For Your Information:

StarLakeSiteDisciplinePlan2024-25.pdf

Positive Behavior Interventions and Supports

Our goal is to develop and implement school-wide procedures to:

1. Define behavior expectations. A small number of clearly defined behavioral expectations are defined in positive, simple, rules. At Star Lake an Eagle is Safe, Kind, and Productive. These expectations are defined across school settings in the expectation matrix included in this handbook

2. Teach behavior expectations. Opportunities for professional development

1. Staff develop, review and refine expectations each year
2. Staff are taught the expectations, PBIS strategies, and Capturing Kids Hearts strategies each year in building launch
3. Staff participate in professional development centered on SEL, ACEs, behavioral strategies at district trainings, during staff meetings, and individualized instruction with administration or instructional coach as needed
4. The behavioral expectations and school procedures are taught to all students in the building, and taught in real contexts.

3. Acknowledge appropriate behaviors. Once behaviors have been defined and taught they need to be acknowledged on a regular basis. Giving regular positive feedback when students use behaviors they have been taught is a critical step to teaching and maintaining desired behavior. Research suggests that a 5:1 positive to negative ratio fosters the most positive and productive school environments. The goal of an acknowledgement system is to provide a regular reminder to staff during your busy days to catch kids doing the right thing.

“Star Lake Way” tickets will be used by all staff members to recognize students for engaging in positive behavior. Staff members can award “Star Lake Way” tickets to students across all school settings, whether they teach the student or not. When handing out “Star Lake Way” tickets we should always clearly identify and praise the specific positive behavior the student is being recognized for and match it with one of the school rules “Safe, Kind, Productive.”

4. Respond to inappropriate choice or behavior. Despite our efforts to proactively set students up for behavioral success and prevent inappropriate choices, there will still be incidents of inappropriate or “unexpected” behavior. When it comes to responding to behaviors that do not meet our expectations we have three primary goals:

1. Make sure to keep everyone safe
2. Minimize the loss of instructional time for all students (including the student who engaged in the problem behavior)
3. Teach/Re-teach the student the appropriate behavior to use instead of the inappropriate/ unexpected behavior

Students who engage in recurring inappropriate/unexpected behaviors, or who are not responding to the school’s progressive discipline system, will be provided with additional individual behavioral supports