Positive Behaviors Interventions and Supports

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Oak Haven's Teaching Matrix

Continuum of School-Wide Instructional & Positive Behavior Support

Student Recognition

Collecting Student Data

PBIS Leadership Team

At Oak Haven School we have implemented a program called Positive Behavioral Interventions and Supports.  Our goal is to create a school-wide environment that is positive, preventative, predictable and effective for the behavior of all children. Students will be taught positive behaviors, routines, and cues that will be encouraged by all faculty and staff in all school environments.

• Create cultures of positive behaviors

• Reduce behavior disruptions

• Create appropriate environments to educate all students

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Continuum of School-Wide Instructional & Positive Behavior Support
 

What is Primary Prevention?

Primary Prevention involves system-wide efforts to prevent new cases of a condition or disorder. As a system-wide primary effort in schools, positive behavior support consists of rules, routines, and physical arrangements that are developed and taught by school staff to prevent initial occurrences of problem behavior.

What is Secondary Prevention?

Secondary Prevention is designed to provide intensive or targeted interventions to support students who are not responding to Primary Prevention efforts. Interventions within Secondary Prevention are more intensive since a smaller number of students within the yellow part of the triangle are at risk for engaging in more serious problem behavior and need a little more support. Individual PBS plans at the Secondary Prevention level involve a simple assessment to identify the function or problem behavior series (Functional Behavioral Assessment or FBA) and a support plan comprised of individualized, assessment-based intervention strategies that include a range of options such as: (1) teaching the student to use new skills as a replacement for problem behaviors, (2) rearranging the environments so that problems can be prevented and desirable behaviors can be encouraged, and (3) monitoring, evaluating, and reassessing this simple plan over time

What is Tertiary Prevention?

Tertiary Prevention focuses on the needs of individuals who exhibit chronic behavior problems. Tertiary Prevention involves a comprehensive approach (in a collaborative manner) to understanding and intervening with the behavior, and should use multi element interventions. The goal of Tertiary Prevention is to diminish problem behavior and, also, to increase the student's adaptive skills and opportunities for an enhanced quality of life. Tertiary Prevention involves a process of Functional Behavioral Assessment (FBA) and a support plan compromised of individualized, assessment-based intervention strategies, including a wide range of options such as: (1) guidance or instruction fro the student to use new skills as a replacement for problem behaviors, (2) some rearrangement of the antecedent environment so that problems can be prevented and desirable behaviors can be encouraged, and (3) procedures for monitoring, evaluating, and reassessing of the plan as necessary. In some cases, the plan may also include emergency procedures to ensure safety and rapid de-escalation of severe episodes (this is required when the target behavior is dangerous to the student or others), or major ecological changes, such as cases where more substantive environmental changes are needed.

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Student Recognition

The Oak Haven staff believes in frequent recognition of students who are demonstrating positive behaviors throughout the day in all school settings.  We’re always looking for opportunities to reward our students with Gold Slips that lead to the following rewards!

1.    All gold slips go into a raffle drawing twice a week.

2.    25 gold slips = a school wristband or a school pen and the student’s name will be announced over the intercom!

Red, blue, or green wristbands and pens that say:

“Respectful”

“Responsible”

“Ready-to-Learn”

3.      When a student receives 100 Gold Slips, a gold leaf with his/her name on it is added to the tree in the cafeteria at a Gold Leaf Celebration!

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How Do School Personnel Use Data To Problem Solve?

The most obvious indicator of behavior problems is the number of office referrals submitted by school staff. At Oak Haven, we track student office referrals through a web-based program called SWIS School-wide Information System.  From this information, leadership teams can identify patterns early and develop strategies to decrease behavioral problems.

1. Minor Incident referral: Minor level behaviors are those that do not require administrator involvement, do not significantly violate the rights of others, do not put others at risk or harm, or are not chronic.

2. Major Office referral:  Major level behaviors are those that require administrative involvement, significantly violate the rights of others, put others at risk or harm, or are chronic.

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PBiS Leadership Team

Mrs. Gallagher - Gr. 3

Mrs. Bouchard - Gr. 5

Mrs. Easton - Gr. 1

Ms. D'Amore - Resource

Ms. Renfrew - Preschool

 Mrs. Pelletier - Supervisory

Mrs. Hakanson - Beh. Spec.

Mrs. Sewchuk - Parent

Mrs. Fiddler - Parent

Ms. Guilfoyle - Social Worker

Mrs. Miner - Principal