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

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.

Date Lesson Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade
Sept. 5 1 Learning to
Listen
Learning to
Listen
Being
Respectful
Being Respectful Learners Empathy and Respect Empathy and Respect
Sept. 12 2 Focusing Attention Focusing Attention Focusing Attention and Listening Using Self-Talk Listening with Attention

Listening
with
Attention

Sept. 19 3 Following
Directions
Following
Directions
Using
Self-Talk
Being
Assertive
Being 
Assertive
Being
Assertive
Sept. 26 4 Self-Talk for Staying on Task Self-Talk for Learning Being
Assertive
Planning
to Learn
Respecting Similarities and Differences Predicting Feelings

Oct.3

5 Being
Assertive
Being
Assertive
Identifying Feelings Identifying Others' Feelings Understanding Complex Feelings Taking Others' Perspectives

Oct. 10

6 Feelings Identifying Feelings Learning More About Feelings Understanding Perspectives Understanding Different Persectives Accepting Differences

Oct. 17

Bullying Prevention Lesson 1
Oct. 24

Bullying Prevention Lesson 2

Oct. 31

Bullying Prevention Lesson 3

Nov. 7

Bullying Prevention Lesson 4

Nov. 14 7 More
Feelings
PLESS SURVEY

Nov. 21

K: 8

1-5: 7

Identifying
Anger

 

Looking for
More Clues

 

Feeling Confindent

 

Conflicting Feelings

 

Conversations
and Compliments

 

Disagreeing Respectfully

Nov. 28

No Second Step

Dec. 5

Booster Week 
Dec. 12

K: 9

1-5: 8

Same or Different

 

Similarities and Differences

 

Respecting Different Preferences

 

Accepting Differences

 

Joining In

 

Responding with Compassion

Dec. 19

K: 10

1-5: 9

Accident

 

Feelings Change

 

Showing Compassion

 

Showing Compassion

 

Showing Compassion

 

Introducing Emotion Management

Jan. 9

 

Booster Week 

Jan 16

K: 11

1-5: 10

Caring and Helping

 

Accidents

 

Predicting Feeling

 

Making Friends

 

Intro Emotion Management

 

Calming Down

Jan. 23

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. 30

K: 13

1-5: 12

Managing Frustrations

 

Identifying Our Own Feelings 

 

Managing Embarrassment

 

Managing Test Anxiety

 

Calming Down Anger

 

Managing Frustration

Feb. 6

K: 14

1-5: 13

Calming Down Strong Feelings

 

Strong Feelings

 

Handling Making Mistakes

 

Handling Accusations

 

Managing
Anxiety

 

Resisting Revenge

Feb. 13

K: 15

1-5: 14

Handling
Waiting

 

Calming Down Anger

 

Managing Anxious Feelings

 

Managing Disappointment

 

Avoiding Jumping to Conclusions

 

Handling Put Downs

Feb. 20 Child Protection Unit Lesson 1
Feb. 27

Child Protection Unit Lesson 2

March 5

Child Protection Unit Lesson 3

March 12

Child Protection Unit Lesson 4

March 19

Child Protection Unit Lesson 5

April 2 K: 16 Managing
Anger
PLESS SURVEY
April 9

K: 17

1-5: 15

Managing Disappointment

 

Self-Talk for Calming Down

 

Managing Anger

 

Managing Anger

 

Handling Put Downs

 

Avoiding Assumptions

April 16

K: 18

1-5: 16

Handling Being Knocked Down

 

Managing Worry

 

Finishing Tasks

 

Managing Hurt Feelings

 

Solving Problems Part 1

 

Solving Problems Part 1

April 23

K: 19

1-5: 17

Solving Problems

 

Solving Problems
Part 1

 

Solving Problems, Part 1

 

Solving Problems, Part 1

 

Solving Problems
Part 2

 

Solving Problems Part 2

April 30

K: 20

1-5: 18

Inviting
to Play

 

Solving Problems
Part 2

 

Solving Problems
Part 2

 

Solving Problems
Part 2

 

Making a Plan

 

Making a Plan

May 7

K: 21

1-5: 19

Fair Ways to Play

 

Fair Ways to Play

 

Taking Responsibility

 

Solving Classroom Problems

 

Solving Playground Problems

 

Seeking Help

May 14

K: 22

1-5: 20

Having Fun with Our Friends

 

Inviting to
Join In

 

Responding to Playground Exclusion

 

Solving Peer Exclusion Problems

 

Taking Responsibility for Your Actions

 

Dealing with Gossip

May 21

K: 23

1-5: 21

Handling Having Things Taken Away

 

Handling Name Calling

 

Playing Fairly on the Playground

 

Dealing with Negative Peer Pressure

 

Dealing with Peer Pressure

 

Dealing with Peer Pressure

May 28

K: 24

1-5: 22

Handling
Name-Calling

 

Reviewing Second Step Skills

 

Reviewing Second Step Skills

 

Reviewing Second Step Skills

 

Reviewing Second Step Skills

 

Reviewing Second Step Skills