Barnes Elementary Positive
Behavioral Supports and
Interventions Guide
“Doing It The BEAR Way”
Revised 11-5-15
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Barnes Elementary
Positive Behavioral Intervention and Supports
Positive Behavioral Intervention and Supports (PBIS) is a decision-making framework
that guides selections, integration and implementation of the best evidence based
academic and behavioral practices for improving academic and behavior outcomes for all
students.
PBIS is the integration of four related elements:
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Outcomes: academic and behavior targets that are endorsed and emphasized by
students, families and educators.
Practices: interventions and strategies that are evidence based.
Data: information that is used to identify status, need for change, and effects of
interventions.
Systems: supports that are needed to enable the accurate and durable implementation
of the practices of PBIS.
Principles of PBIS include:
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Clearly defined school wide and classroom behavioral expectations
Teaching behavioral expectations to all students, parents and staff
Acknowledging appropriate behavior
Ongoing use of data for decision making
Continuum of consequences for violating behavioral expectations
Function based support for students with chronic problem behavior
PBIS provides a continuum of support and services using a Three Tier structure:
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Tier I: Universal supports that target all students. These supports meet the
social/emotional/behavioral needs of at least 80% of students.
Tier II: Strategic supports that provide additional intervention and structure to
students not responding solely to Tier I supports. These supports target
approximately 15% of students.
Tier III: Intensive supports for students not responding to Tiers I and II. These
supports target approximately 5% of students.
Barnes Elementary PBIS Structure
Tier I-Universal Supports:
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The Four BEs: Be Kind, Be Safe, Be Responsible, Be Respectful
BEAR: Behaves Responsibly, Extremely Safe, Always Kind and Respectful to All
School Wide Behavioral Matrix
Classroom Behavioral Matrix
PAWS: Positive Achievement With Self-Management
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BEAR Boot Camp
Classroom Meeting
Super BEAR Assemblies
School Wide Attention Signal
Olweus Anti-Bullying Program
BEAR Paw Recognition
BEAR-A-Brations
BEAR-A-Palooza
Attendance Recognition
Attend-A-BEARS
ROARstock
Voice Level: 0-No Talking, 1-Whisper Voice, 2-Two Person Voice, 3-Large Group
Voice, 4-Recess Voice
LINES: Looking Forward, In Control of Hands, Feet and Objects, Number 0 Voice,
Equipment Being Held, Stay in Your Spot
LUNCH: Leave Your Area Clean, Use Good Manners, Number 1 or 2 Voice,
Cemented to Your Seat, Hands and Feet to Self
SLANT: Sitting/Standing Silently, Listening, Attention, Number 0 Voice, Total Eye
Contact
BEAR Corp
PBIS Committee
Grade Level Meetings
Recess Structure
BEAR Chant
BEAR Pledge
Super BEARs
Super BEAR cards
Bathroom “Rule of 2”
BEAR Council
BEAR Guides
School Website/Social media
BEAR Videos
PBIS Family Night
SWIS Data System
Tier II-Strategic Support:
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Intervention Program
Fresh Start
Group Counseling
Individual Counseling
Discipline Referrals
Behavioral Plans/Contracts
Restorative Justice
Lunch Bunch
LINK
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PAWS
HIP Counselor
Lower Columbia Mental Health
Grade Level Data Discipline Meetings/Screening (Orange Team)
Attendance Phone Calls
Tier III-Intensive Supports:
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Intervention Program
Pre-Referral Intervention Process
Super Fresh Start
Group Counseling
Individual Counseling
Discipline Referrals
Grade Level Data Discipline Meetings/Screening (Orange Team)
Behavioral Plans/Contracts
Restorative Justice
In School Suspension
Outside School Suspension
Lower Columbia Mental Health
Barnes Elementary PBIS Principles
1. Clearly Defined School Wide Expectations (please see appendix for school wide
behavioral matrix):
Barnes staff is committed to creating a highly structured environment where achievement
is supported through clearly defined school wide expectations.
