Positive Behavior Programs

Positive Behavior Interventions and Supports (PBIS)

The Tom Matsumoto staff believes that schools can only be successful when they help children to grow academically, socially, and emotionally. In order for this to happen, it is important that we establish a safe environment. It is our goal to create an atmosphere for learning by setting clear expectations and directly teaching students about our expectations. Using the PBIS program helps us to create a happy and safe environment for all of our students.

Mustang Code of Conduct

Our Code of Conduct allows for students to connect their behavior to our school-wide behavior matrix. Our code of conduct is “A Curious HERD!”

Curious

Humble
Equitable
Resilient
Dependable

Tom Matsumoto Elementary School - A Curious HERD (Curious, Humble, Equitable, Resilient, Dependable)

In This Section

Behavior Matrix

Tom Matsumoto has developed a behavior matrix which includes our Code of Conduct (A Curious HERD!). Each expectation is broken down into different categories along with an explanation of how each expectation should look in a specific setting

PBIS School-Wide Expectations Matrix

A Curious HERD!

	Curious	Humble	Equitable	Resilient	Dependable
Social- Emotional	Practice mindfulness Explore my passions Consider many solutions	Consider the needs of others Focus on my own learning	Respect others ideas, cultures, belongings, and differences	Help myself Ask for help Learn from failure Keep trying	Be ready for learning Be responsible for my part of learning Actively participate Be on time
Health	Keep a six foot space bubble	Properly wear a clean mask Attend only if you are symptom free Sneeze and cough into your elbow	Stay in your own learning space Touch only your own property	Remind your friends to be healthy and safe	Properly wear a mask. Wash your hands Keep your learning area clean
Digital Learning	Ask related questions Be creative in showing what I know Offer troubleshooting advice	Wait my turn Mute my mic Use respectful language online	Allow for thinking time Agree before making changes on shared documents Actively listen to others Take turns when speaking Respect others original ideas (Cite your sources)	Raise your hand or use the chat to ask for help Let your teacher know when you do not understand Use feedback to improve your work Try to solve your problems on your own before you ask for help Do my own work	Have a charged and working device Have camera on Be on the proper screen Follow current lesson Use equipment properly Have materials ready
	Curious	Humble	Equitable	Resilient	Dependable
Forum	Be flexible Be aware of my surroundings	Walk through the room Be considerate of students and adults Wait in line patiently Speak quietly	Everyone does their part Be inclusive Respect others' personal space View displays without touching	Keep a positive attitude	Allow others to have their feelings Follow directions Clean up after yourself Raise my hand to ask for help Keep wing doors closed
Hallways/Wings	Be aware of my surroundings	Walk through the area Be considerate of students and adults Wait in line patiently Speak quietly	Respect others’ personal space View displays without touching		Keep wing doors closed Keep shared spaces clean and organized after use
Blacktop	Be aware of my surroundings	Move safely Be mindful of lines on the blacktop-game boundaries	Take turns Include others in your activity	Agree upon rules before you start playing Follow game rules and play fairly Ask an adult for help, after you try to solve your problem	Pick up your personal belongings and trash Use and return classroom equipment correctly Use the play structure safely
	Curious	Humble	Equitable	Resilient	Dependable
Field	Stay below the trees on the hill	Consider and respect: wildlife neighbors landscaping peers Walk on the field ramp	Respect others’ game space Make space for others	Tell an adult if your ball goes over the fence	Move quickly when you hear the whistle Pick up belongings Pick up litter
STEAM Room	Be flexible in your thinking Keep an open mind to new ideas	There is more than one way/answer Students learn from each other’s processes Properly secure tools to keep everyone safe	Appreciate and respect different ideas, opinions, approaches, and styles	Adapt when something doesn’t go as planned	Be an active participant both during and after the lessons Put your materials away in the proper place
Bathroom	Be mindful of your time	Respect peoples’ privacy Use a quiet voice	Use supplies wisely Keep the bathroom clean for others	Use the restroom, flush, wash and dry hands, then leave	Report any problem to your teacher
	Curious	Humble	Equitable	Resilient	Dependable
Office		Enter with a staff member’s permission Wait behind counter to be acknowledged by a staff member Use your manners	Sit quietly Keep your hands to yourself	Speak clearly in a calm and firm manner	Be honest Be direct and brief
Library	Ask the Librarian for help in locating material or for suggestions	Use a quiet, inside library voice Follow directional arrows when in the library	Wait your turn to be able to talk or check out your materials		Only touch books that you are considering Stay in student areas Push in your chair
Arrival/ Dismissal	Go home after school	Enter or exit quickly in the designated area Walk to school	Be patient and wait your turn	Use crosswalks and sidewalks	Follow directions from the staff Arrive between 7:50 am and 8:00 am

