Positive Behavior Intervention Systems (PBIS)

P.S. 133 is committed to providing a safe, respectful, and disciplined learning environment for students and staff, where students have opportunities to engage in quality learning experiences and acquire values supportive of their lifelong wellbeing.

Behavior Management Plan

We have implemented a Whole School Behavior Management Plan designed to facilitate high standards of behavior and allow us to create and maintain a positive, productive learning and teaching environment where all school community members have clear and consistent expectations and understandings of their role in the educational and social-emotional learning process.

Our school rules have been agreed upon and endorsed by all staff and our school Parent Association. Our rules align with the values, principles, and expected standards outlined in New York City’s Citywide Discipline Code.

School Mantra—Bulldogs B.A.R.K.

We adhere to the following rules to teach and promote our high standards of responsible behavior:

  • B= Be Respectful
  • A= Act Responsibly
  • R= Remember Safety
  • K= Kindness Matters

Behavior Matrix

The first step in facilitating standards of positive behavior is to communicate those standards by directly teaching students the behaviors we want them to demonstrate at school. With this strategy, we can prevent problem behaviors and provide a framework for responding to unacceptable behaviors. We have established a set of behavioral expectations in specific settings for each of our four school rules as outlined in our Behavior Matrix.

Classroom Meetings

From the moment our students start their school day, they receive positive reinforcement. Students participate daily in “community building” meetings in homeroom (8:15 to 8:30 a.m.), which allows our teachers opportunities to learn about and target the social-emotional needs of students on an individual level. 

Beginning when they walk through the classroom door, students choose how they want their teacher to greet them based on a poster with visual cues. Once in the classroom, students sit on the rug in a circle and take turns holding the speaking baton and sharing their emotional status using the “mood meter.” Once every student has shared, members of the class community implement strategies to lift the spirit of students who indicate feelings of red and/or blue. In the fifth grade, we also utilize our community building meetings to support students with the middle school application process.

Overall, the goal of classroom meetings is to proactively identify students who struggle emotionally and take preventive actions to ensure a supportive learning environment.

Social-Emotional Curriculum

Our social skills program teaches students prosocial behavior, such as listening to others, conflict resolution, how to cooperate in groups, sharing, and being sensitive to differences. We based our program on the integration of The Zones of Regulation principles as well as teacher-made lessons aligned to the school’s behavior matrix.

Positive Behavior Incentive Systems (PBIS)

At P.S. 133, we back up communication of our key messages about behavior through reinforcement to provide consistent feedback for engaging in expected school behavior. We have developed a formal recognition and monitoring system designed to increase the quantity and quality of positive interactions between students and staff. We train all of our staff members to provide students with consistent and appropriate acknowledgement and rewards.

Currently, we have the following PBIS structures in place:

  • Student of the Month
  • Most Improved
  • Monthly Perfect Attendance
  • Monthly Most Improved Attendance  
  • Monthly Bulldog Behavior Award
  • Honors Assemblies (January and June)
  • Honor Roll End-of-the-Year Field Trip
  • Perfect Attendance and Most Improved Attendance End-of-the-Year Field Trip

Reward System

At P.S. 133, we think that giving students concrete incentives is also important in encouraging positive behaviors.

Based on the expectations set in the behavior matrix, students earn “Dojo points” for demonstrating class values. Teachers determine the weight of positive behaviors (anywhere from one to five points) and the weight of negative behaviors (anywhere from minus one to minus five points). As parents, you may access your child’s account and track behavior progress. At the end of each month, students can exchange accumulated points for concrete rewards from the PBIS Reward Room.