Students Are Expected to Follow the 4 BEs in All Areas of the School
Be Kind
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Include Others
Help One Another
Use Good manners and Appropriate Language
Be Safe
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Walk in Hallways
Hands, Feet and Objects to Self
Use Materials Appropriately
Be Responsible
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Self-Manage
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Follow Expectations
Be prepared
Be Respectful
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Follow Directions
Be a Good Listener
Use an Appropriate Voice
Students Are Expected to Act Like a BEAR Throughout the School
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Behaves Responsibly
Extremely Safe
Always Kind
Respectful to All
A. Voice Level
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Students are expected to use the appropriate Voice Level throughout the school
and in the classroom.
Appropriate Voice Level is expressed using a 0 to 4 scale:
0-No Talking
1-Whisper Voice
2-Two Person Voice
3-Large Group Voice
4-Recess Voice
B. Hallways
Barnes staff is committed to creating a safe, orderly and quiet hallway environment.
Orderly transitions increase instructional time and improve student achievement. Barnes
students are expected to transition using LINES:
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Looking Forward
In Control of Hands, Feet and Objects
Number 0 Voice
Equipment and Materials Held
Stay in Your Spot
Students will walk in two rows side by side.
Students will walk on the right side of the hall.
Teachers are encouraged to escort students in the hallways supervising from the back
of the lines.
Classes will stop at designated stopping points denoted by BEAR stop signs.
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Students transitioning to instructional areas without a teacher (i.e. Walk To
Intervention, Resource, etc.) are expected to observe LINES as individuals.
Students in the hallways for special purpose (e.g. bathrooms, office, nurse, errand,
etc) must have a hall pass.
C. Bathrooms
Barnes staff is committed to safe student bathrooms. Bathroom safety poses a unique
challenge because staff does not directly supervise students in the bathroom.
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Since bathrooms are not directly supervised, it is important that each classroom
have clearly outlined bathroom procedures that identify which students are out of
the room.
Only two students are allowed to use the bathroom at the same time.
Students are responsible for determining the number of students currently using
the bathroom.
If two students are already using the bathroom, then the third student waits
outside the bathroom door.
Only one student is allowed to wait outside the door at a time. The fourth student
should return to the classroom, cafeteria, PE, etc until no one is waiting in front of
the door.
Students will use the “Rule of 2.”
-2 minutes or less
-2 students in bathroom at a time
-2 pumps of soap
-2 paper towels
-2 points (all trash in garbage can)
-2x count to 10 while washing hands
D. Arrival
Barnes staff is committed to creating a welcoming, orderly and safe environment that
supports the transition from the home to school.
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Students are to arrive no earlier than 8:15AM. Students arriving prior to 8:15AM
must go to Homework Room.
From 8:15AM to 8:30AM students are allowed to wait quietly in the main
hallway, eat breakfast in the cafeteria or go to the playground.
Students are expected to use a number 2 voice or less, walk, keep hands, feet and
objects to themselves and carry backpack and other materials appropriately.
Fresh Start students are allowed to go to the Intervention Room beginning at
8:15AM.
Classroom hallways open at 8:30 AM.
Teachers are to be in their doorways greeting students and supervising the
hallways at 8:30AM. Teachers are to remain in the doorway until the
majority of students have passed through the halls and entered classrooms.
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All parents and siblings must sign in and have a hall pass if proceeding past the
carpeted entryway near the front doors.
There are three arrival duty positions filled by a combination of certified and
classified staff. These consist of one adult outside the building on the main
sidewalk, one adult inside the main entry hallway and one adult in front of the
Cafeteria/Gym Doors.
For classroom teachers, duty ends just prior to 8:30AM. This will allow staff to
be in their doorway by 8:30AM to greet students and supervise hallways.
E. Dismissal
Barnes staff is committed to creating an orderly and safe environment that supports
the transition from school to home.
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It is essential that teachers know which students ride the bus, are picked up or
walk home. Teachers release the appropriate students from the classroom after
the office announcement.
Bus riders exit the building through the main doors. Students picked up by
parents exit the building though the eastside doors near the Co-op. Walkers may
exit through either the main doors or the eastside doors.
