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.)
Positive School Environment Expectations chart

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 Learning to
Learning to
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


Sept 23 3 Following
Sept 23 4 Self-Talk for Staying on Task Self-Talk for Learning Being
to Learn
Respecting Similarities and Differences Predicting Feelings

Oct 7

5 Being
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
Looking for
More Clues
Feeling Confindent Conflicting Feelings Conversations
and Compliments
Disagreeing Respectfully
Dec 9 8 Identifying
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


Strong Feelings

Handling Making Mistakes

Handling Accusations


Resisting Revenge

April 13

K: 16-17

1-5: 14


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

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


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