Behavior (PBIS)
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Behavior (PBIS)

PBIS stands for Positive Behavioral Interventions and Support. The broad purpose of PBIS is to improve the effectiveness, efficiency and equity of schools and other agencies. PBIS improves social, emotional and academic outcomes for all students, including students with disabilities and students from underrepresented groups.  More about PBIS is available at pbis.org Links to an external site.

My Child Received a Conduct Slip

If your child brings a conduct slip home from music class, please take some time to talk with them about what happened in music class and encourage them to changie their behavior to match the desired behaviors for music class (listed below).  Because I see so many students each day, the conduct slip is the easiest way for me to let you know that your student didn't have the best day possible and to ask your assistance in reinforcing desired behaviors. Please sign the note and add any comments to the note that you'd like me to see.  If undesired behaviors persist, let's schedule a time to speak on the phone or face-to-face so that we can plan together how to best guide your child's behavior.

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In Music Class...

  • I PROVE I care by doing my best
  • I ACT respectfully by treating others how I want to be treated
  • I WORK on being safe by moving carefully and minding the noise
  • I SHOW responsibility by caring for things in the room

These are the core desired behaviors in music class.  They have to do with music and me, other people and me, things and me, and how I do things.  For each of these, there are some specific examples to help guide students:

I prove I care by doing my best. (Music and Me)

  • I try my best and learn from my mistakes (Mistakes are OK)
  • I participate like I’m a star
  • I make music, not noise
  • I follow the rules, including the dress code

I act respectfully by treating others how I want to be treated. (Other People and Me)

  • I follow instructions
  • I only talk when it is my turn
  • I speak kindly to others
  • I keep my hands and feet to myself
  • I mind my musical manners
  • I don’t play instruments when someone is talking

I work on being safe by moving carefully and minding the noise. (How I do things)

  • I stay in my assigned place
  • I move in a careful and orderly fashion
  • I only raise my voice when singing
  • I only dance when the floor is cleared for dancing
  • I use furniture the right way
  • I respond to SECRET SIGNAL with Stop, Quiet, Eyes on Teacher

Show responsibility by caring for instruments, music, puppets and other material (Things and Me)

  • I don’t touch instruments until told to do so
  • I care for instruments and use them properly
  • I use supplies the right way
  • I take care of printed music, books, and song sheets
  • I care for crayons, pencils, and other material
  • I treat puppets with care as if they were real people and animals
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