Students are expected to use a number 2 voice or less, walk, keep their hands, feet
and objects to themselves and carry backpack and other materials appropriately.
Teachers are to be in their doorways saying goodbye to students and
supervising the hallway starting at 3:25PM. Teachers may reenter their
classrooms after the initial dismissal, but should return to the doorway with
each ensuing dismissal announcement.
All parents and siblings must sign in and have a hall pass if proceeding past the
carpeted entryway near the main front doors.
There are four dismissal duty positions filled by a combination of certified and
classified staff. These consist of three adults outside the building (near the main
door, bus pick up area and parent pickup area), one adult inside the building in the
main entry hallway and one adult in the Co-op area. Dismissal duty begins
promptly at 3:25PM. Duty ends when the last bus leaves.
On teacher bus duty days, late bus riders will be assigned to a prearranged
classroom to be supervised. Students walking or being picked up by a parent will
accompany their teacher outside on bus duty.
Bathrooms are closed at 3:25PM except for emergencies.
Students wait for siblings in the “Family Circle” in front of the main doors.
Students are not permitted to pick up siblings from classrooms.
F. Recess (Please see the Barnes Elementary Recess Guide for a full documentation of
recess rules and expectations)
Barnes staff is committed to highly structured recess that provides for a physically
and emotionally safe experience for students. Please note that only recess release,
pickup and line up are discussed here.
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Primary students transition to the playground observing hallway expectations and
escorted by their teacher. Teachers supervise their class until all students have
exited the building through the Common Area doors.
Intermediate students transition to recess observing hallway expectations through
the Common Area or intermediate wing doors. Teachers are responsible for
supervising students as the move through the hallway/Common Area.
Students attending a specialist immediately preceding recess will enter the
playground through the single door adjacent to the cafeteria/gym.
The Common Area bathroom is closed during recess.
Students line up in double lines at their designated classroom spot when the bell
rings. An Instructional Assistant (IA) blows his/her whistle three times, after
which students cheer: Go Bears Go! Students are then expected to display
LINES.
It is essential that teachers arrive at recess as the bell rings. It is teacher’s
responsibility to ensure that their class is observing LINES before entering
the building. Teachers should address the failure of individuals or the class
to observe LINES within the context of their classroom management system.
All students enter the building through the main doors adjacent to the
cafeteria/gym.
G. Cafeteria
Barnes staff is committed to an orderly lunch that gives students the opportunity to
socialize and reenergize for afternoon instruction.
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Classes enter the cafeteria through the Rich Bailey door using LINES. Students
are to line up on the blue line while waiting to check in with the cashier. While
on the blue line, students will keep the drinking fountain doors clear. Once in the
cafeteria, students may use a #2 voice while checking in. Students will exit
through the drinking fountain doors.
Once seated, students are to observe LUNCH:
Leave Your Area Clean
Use Good Manners
Number 0, 1 or 2 Voice
Cemented to Seat
Hands, Feet and Objects to Self
Teachers are responsible for actively supervising students and enforcing LUNCH
rules.
Consequences for LUNCH violations should be carried out via existing classroom
management strategies.
At the end of lunch trays are passed to the last two students on the main aisle.
These students then dump the trays and carry them back to the kitchen.
Cafeteria staff is responsible for wiping down tables after trays have been
removed.
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Staff should not force a student to eat or take a lunch. When students take a lunch
they do not have to take every item. Cafeteria staff will give students the
mandatory items. All other items are optional. Staff needs to encourage students
to eat, but if they don’t want to that is their choice. If a student chooses not to eat
on a consistent basis, the teacher should notify parents.
Grades 3-5 will exit through the water fountain doors and enter the playground
through the single recess door. Students will snake along the wall to the fence
and stand against the wall. Classroom teachers should supervise the line until the
bell rings for recess.
There will be two bathroom passes for each gender located next to the water
fountain doors. When all passes are out, students line up against the padded walls
between the doors and wait for the pass to return.
H. Study Hall
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Teachers may send a maximum of 2 students to study hall only at lunch recess.
Study hall is not available at the AM/PM 15-minute recesses.
An individual student may be sent a maximum of 2 times per week.
