Positive Behavior Interventions and Supports (PBIS)

Positive Behavior Interventions and Supports is a systematic approach in teaching behavioral expectations throughout the school. It is based on a proactive model to establishing the behavioral supports and social culture needed for all students to achieve social, emotional, and academic success.

At Holmes we focus on three positive habits to ensure that all students are doing their best in and outside the classroom. The Hawks Habits are: 

Be Respectful                              Be Responsible                             Be Safe

Positive School Environment Expectations

(Click image to view larger table.)

Hawk Academy (CICO)

Hawk Academy (CICO) is a Tier 2 program to support students in meeting our positive school wide expectations, “Be Responsible, Be Respectful, Be Safe”.   Children in this program will be assigned a staff member (or coach) here at Holmes for 4-6 weeks who will greet students in the morning, encourage them to have a wonderful day, and hand out their point sheet. The point sheet is designed to help our students manage and monitor their own choices throughout each day.  The student will then check out with their mentor at the end of each day to review their point sheet.  Information on your child’s progress will be sent home each Friday for your review. When you review this information, praise your child for the positive choices made throughout the week. If goals were not met, talk about what could be done in the future instead of focusing on what went wrong.  Research has found this intervention to be highly effective in helping elementary school students learn to monitor their actions and make positive choices throughout their day. Our goal is to create a positive environment in which students are encouraged and want to make responsible, respectful, and safe choices.

SAIG Groups

SAIG (Social Academic) groups is a research-based program that supports schools to effectively educate students in the area of Positive School Behaviors. It also supports students’ social, emotional, and academic success. While in this program, students will receive additional support to help them be successful in school. The group will provide a setting for students to determine their well-being in eight different areas of their life. These areas are relationships, emotions, core values, rest and play, stress resilience, care for body, school/work, and organization. The group process can help young people understand the importance of the balance across the eight areas for their overall well-being.  Students are selected for this program based on need. 

Second Step

Second Step is a universal, classroom-based social-emotional curriculum that is based on research. Each lesson is developmentally appropriate and sequential. Lessons are designed to teach children how to understand and manage their emotions, control their reactions, be aware of others’ feelings and have the skill to problem solve and make responsible decisions.

Holmes Scool, in conjunction with District 97, is using this program to create and sustain a positive school climate that will increase the social, emotional and academic success of all students.

Each week on a Wednesday morning, the entire school will be taught the Second Step curriculum at a classroom level.  Please use the following table to see the scope and sequence and access take-home materials (when available) which can be used to reinforce the lesson taught that day.

Week of	Lesson	Kindergarten	First Grade	Second Grade	Third Grade	Fourth Grade	Fifth Grade
Sept 9	1	Learning to Listen	Learning to Listen	Being Respectful	Being Respectful Learners	Empathy and Respect	Empathy and Respect
Sept 9	2	Focusing Attention	Focusing Attention	Focusing Attention and Listening	Using Self-Talk	Listening with Attention	Listening with Attention
Sept 23	3	Following Directions	Following Directions	Using Self-Talk	Being Assertive	Being  Assertive	Being Assertive
Sept 23	4	Self-Talk for Staying on Task	Self-Talk for Learning	Being Assertive	Planning to Learn	Respecting Similarities and Differences	Predicting Feelings
Oct 7	5	Being Assertive	Being Assertive	Identifying Feelings	Identifying Others' Feelings	Understanding Complex Feelings	Taking Others' Perspectives
Oct 7	6	Feelings	Identifying Feelings	Learning More About Feelings	Understanding Perspectives	Understanding Different Persectives	Accepting Differences
Nov 11/18	7	More Feelings	Looking for More Clues	Feeling Confindent	Conflicting Feelings	Conversations and Compliments	Disagreeing Respectfully
Dec 9	8	Identifying Anger	Similarities and Differences	Respecting Differences	Accepting Differences	Joining In	Responding with Compassion
Dec 16	K: 9/10 1-5: 9	Accidents	Feelings Change	Showing Compassion	Showing Compassion	Showing Compassion	Introducing Emotion Management
Jan 13	K: 11 1-5: 10	Caring and Helping	Accidents	Predicting Feeling	Making Friends	Intro Emotion Management	Calming Down
Jan 13	K: 12 1-5: 11	We Feel Feelings in Our Bodies	Showing Care and Concern	Intro Emotion Management	Intro Emotion Management	Managing Strong Feelings	Managing Anxiety
Jan 20	K: 13-14 1-5: 12	Managing Frustrations Calming Down Strong Feelings	Identifying Our Own Feelings	Managing Embarrassment	Managing Test Anxiety	Calming Down Anger	Managing Frustration
Jan 27	K: 15 1-5: 13	Handling Waiting	Strong Feelings	Handling Making Mistakes	Handling Accusations	Managing Anxiety	Resisting Revenge
April 13	K: 16-17 1-5: 14	Managing Behavior Managing Disappointment	Calming Down Anger	Managing Anxious Feelings	Managing Disappointment	Avoiding Jumping to Conclusions	Handling Put Downs
April 13	K: 18 1-5: 15	Handling Being Knocked Down	Self-Talk for Calming Down	Managing Anger	Managing Anger	Handling Put Downs	Avoiding Assumptions
April 20	K: 20 1-3: 16 4-5: 16-17	Inviting to Play	Managing Worry	Finishing Tasks	Managing Hurt Feelings	Solving Problems, Part 1 Solving Problems, Part 2	Solving Problems,  Part 1 Solving Problems, Part 2
April 27	K: 21-22 1-3: 17-18 4-5: 18	Fair Ways to Play Having Fun with Our Friends	Solving Problems, Part 1 Solving Problems, Part 2	Solving Problems, Part 1 Solving Problems, Part 2	Solving Problems, Part 1 Solving Problems, Part 2	Making a Plan	Making a Plan
May 11	K: 23 1-5: 19	Handling Having Things Taken Away	Fair Ways to Play	Taking Responsibility	Solving Classroom Problems	Solving Playground Problems	Seeking Help
May 18	K: 24 1-5: 20	Handling Name-Calling	Inviting to Join In	Responding to Playground Exclusion	Solving Peer Exclusion Problems	Taking Responsibility for Your Actions	Dealing with Gossip
May 18	K: 25 1-5: 21	Reviewing Second Step Skills	Handling Name Calling	Playing Fairly on the Playground	Dealing with Negative Peer Pressure	Dealing with Peer Pressure	Dealing with Peer Pressure