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Ashland preschool staff outline PBIS program focused on ‘Be safe, be kind’
Summary
Staff from Ashland Public Schools’ preschool presented the district’s Positive Behavioral Interventions and Supports (PBIS) work, describing visual supports, classroom beehives, a mascot and recurring “B Days” meant to teach social-emotional skills to young students.
Sarah Davidson and preschool colleagues described the preschool’s PBIS work and how it fits under the district’s broader social-emotional learning (SEL) effort.
Davidson said the preschool’s core values are "be safe, be kind" and that PBIS gives young students a simple, consistent framework. The team showed visuals used across classrooms and common areas, explained classroom “beehives” for group rewards and individual "B" stickers or stamps that students can take home, and described a mascot called Bumbles that appears at arrival on designated PBIS “B Days.”
The presenters said PBIS is part of an SEL umbrella that also includes elements of responsive classroom and Zones of Regulation. Staff described practical strategies they use with preschoolers: positive phrasing such as "walking feet" instead of "stop running," visual supports (ears listening, eyes watching) and routines teachers reteach at the start of the school year and at a mid-year "reboot" in January. During B Days, the school runs themed activities—arts and crafts, bingo with pictures of safe/kind behaviors, and certificate awards—to reinforce the expectations.
Preschool staff said they use both group rewards (class beehives that can earn a dance party or extra recess) and individual rewards (stickers or stamps) so families can discuss the child’s behavior at home. Presenters noted the approach is important because many preschool children are experiencing school for the first time and benefit from concrete, visual reminders of expectations.
Committee members responded with positive feedback and personal anecdotes about using similar visuals at home. No formal actions or votes were associated with the presentation.
The presentation concluded with committee members thanking the preschool team; staff left committee members with the recommendation that PBIS and SEL work be continued and supported at the preschool level.