Students should be sent with work to complete.
Students remain in study hall for the entire 30-minutes, even if they complete
their assigned task(s).
I. School Wide and Classroom Attention Signal
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Teachers signal for student attention by raising their hand and stating, “SLANT,
please.”
Grades 3-5 then raise their hands and demonstrate “Perfect SLANT.”
Grades K-2 raise their hands; verbally repeat the direction “SLANT, please; and
demonstrate “Perfect SLANT.”
Sitting or Standing Silently
Listening
Attention
Number 0 Voice
Total Eye Contact
J. Attendance (please see the Barnes Elementary Attendance Guide for more details)
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Barnes students are expected to attend regularly.
Regular attendance is defined as missing no more than 9 days of school per year.
Acceptable reasons for being absent include serious sickness (vomiting, fever)
and family emergencies.
H. Additional Common Expectations
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Toys/electronics are not allowed at school.
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Gum is not allowed at school.
Hats/hoods are not to be worn in the building. They may be worn at outside
recess.
Cell phones are to be turned off and placed in backpacks.
2. Teaching Behavioral Expectations to All Student, Parents and Staff:
Barnes staff is committed to providing direct and explicit behavioral instruction
throughout the school year.
A. BEAR Boot Camp
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BEAR Boot Camp takes place the first week of the school year.
Students gather in the Cafeteria for the BEAR Boot Camp introduction.
Students then are dismissed and accompanied by their teacher to rotate through
the various boot camp stations.
Additional BEAR Boot Camps are scheduled throughout the year on an as needed
basis.
B. Classroom Meetings
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Classroom meetings take place weekly for 30-minutes in each classroom.
The intervention specialist/school psychologist facilitates meetings focusing on
school wide expectations and social/emotional learning skills.
Classroom meetings are also a key component of the Olweus Anti-Bullying
Program.
Classroom teachers must be present for and participate in each classroom
meeting.
C. Classroom Teachers
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Classroom teachers focus on community building and teaching school wide
expectations during the first two weeks of school.
Every teacher develops a classroom behavioral matrix with students and uses
it as a reference for teaching classroom expectations. Please see Appendix for
classroom behavioral matrix examples.
Teachers should review and practice school wide and classroom expectations
frequently throughout the year.
Teachers provide feedback throughout the day as to whether or not students are
meeting school wide and classroom expectations.
Teachers are responsible for instituting and maintaining an effective classroom
management system based on PAWS that reflects and supports school wide
expectations.
Teachers should consistently use PBIS language (e.g. LINES, SLANT, LUNCH,
BEAR, Voice Level, GRIT, Self-Management, etc).
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D. Morning Announcements
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BEAR Pledge:
“I Pledge to be a Bear. I will:
Behave Responsibly, Be Extremely Safe, Always Be Kind, and Be Respectful to
all.”
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4 Be reminders/examples/quiz
E. Assemblies/Lunch
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School wide expectations will be reviewed throughout the school year during
assemblies and lunch.
Staff provides direct instruction and behavioral expectations are modeled through
student skits.
Students give the BEAR Chant at assemblies.
Students recite the BEAR Pledge at assemblies.
F. School Website/Social Media
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The school website contains a PBIS link that covers, expectations, selfmanagement, attendance and recess. The site also contains our BEAR Expectation
and Self-Management videos.
PBIS information is frequently posted to the Barnes Facebook page.
Friday BEAR Paw winners are posted weekly on Facebook.
G. PBIS Family Night
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At least once a year the PBIS team will sponsor a PBIS Family Night focusing on
informing parents of our PBIS practices.
3. Acknowledging Appropriate Behavior:
Barnes staff is committed to recognizing appropriate behavior throughout the building.
A. BEAR Paws
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Staff recognizes appropriate school wide behavior by handing out BEAR Paws.
Students write their names on the back of the Paw and place it in the classroom
Honey Pot.
Before lunch on Friday, classroom teachers draw two names from the Honey Pot.
Names are then transferred to a larger BEAR Paw.
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Teachers bring their two BEAR Paws to the cafeteria and give them to a
designated teacher. The designated teacher reads the winners to the entire
cafeteria approximately 5-minutes before lunch ends.