Tom Matsumoto’s Mustang Cards (Reward System)

Another part of the PBIS system is the use of consistent positive reinforcement when observing desired behaviors. Staff members who observe students following the school’s behavioral expectations will issue Mustang Cards. All students can earn Mustang Cards for demonstrating good behavior in every area of the school (classroom, forum, playground, etc.) and from any staff member including teachers, classified staff, lunch supervisors, and substitute teachers. The card will indicate a description of the rewarded behavior. Students will then be able to use these cards to earn rewards from the PBIS student store. Students who are curious, humble, equitable, resilient, and dependable can select meaningful items such as pins, medals, lanyards, pencils, and tokens from our book vending machine.

An important goal of an acknowledgement system is to increase the number of positive interactions between staff and students. Research shows us that positive reinforcement is one of the best ways to not only change unexpected behaviors, but also to maintain appropriate and positive behavior. In fact, research on effective teaching has found that teachers should engage in a rate of five positive interactions with students to every one negative interaction. The Tom Matsumoto staff is committed to making sure that all students who demonstrate positive behaviors will receive Mustang Cards. It is not enough just to teach expected behavior, we also need to regularly recognize and reward students for engaging in these desired behaviors.

By supporting the positive behavior programs at Tom Matsumoto, we are reminding your child their positive behavior matters as it creates a better learning environment for all.

Documenting Behavior

Behavior documentation allows all of us to have ongoing communication about students’ progress toward following expectations. Through the documentation, we are able to target lessons for students, classrooms, and building school-wide expectations.

Minors - Students receiving a referral for minor behaviors will:

1st Incident: Redirection, reteaching, and verbal warning.
2nd & 3rd Incidents: Redirection and classroom consequence. Teacher will fill out the Classroom/Office Referral Form and send it home for a signature.
4th Incident: If a student receives 3 Classroom/Office Referral Forms, the student will be directed to administration.

Majors - Students receiving a referral for a major behavior will:

Be directed to administration.
Administrator will contact the parent and fill out a Classroom/Office Referral Form. A consequence will be assigned for inappropriate behavior.

Additional Positive Behavior Programs

Honor Roll

Honor Roll is a special accommodation awarded to students who reach certain academic goals throughout the year. You must be in grades 4-6 to be eligible for the program.

Gold Honor Roll is awarded to students who receive all A's on their report card and demonstrate satisfactory citizenship (no N's or U's).
Silver Honor Roll is awarded to students who receive all A's and B's on their report card and no N's or U's.

Report cards are given out each trimester. Students have three opportunities over the course of the school year to reach Honor Roll.

Project Cornerstone

ABC is Project Cornerstone's most popular program, with more than 2,900 adults reading to 38,000+ kids in over 127 schools. The ABC Program is a literature-based program addressing important issues like respect, tolerance, honesty, peaceful conflict resolution, taking a stand against bullying behaviors, and refusing to participate in gossip. Parent and caregiver volunteers read specially selected books then lead discussions and activities that help teach valuable lessons related to these issues. The program's goal is to help school communities achieve the following:

Create a common language and vocabulary about student respect and behavior expectations among all members of the school community — students, parents and caregivers, teachers and staff.
Help students develop skills to handle physical, verbal, relational and digital bullying and to STAND UP if they see someone else being bullied.
Increase the number of caring adults on campus so that all students feel that there is at least one adult they can turn to if they have a problem.
Contribute to a positive school climate where every student feels valued and supported to achieve and thrive.

ABC Program Books
During the school year, 8 books are read, once monthly (skipping December and June.) The ABC program is a cumulative program spanning 3 years, so books are repeated every three years.

Get Involved – Become a Volunteer Reader
Spending an hour in your child's class can make a world of difference. It's a great opportunity for moms, dads, grandparents and family friends to support children in a meaningful way. For more information, contact the school office, PTA or go to the Project Cornerstone website.

Second Step

The elementary years are the ideal time to nurture social-emotional competence and develop foundational learning skills. We are implementing the Second Step program school wide to support these skills. This evidence based curriculum contains age appropriate lessons that are fun! When children feel safe, supported and connect to our school, they are better equipped to succeed academically and in life.