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 Irving we focus on three essential principles to ensure that all students are doing their best in and outside the classroom. The Irving Eagle Essentials are:
Be Respectful Be Responsible Be Safe
School Wide these expectations are taught across all enviroments.
| Routines | Morning Routine | Whole Group | Independent Work Time | Group Work | Chill Out Zone | Getting into line | End of the Day |
|---|---|---|---|---|---|---|---|
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Be Responsible |
Go to locker Put lunch in bin or mark your lunch Put snack in bin Go to seat & quietly start work |
Stay in your spot Be an active, engaged listener Stay on topic Have materials ready Follow directions the first time |
Stay in your spot Do your best work Be focused on your task Use materials as intended Complete assigned task Follow directions the first time |
Stay with your group Do your best work Be focused on your task Use materials as intedned Complete assigned tasks Share work responsibilities Follow directions the first time |
Use materials as intended Clean up area Return to your seat after your timer |
Push in chair Stand in line spot Wait to be called to line up Bring what you need |
Go to locker Get lunch from bin Go to mailbox Pack up materials Check for your belongings Go back to your seat (rug, line, desk) |
| Be Respectful |
Use kind words Greet classmates |
Raise your hand before speaking Look at the speaker Quiet hands and body |
Be respectful of others work and feelings 3 before me Whisper voice |
Be respectful of other's work and ideas Look at the speaker Take turns talking Use kind words |
Quiet your body |
Give personal space Voices off Wait for instructions |
Give personal space Quiet voice Use kind words |
| Be Safe |
Keep hands to self Give personal spafe Safely and quickly put belongings in correct space |
Keep hands to self Give personal space |
Keep all chair legs on the floor Keep hands to self Give personal space |
Keep hands to self Give Personal |
Keep hands and feet to self Stay in the chill out zone until the break is over |
Keep hands and feet to self Face forward Walking feet |
Keep hands to self Give personal space Safely and quietly get belongings |
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.
Irving School, 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 Thursday 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 |
|---|---|---|---|---|---|---|---|
| Aug. 30 | 1 | Learning to Listen |
Learning to Listen |
Being Respectful |
Being Respectful Learners | Empathy and Respect | Empathy and Respect |
| Sept. 6 | 2 | Focusing Attention | Focusing Attention | Focusing Attention and Listening | Using Self-Talk | Listening with Attention | |
| Sept. 13 | 3 | Following Directions |
Following Directions |
Using Self-Talk |
Being Assertive |
Being Assertive |
Being Assertive |
| Sept. 20 | 4 | Self-Talk for Staying on Task | Self-Talk for Learning | Being Assertive |
Planning to Learn |
Respecting Similarities and Differences | Predicting Feelings |
|
Sept. 27 |
5 | Being Assertive |
Being Assertive |
Identifying Feelings | Identifying Others' Feelings | Understanding Complex Feelings | Taking Others' Perspectives |
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Oct. 4 |
Bullying Prevention Lesson 1 | ||||||
| Oct. 11 |
Bullying Prevention Lesson 2 |
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| Oct. 18 |
Bullying Prevention Lesson 3 |
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| Oct. 25 |
Bullying Prevention Lesson 4 |
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| Nov. 1 |
K: 6 1-5 |
Booster Week |
Booster Week |
Hanover Survey |
Hanover Survey |
Hanover Survey |
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| Nov. 8 |
K: 7 1-5: 6 |
More Feelings |
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Learning More About Feelings |
Understanding Perspectives |
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| Nov. 15 |
K: 8 1-5: 7 |
Identifying Anger |
Looking for |
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| Nov. 29 |
K: 9 1-5: 8 |
Same or Different |
Similarities and Differences |
Respecting Different Preferences |
Accepting Differences |
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Dec. 6 |
K: 10 1-5: 9 |
Accident |
Feelings Change |
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| Dec. 13 |
K: 11 1-5: 10 |
Accidents |
Predicting Feeling |
Making Friends |
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| Jan. 3 | BOOSTER WEEK | ||||||
| Jan. 10 |
K: 12 1-5: 11 |
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| Jan. 17 |
K: 13 1-5: 12 |
Managing Frustrations |
Identifying Our Own Feelings |
Managing Embarrassment |
Managing Test Anxiety |
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| Jan. 24 |
K: 14 1-5: 13 |
Strong Feelings |
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| Jan. 31 |
K; 15 1-5: 14 |
Calming Down Anger |
Managing Anxious Feelings |
Managing Disappointment |
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| Feb. 7th |
K: 16 1-5: 15 |
Managing Anger |
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| Feb. 14 | Child Protection Unit Lesson 1 | ||||||
| Feb. 21 | Child Protection Unit Lesson 2 | ||||||
| Feb. 28 | Child Protection Unit Lesson 3 | ||||||
| March 7 | Child Protection Unit Lesson 4 | ||||||
| March 14 | Child Protection Unit Lesson 5 | ||||||
| March 21 | Child Protection Unit Lesson 6 | ||||||
| April 4 |
K: 17 1-5 |
Managing Disappointment |
Booster week |
Booster Week |
Hanover SEL Survey |
Hanover SEL Survey |
Hanover SEL Survey |
| April 11 |
K: 18 1-5: 16 |
Handling Being Knocked Down |
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Finishing Tasks |
Managing Hurt Feelings |
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| April 18 |
K: 19 1-5: 17 |
Solving Problems |
Solving Problems |
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| April 25 |
K: 20 1-5: 18 |
Inviting |
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Solving Problems |
Solving Problems |
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May 2
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K: 21 1-5: 19 |
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| May 9 |
K: 22 1-5: 20 |
Having Fun with Our Friends |
Inviting to |
Responding to Playground Exclusion |
Solving Peer Exclusion Problems |
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| May 16 |
K: 23 1-5: 21 |
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Handling Name Calling |
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| May 23 |
K: 24 1-5: 22 |
Reviewing Second Step Skills |
Reviewing Second Step Skills |
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| May 30th |
School Wide Celebration |
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