Students receive the large BEAR Paw and then place it on the giant Honey Pot in
the hallway. Winners then go to recess a few minutes early.
A designated teacher will also create a list of winners and give it to office staff.
Office staff will then send it to the Daily News for inclusion in the Chalk Talk
section of the paper and put the names on Facebook.
Teachers are encouraged to use the remaining Bear Paws to support their
classroom management system. For example, remaining Bear Paws may be used
for a classroom raffle.
Classroom teachers keep track of their BEAR Paw winners for possible inclusion
in BEAR-A-Brations (see below for more information).
B. BEAR-A-Brations
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BEAR-A-Brations occur three times a year with two students from each
classroom participating in the celebration. The classroom teacher, in conjuction
with IAs chooses BEAR-A-Bration participants from trimester BEAR Paw
winners.
BEAR-A-Bration participants receive rewards and treats at the celebration.
The Barnes BEAR makes an appearance.
Students will sign their names in the Big BEAR Book.
Other special guests like the superintendent and/or principal attend.
C. Super BEARs
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Super BEARs are those students who do not receive any discipline referrals in a
trimester.
Students are recognized at a Super BEAR assembly.
Students receive a Super BEAR sticker, which is placed on their Super BEAR
card in honor of their achievement.
Students have the opportunity to participate in the BEAR-A-Palooza at the end of
the school year.
Most improved students are also recognized.
D. BEAR-A-Palooza
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Any student who receives no more than one discipline referral throughout the year
will participate in the BEAR-A-Palooza.
BEAR-A-Palooza occurs in June and resembles a mini “Field Day” with outdoor
games being played with and against teachers.
There is also a special treat such as pizza and root beer floats.
E. Attend-A- BEARS
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Each class will receive a BEAR cutout that hangs outside the classroom door.
Every time 95% of the class is present the class puts a tally mark on the Attend-ABEAR attendance card.
When a class accumulates 10 tally marks, they create an Attend-A-BEAR piece
and place it on their BEAR.
Classes receive recognition for adding pieces throughout the year.
H. ROAR Earners/ROARstock
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Students missing 9 or less days of school for the year will be recognized as our
ROAR earners:
Regular
Outstanding
Attendance
Recipients
ROAR earners will attend ROARstock at the end of school year, which will be
modeled after BEAR-a-Palooza.
ROAR earners will also be recognized monthly for missing 1 or less days of
school per month.
All ROAR earners will sign the monthly ROAR book.
Two ROAR earners from each class will be drawn every month to eat lunch on
the stage in the cafeteria.
Their names will also be posted in the Daily News and on the Barnes Facebook
page.
4. On Going Use of Data for Decision Making:
Barnes staff is committed to the collection and analysis of data for the purpose of
program development and evaluation.
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Data is organized and analyzed with the assistance of the School Wide
Information System (SWIS).
The Health Specialist inputs data.
The PBIS committee meets monthly to review data.
A monthly report is given to teachers document all of their students’ discipline.
Data is shared with the entire staff a minimum of three times per year through
Data Discipline meetings (Orange Team).
The PBIS committee also makes frequent use of PBIS assessment tools such as
the Team Implementation Checklist, the Benchmarks of Quality, etc.
5. Continuum of Consequences for Violating Behavioral Expectations (please see
Appendix for Discipline Referral Matrix, Discipline Referral Reference Card and SWIS
Category Card for further information):
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Barnes staff is committed to addressing behavioral offenses in a timely and effective
manner as to provide the least impact to the learning environment. This is achieved in
through the PAWS process and issuing of discipline referrals.
A. Positive Achievement With Self-Management (PAWS) (Please see PAWS Guide
for specific details.
 The PAWS process is used to correct misbehavior. PAWS is a series of verbal and
visual cues that assist students in self-management. The process is outlined briefly
below. Please see the PAWS Guide for specific details.
PAWS Steps
*Step I-Nonverbal
1) Teacher gives a nonverbal signal such as the “The Look,” touch and/or proximity.
