Belding Elementary School is one of a small number of schools recognized as an Exemplary Supportive School by the CPS Office of Social and Emotional Learning. We believe in the importance of educating the whole child. Students deserve a well-rounded education that prepares them for high school, college and career success. We are committed to providing an environment that fosters growth and that will equip our students with the knowledge, skills and mindset to make a positive contribution in the world.

 Our school has adopted PBIS (Positive Behavioral Interventions and Supports) as our approach to school-wide discipline.   

 PBIS stands for Positive Behavioral Intervention and Supports and is a positive and proactive approach to school-wide behavior management.  The 5 school-wide best practices of PBIS are to:

  • Define 3-5 school-wide expectations (Be safe, Be respectful, Be responsible)
  • Teach the behavior matrix poster (We have identified school-wide behavior expectations for 6 locations)
  • Remind students using the common language found on the behavior matrix poster (All staff)
  • Acknowledge students for positive behaviors daily, weekly, monthly (4 positives for every negative).
  • Reteach classroom and school-wide behaviors frequently

 Each teacher and/or team adopts a classroom discipline plan with rules, expectations, celebrations, and consequences, such as CHAMPS.

 CHAMPS is a positive and proactive approach to classroom management.  At Belding, we encourage every teacher to take the CHAMPS training and implement the CHAMPS best practices.  Teachers make decisions about the structure of their classroom based on the CHAMPS acronym.  Teachers must clarify for students:

  • Conversation- What is the level of conversation expected for this specific learning task or activity?
  • Help- How can students ask questions during this activity or transition?
  • Activity- What is the task/objective of this activity or transition?
  • Movement- Can students move about during this activity?
  • Participation- What does appropriate student behavior for this activity or transition look/sound like?
  • Success- What will success for this learning task, activity or transition look like?


Tier 1 Social Emotional Learning & Behavior Supports

The following systems and supports are in place for ALL students at Belding.

Responsive Classroom K-4th Developmental Designs 5-8th
Second Step
Restorative Practices
SEL & Academic Integration
Service Learning



Tier 2/3 SEL & Behavior Supports

Some students at Belding who need more support receive additional services and programs such as:

Check in/Check-out
Lunch Bunch
Behavior Charts/Calm Down Kits/Social Stories
Group Counseling including special programs such as


Individual Counseling