be in the building. And, it makes sense to connect this work to our relationship with RiseVT because of the strong interconnection between physical and social-emotional health.”
For the past two consecutive years, Fletcher Elementary has received recognition as a Positive Behavior Interventions and Supports Exemplar School by the Vermont Agency of Education and University of Vermont. Even before the school closure, the school supported students in setting the bar high for behavior at home by challenging students during school vacations and over the summer. The Exemplar designation is the highest level of recognition within the PBIS system, signifying a reduction in rule-breaking behavior and an increase in academic performance.
“During the school closure, our teachers and staff have become even more creative and passionate about staying connected with students and moving forward with important learning,” Director of Curriculum Linda Keating said. “Now, more than ever, developing and maintaining routines and relationships is important, and Fletcher’s work to advance PBIS and continue to support the social-emotional learning and wellbeing of students beyond the school building is a great example of their commitment to children and families.”