2) The student is thinking, “How do I manage myself right now?”
3) Teacher keeps teaching and protects the flow of instruction, while acknowledging
students who are meeting expectations.
4) If the student self-manages, the teacher recognizes the improved behavior by
stating, “You’re a one-timer” and/or giving a “thumbs up.”
5) If the student fails to respond, the teacher moves to Step II.
*Step II-Precision Request
1) Teacher approaches the student in a non-confrontational manner (i.e. stands
adjacent to the student and not directly in front of the student). Teacher gives the
precision request, “Check your BEAR behavior.”
2) Teacher quickly moves away without waiting for a response to protect the flow of
instruction and acknowledge students who are meeting expectations.
3) The student is thinking, “How do I manage myself right now?”
4) If the student self-manages, the teacher recognizes the improved behavior,
“You’re a one-timer” and/or a “thumbs up.”
5) If the student fails to respond, the teacher moves to Step III.
*Step III-Up Front
1) Teacher places Up Front Pass in front of the student without using any words.
2) Teacher quickly moves away without waiting for a response to protect the flow of
instruction and acknowledge students who are meeting expectations.
3) Student takes pass and materials and moves to the Up Front desk (although called
Up Front, the desk can actually be located anywhere in the room).
4) Once student exhibits BEAR behavior for a period of time, the teacher moves to
the Up Front desk in a non-confrontational manner and asks:
a) What was your behavior?
b) What will you do differently?
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c) Can you do it?
5) If student responds appropriately, he/she is returns to her desk.
6) If student fails to show BEAR behavior and/or fails to answer the three questions,
the teacher moves to Step IV.
*Step IV-Think Time
1) Teacher places Think Time Pass in front of the student without using any words.
2) Teacher quickly moves away without waiting for a response to protect the flow of
instruction and acknowledge students who are meeting expectations.
3) Student takes pass to Think Time Room (grade level partner) following the Walk,
Wait and Welcome rules on the back of the card.
4) Student walks to the room, and waits in the doorway until the classroom teacher
welcomes him or her into the room.
5) Teacher directs the student to the Think Time desk (usually using a nonverbal
point).
6) Student proceeds to the Think Time desk and sits down. The student complies
with the Think Time Expectations card posted at the Think Time desk.
7) After a period of compliance with Think Time Expectations, the teacher
approaches the student in a non-confrontational manner and asks the three
questions:
a. What was your behavior?
b. What will you do differently?
c. Can you do it?
8) If student responds appropriately, he or she is given the Think Time Behavior
Debriefing form.
9) Student completes form and raises hand when finished. Teacher briefly checks
form (as long as the form was completed with some effort, it is considered
acceptable).
10) Student returns to class using Walk, Wait and Welcome.
11) Classroom teacher welcomes student back to class and reviews form.
12) The student returns to seat and learning activity.
*Step V-Administrative Think Time
1) If student doesn’t respond appropriately to the three questions asked in step IV,
the teacher will say, “I will honor your request to remain in Think Time.”
2) Teacher returns a short time later and again asks the three questions. If student
responds appropriately, the teacher gives the form and the student moves through
remaining steps outlined in Stage IV.
3) If student fails to respond appropriately, he or she is sent to Administrative Think
Time in the Intervention Room.
4) After completing administrative Think Time, the student returns to the Think
Time classroom and completes all steps outlined in Stage IV before returning to
his or her class.
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B. Discipline Referrals
There are three levels of discipline referrals supporting the Barnes PBIS
system. Each level provides a matching degree of support in response to the
intensity, duration and frequency of the student’s offense.
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Level One- Request For Intervention: Used to document minor offenses and/or to
request the assistance of the Intervention program, typically during recess. This
form is used for internal staff communication and data collection. The form
accompanies the student to the Intervention Program at recess so staff can provide
the appropriate support. In the rare event that a form does not accompany the
student to the Intervention Program, it must be completed and submitted by
the end of the day.

Level Two- Violation of School wide Expectations (moderate): Used for
moderate-level offenses when the frequency, intensity and/or duration of the
offense require the immediate support of the Intervention Program. Students are
typically removed from the learning environment and do not return to class until
the problem solving process is complete. The referring staff member must
complete the form and send it with the student. The referring staff member must
initiate parent contact within 24 hours.

