Positive Behavior Intervention Systems
Horne Street School Model
Mission Statement: Horne Street School is a
community of diverse learners. We are here to learn, grow,
and become good citizens.
PHILOSOPHY- Effective behavior support recognizes the different support needs
of students and plans across four major systems in a school. Systems must be integrated
and address unique and common needs to create a positive and safe learning environment
where students can fulfill their potential.
The four major areas are: school wide, classroom, small-targeted groups, and
individuals. When systems are in place, there can be a pro-active approach to addressing
social skill needs as well as developing appropriate plans for individual behavioral needs.
The systems teach through examples, practice opportunities, feedback, and positive
reinforcement. Along with clearly delineated rules with expected behavior and
consequences, these systems provide the environment for increased development in
social and academic skills.
PBIS is based on a body of evidence- based practices that positively and
effectively respond to the social-emotional, behavioral and learning needs of all students.
This data driven system of interventions, strategies, and supports utilize school-based
data and information to help guide the school when developing strategic teams that are
trained to positively impact behavior at three behavioral levels: Universal (whole
school), Targeted (individual or groups of at-risk students), and Intensive (students with
complex needs and chronic behaviors that severely impact the student’s school, home,
and family).
The Horne Street School staff is committed to working for positive, effective
changes in school climate and students. We continue to watch our students change and
grow, along with us to become effective learners and citizens.
AREAS OF CONCENTRATION
I.
SCHOOL WIDE
School Climate Activities
1. Establishment of school rules and regulations- done in conjunction with
PBIS team
2. Develop a common school language-Teach Behavior Skills
i. Rules posted on boards
ii. Goals and what they look like in classroom and non classroom
settings
iii. Assembly group presentation of systems
iv. Presentation at faculty meetings-with updates
3. School Climate Surveys
i. All staff
ii. Students in third and fourth grades
iii. Done in fall and spring using anti bullying curriculum
Positive Reinforcement Activities
1. Daily Positive Accoladesa. Winners Flag- student, staff are nominated by others when
they have done something special or nice for someone else.
Name on flag and on the intercom during morning
announcements, wear crown for day; morning greetings with
specific individuals discussing targeted issues, Cafeteria Starsteach cafeteria. Behavior needed to get positive reinforcement.
b. School Wide Goals:
i. BE KIND, BE SAFE, DO THE RIGHT THING
ii. Introduction of school mascot and mascot badges.
2. Alternative Recess- assigned or chosen. Indoor games and activities
monitored by Behavior Specialist to assist students with cooperative
activities and conflict resolution techniques.
3. Planning Room- When a student has made a choice resulting in loss
of privileges, they spend time in the planning room with Behavior
Specialist to develop more appropriate plans and strategies.
- Calming down instruction
- Behavior skills instruction
- Meet with peers to do conflict resolution
- Alone time
- Individual academic work
4. Data Collection- each incident is documented using SWIS program
where an outline of event and specifics can be generated. This data
will give information regarding school trends, areas of difficulty
including time and place of incidents. This information is used to
develop specific targeted programs to pro actively address school,
classroom, and individual issues. Meetings with playground
supervisory staff will take place bi-monthly to confer on issues and
establish consistent criteria for discipline referrals.
5.
SOCIAL STARS CURRICULUM IMPLEMENTATION
II. CLASSROOM ACTIVITIES- The Behavior Specialist meets with each classroom
once a quarter to introduce and teach social skills. The Social Stars curriculum is
implemented and lessons selected are based on age and grade appropriate needs. The
activities concentrate on developing appropriate social interaction skills, discussion of
making plans, choices, and consequences of the choices, peer pressure, and bullying in a
variety of school settings.
A. 4th GRADE – social skills and cognitive planning through behavioral
approaches.
1. Conflict resolution techniques and decision making
2. Resolving playground issues
3. Bullying
4. Analysis of critical thinking
nd
rd
B. 2 and 3 GRADE CURRICULUM- identifying and modeling
appropriate peer and adult interaction based on feelings and needs. The
students will develop an understanding feelings, emotions, classroom roles
and responsibilities.
C. 1st GRADE CURRICULUM-analyzing and identifying emotions,
reactions, consequences and being part of the school community.
Understanding roles and responsibilities and handling playground
activities responsibly.
III. SMALL GROUP-targeted issues are addressed with small groups of students
learning pragmatic language scripts and appropriate responses through role playing.
A.
Anger Management- 4 to 6 students selected by teachers to participate
in strategies to effectively manage and maintain anger. Topics covered
include: what to do about anger, identifying anger buttons, maintaining
control. Constructive ways of expressing anger,
B.
Cliques- feelings, exclusions issues, focus on understanding and
accepting others, dealing with peer pressure.
C.
Conflict Resolution- strategies and procedures for effectively resolving
issues.
IV. INDIVIDUAL ISSUES-Targeted/PAT Team
A. Writing of individual behavior plans based on functional behavioral
assessment model to target key areas. These are done in collaboration with
teacher and PAT team. It may also involve SPED staff,
B. Crisis Intervention- use of a variety of plans to:
1. Identify and assess behavior
2. Establish continuum of procedures for correcting
problem
3. Individual data collection
4. Data driven reviews of plans and their effectiveness
5. Team approach to problem solving
Summary of the model in the 04-05 school year.
1. 340 reportable incidents- 65 major. (Definition of
major/minor offenses described by SWIS data collection 37
model and taught to teachers and students.
2. 37 FBA and BIP plans written with student tracking.
3. 3 students pareticipated in the Wraparound process to avoid
need for Special Education intervention and possible
extended services.
4. 3 students were involved in incidents throughout the year
that required behavior specialist intervention due to
physical safety concerns.
5. On-going parental contact to implement BIP’s and continue
process in the home environment.
6. 10 SPED students currently have Personal Management
and/or Executive Skills objectives in their IEP that require
direct service from the Behavior Specialist.
7. 50 Students were brought to the PAT/Targeted team for
early intervention assessment and classroom
accommodations done by behavior specialist and the
classroom teacher.
8. Monitoring daily check in/out and reinforcement system for
students with BIPs.
9. Supervision and planning of Alternative recess to help BIP
ad IEP students integrate with the mainstream students in a
positive manner and learn cooperative play.
10. #3 or 4 students daily needed crisis intervention to maintain
safety of the student and others.
11. A school climate plan with our mascot, climate surveys of
teachers and students, and reinforcement data was reviewed
by behavior specialist at monthly faculty meetings.