Saukville Elementary School

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BEHAVIOR SUPPORT
School-wide Effective Behavior Systems 100
of students Clear expectations Teach
behaviors Rules, routines and physical
arrangements Effective instruction Policy of
consistent Administrator Staff Implementation

• Targeted Interventions
• At risk behavior
• Increased cues and prompts
• Intensive instruction

Intensive Chronic behavior FBA BIP
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Establish Rules Cool Tools Establish Behavioral
Supports Students Teachers Teacher
Education Intro Assembly Student
Instruction Monitoring Revival Fun
GREEN TEAM
School-wide Effective Behavior Systems 100
of students Clear expectations Teach
behaviors Rules, routines and physical
arrangements Effective instruction Policy of
consistent Administrator Staff Implementation

• Targeted Interventions
• At risk behavior
• Increased cues and prompts
• Intensive instruction

Intensive Chronic behavior FBA BIP
6-10 Person Committee
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(No Transcript)
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Cool Tools
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Saukville Elementary
Cafeteria
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Saukville Elementary
Sample
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Soaring with the Eagles

• Saukville Pride

Teacher_____________ Student______________ Rul
e________________
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Responsibilities

• Develop School-wide Rules
• Teach to teachers
• Teach to students
• Kick-off assembly
• Develop Reinforcement/Support Systems
• Monitor and Update Program

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Identification system Monitor referral and
discipline data Development of key
supports Homework Club Structured Play
Anger Management Mentoring
YELLOW TEAM
School-wide Effective Behavior Systems 100
of students Clear expectations Teach
behaviors Rules, routines and physical
arrangements Effective instruction Policy of
consistent Administrator Staff Implementation

• Targeted Interventions
• At risk behavior
• Increased cues and prompts
• Intensive instruction

Intensive Chronic behavior FBA BIP
6-10 Member Committee Related Services Key
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Build Support Programs within Existing or New
Activities

• Sports Programs Anger Management
• Drama Club Anxiety Programs
• Service Learning Leadership, Adult Relations,
  Depression
• Mentoring Adult Attention,

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Identification system Monitor referral and
discipline data Teacher/Parent
Referral RtI Program Referral Develop
Individualized Education Programs
RED TEAM
School-wide Effective Behavior Systems 100
of students Clear expectations Teach
behaviors Rules, routines and physical
arrangements Effective instruction Policy of
consistent Administrator Staff Implementation

• Targeted Interventions
• At risk behavior
• Increased cues and prompts
• Intensive instruction

Intensive Chronic behavior FBA BIP
6-10 Member Committee Related Services /Special
Needs Key
Behavior Intervention Plans
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Within-Classroom
Clear classroom rules actively teach and
review clear expectations examples
and non-examples displayed during instruction
and review. Quality differentiated instruction
Systematic Interventions to address High
rate, moderate to mild disruptive Behaviors (e.g.
DRL Group Contingencies, Student/ Teacher Game,
Good Behavior Game). Supplemental or Booster
Instruction
Significantly disruptive behavior Partner
classroom, Contingent observation time out
Every Classroom
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Tier Two Classroom Systems

• Group Contingency
• Number of marks or stars (equal to somewhat
  larger than baseline level of target behavior)
• One mark is removed each time a target behavior
  is observed.
• Group reinforced if any marks remain at end of
  specified interval.
• Reduce the number of marks provided as behavior
  improves

• Green, Yellow, Red
• Each student name on clothespin
• Clothespins start on green and are moved towards
  red as the student displays undesired behavior.
• Each color has a consequence
• Stay on green R
• Yellow e.g., loss of two minutes of recess
• Red e.g., loss of recess, 5 minutes after
  school, etc.

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DRL Group Contingency or Hero System
Start with greater than average display of
target behavior.
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Student/Teacher Game
Students win 4/5 times its a set-up!
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The Impact of Verbal Reprimand
Baseline
Intervention
One 60 minute probe per week over 34 weeks 18
classrooms.
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Peer Triad Support

• Designed to provide feedback, not evaluation.
• Three teachers self-select for participation
• Once every three weeks, the teacher is observed
  by two peers.
• The other two weeks in the 3-week cycle the
  teacher observes others.
• Data-based feedback two things the teacher did
  well and two things that could be improved.
• Host teacher can set the focus for the
  observation.