Level Three- Documentation of Exceptional Misconduct (severe, only issued by
administration): Used for offenses that violate district policy 3240, which defines
acts of exceptional misconduct. This applies to offenses where the frequency,
intensity and/or duration of the behavior require immediate attention from the
Principal or Designee. If the Violation of School wide Expectation referral meets
the criteria of Exceptional Misconduct, the Principal or Designee will issue Level
Three documentation. Exceptional misconduct may result in an In–school or
Out-of-School Suspension. Only the Principal or Designee can authorize
suspensions. Typically the Principal or Designee makes parent contact in
conjunction with the referring staff member.

Staff members complete the appropriate referral using the SWIS Behavior
Categories card. Each teacher receives a laminated card for easy reference
(please see Appendix for more information).

Teachers also receive a laminated card with detailed instructions and examples for
appropriately completing referrals (please see Appendix for more information).

A student who receives three level one referrals will also receive a level two
referral and parents will be notified.

When a student receives 5 level two referrals a
parent/teacher/principal/interventionist meeting is held to problem solve and
support student behavior change.
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6. Function Based Supports for Students with Chronic Behavior Problems
Barnes staff is committed to consistently addressing and supporting students who
present with chronic behavior problems though Grade Level Meetings, Data
Discipline/ Screening Meetings (Orange Team), Pre-Referral Intervention Process
Meetings, the Intervention Program and Fresh Start.
A. Grade Level Team Meetings


Grade Level Teams (GLT) meet weekly to discuss and problem solve any
ongoing student behavior issues.
The school psychologist/intervention specialist is available to attend GLT
meetings as needed.
B. Data Discipline/Screening Meetings (Orange Team)


GLTs, the school psychologist/intervention specialist and the school counselor
meet once a trimester for the purpose of placing students in Tier II/III
interventions.
This process includes reviewing SWIS discipline data and completing the Tier
II/III screening process.
C. Pre-Referral Intervention Process Meetings (PIP)



When the data indicates that students are not responding to Tier II/III
interventions, they are referred to the PIP team.
The PIP team meets with the classroom teacher, parents and other involved staff
to begin the PIP.
The PIP typically requires the completion of a Functional Behavioral Assessment
(FBA).
D. The Intervention Program




The purpose of the Intervention Program is to actively intervene with students to
change maladaptive behavior.
Behavioral change is achieved through one-on-one and small group instruction
focusing on cognitive/behavioral plans and restorative justice.
The Intervention Program is supervised by the intervention specialist and staffed
by Instructional Assistants. The Intervention Room is available throughout the
day.
Every student sent to the Intervention Room must have a Request for Intervention
or a Violation of School Wide Expectations ticket (please see #5 above for further
information).
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

The Intervention Program/room is for active problem solving that focuses on
social/emotional/behavioral change. It is not a “consequence room” for writing
sentences, time out, finishing class work or finishing homework.
Students needing consequences or a place to finish work should be sent to Study
Buddy Rooms, study hall and/or the before/after school Homework Room.
E. Fresh Start (please see the Fresh Start Guide for detailed information)








The Fresh Start Program is a general education social/emotional/behavioral
intervention that involves goal setting, tracking, increased adult contact and
positive rewards.
Students are typically placed in the Fresh Start program using Orange Team
Meetings.
Once a student has been screened into the program, the teacher and intervention
specialist meet with the parent/guardian to explain the program and obtain signed
consent.
Students check into the program between 8:15AM and 8:45 AM, depending on
when they arrive at school.
Teachers are responsible for scoring and commenting on the BEAR Card and
BEAR Tracks.
Teachers are responsible for brief “mini conferences” throughout the day focusing
on the student’s performance.
Mini conferences take place prior to each recess, using the BEAR Tracks, and at
the end of the day using the BEAR Card.
Students checkout between 2:45PM and 3:15PM, depending on classroom
schedule.
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