Proactive strategies are used to teach and support appropriate behaviors in order to create a positive school environment. There is a continuum of supports that are practiced school wide. The continuum of supports begins with a school wide plan where all students are directly taught respectful, responsible and safe behaviors. Expectations are clearly explained and taught in different settings the first week of school. Students are taught respectful, responsible and safe behaviors in the hallway, bathrooms, bus, lunchroom, playground, classrooms and all settings. The school wide expectations allow for consistency in expectations. These expectations are also reinforced consistently throughout the year. It is our goal to make the expectations as clear and specific as possible. Since the system is set up to promote a positive environment, you will find it is written to advise children on what they need to do and how to behave in each setting. Each of the three categories and respective expectations are on the matrix so children understand what it looks like to be respectful, responsible, and safe at Hanover Highlands School. Click here to open a PDF of the Behavioral Matrix.
This chart shows various locations in the school and the safe, responsible, and respectful behaviors that are expected at each location.
This image shows an example of a credit key card, which is used to keep track of how many keys a student has earned.
This image shows an example of a credit key which students earn for displaying safe, responsible, and respective behavior.
Research indicates that positive reinforcement is one of the best ways to not only change behavior but to encourage and maintain continuous appropriate behavior. Another component of the PBIS system is the use of consistent, positive reinforcements to celebrate students’ success with the expectations. Students who demonstrate behaviors outlined on the behavioral matrix will receive “keys” or tickets from Hanover Highlands staff members. Once a student earns 25 “keys”, they will have an opportunity to trade the “keys” in for a new card. At that time they may choose to save their keys or “buy” something from the PBIS school store, “Super Key Mart”. Our merchandise allows children to buy privileges not typically afforded them. The fee of each privilege will vary. For example, the privilege of buying lunch with a teacher will cost more than earning a small trinket. Our store rates will be posted in every classroom.
Click here to see an example of a Credit Key
Click here to see an example of a Credit Key Card
Our staff is committed to recognizing children for following the expectations. We are excited to allow children the opportunity to reap the benefits of their positive effort.
Students who need many reminders about following expectations are given a reflection paper to help the student think about why it is important to follow the expectation and what they could have done differently. The severity of the behavior will determine the course of intervention. Should a student receive a detention, they will be required to fill out a reflection form and will be retaught expectations that are handled within the classroom.
The referring staff member will make a phone call home to explain the infraction.
Tier II provides additional support for those students who are not responding to school-wide interventions, while focusing on Being Respectful, Being Responsible, and Being Safe. Hanover’s main Tier II Intervention is a Check-In/Check-Out (CICO) system, called Husky Heroes. CICO is a research-based intervention that offers constructive and positive feedback regarding a student’s behaviors throughout the day. Husky Heroes utilizes a point sheet, which is completed by the teacher and student after each subject in order to provide immediate feedback on how he/she did demonstrating the expected behaviors. Tier II monitors the progress made by each student and determines next steps each month.
This image shows an example of a basic Check-In Check-Out chart that is used to monitor progress toward an individual student’s goals.
Click here to see an example of a basic CICO Chart
Student accumulates 4 or more office behavior records in total.
Student receives 3 classroom behavior records within one month.
Parent/teacher referral.
Individualized goals.
Change in mentor/location.
Add incentive.
Added time for check-in.
Percentage CAN be lowered minimal 70% for primary or 80% for intermediate.
Kinder= (>80% of points/80% of time, reduction in Majors) in Tier 2.
Grades 1-6= (>85% of points/85% of time, reduction in Majors) in Tier 2.
Graduate from Tier 2.
Continue with Tier 2 for 4-6 weeks.
Self-Monitor for 2 weeks (grades 3-6).
Kinder= (<80% of points/80% of time, no reduction in Majors) in Tier 2.
Grades 1-6= (<85% of points/85% of time, no reduction in Majors) in Tier 2.
Skill Deficit: Student will meet with Konicki or Backer on an individualized/small group basis. OR
Motivation Deficit: Student will be on individualized CICO chart.
Possible to move directly to Tier 3 if limited/no success on chart.
Kinder= (<80% of points/80% of time, no reduction in Majors) in Tier 2.
Grades 1-6= (<85% of points/85% of time, no reduction in Majors) in Tier 2.
Move to Tier 3 with brief FBA or FBA to address multiple domains.
More frequent/more individualized meeting time with Baker/Konicki depending on student need.
This image shows the qualifications for a student to be referred to Tier 2.
Click here to open a PDF of the Tier 2 Qualifications
Student accumulates 4 or more office level behavior records in total.
Student receives 3 office or classroom level behavior records in 1 month.
Parent/Teacher referral
At risk for change of placement move immediately to Tier 3.
Must begin within 3 to 5 days
5 to 10 percent of students.
Same CICO time
School-wide goals
Positive verbal praise
Point sheet
Skill deficit
Must begin with 3 to 5 days
Individual/small group which includes problem solving, pro-social skills, and academic behaviors
The social worker or psychologist will conduct
Use teacher rates scales, entrance criteria and point sheets to track progress
Motivation deficit
Must begin within 3 to 5 days
Key features include individualized goals, possible features, extra check-in time, change check-in location, change mentor, and can add in incentives.
Plans are implemented within 5 to 7 days.
Key features address 1 to 2 behaviors that are observable and measurable
Choose interventions that target the function of the behavior or what the student is attempting to gain (function: peer attention).
Choose strategies to prevent the undesired behavior from occurring.
Choose strategies that minimize the reinforcement of the problem behavior.
Choose strategies that reinforce the behavior that the team will accept until the student reaches the desired behavior (replacement behavior).
Provide student with direct instruction on the desired behavior in multiple settings.
This image lays out the order of various behavioral interventions that a student may go through if they need extra support.
Click here to open a PDF of the Flowchart of Behavioral Interventions
If you have any questions, please email the Universal Team at [email protected]
Emails will be checked weekly.
Hanover Highlands Elementary