Big Horn County School District #4

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Life-long learning through attitude, academics, and accountability

Student Expectations

Student Expectations


School-Wide Positive Behavior Interventions and Supports (SW-PBIS) 

SW-PBIS is a school-wide systems of support that include proactive strategies for defining, teaching, and supporting appropriate student behaviors to create positive school environments. Instead of using a piecemeal approach of individual behavioral management plans, a continuum of positive behavior support for all students within a school is implemented in areas including the classroom and non-classroom settings (such as hallways, buses, and restrooms). Positive behavior support is an application of a behaviorally-based systems approach to enhance the capacity of schools, families, and communities to design effective environments that improve the link between research-validated practices and the environments in which teaching and learning occurs. Attention is focused on creating and sustaining primary (school-wide), secondary (classroom), and tertiary (individual) systems of support that improve lifestyle results (personal, health, social, family, work, recreation) for all children and youth by making targeted behaviors less effective, efficient, and relevant, and desired behavior more functional.

Time to Teach


Time to Teach is a model that is based on the premise that expected behaviors need to be systematically taught.  An instructional approach to discipline introduces and fortifies essential skills that every student must have in order to be a successful learner and sets the stage for successful classroom management.


During the first days of school, all students are taught the expected behaviors for school.  Behaviors taught range from the way to behave when the teacher is teaching, to lunchroom and playground behavior.  Students are even taught how to walk down halls, get drinks and how to line-up.


There are three critical elements for dealing with students’ noncompliance.

  1.      The first element centers on reducing or eliminating warnings and/or repeated requests with early intervention.
  2.      The second element focuses on an extinction process or contingent withdrawal of attention when a problem behavior occurs.
  3.      The final element centers on a combination of procedures to achieve self-directed behavior and behavioral momentum called REFOCUS.


REFOCUS is when the student is directed to another classroom or at the back of the classroom.  During REFOCUS the student must answer four questions, either in writing or orally, depending on the grade level.

  1.      What did you do? (What was I doing that interrupted the teacher’s ability to teach?)
  2.      What did you want?
  3.      What will you do next time?
  4.      Can you do it?


There are some behaviors which require immediate intervention.  These behaviors are referred to as “absolutes”, and we never use REFOCUS when an absolute has been violated.  More severe consequences are used to deal with absolutes.  The administrator or administrative designee may suspend or recommend expulsion of a student who violates one or more of the following standards of conduct while on school grounds, during a school sponsored activity, or during a school related activity.


  1.      Causes or attempts to cause damage to school property or steals or attempts to steal school property.
  2.      Causes or attempts to cause damage to private property or steals or attempts to steal private property.
  3.      Causes or attempts to cause physical injury to another person, except in self-defense.
  4.      Possesses or transmits any firearms, knives, explosives, or other dangerous objects.
  5.      Possesses uses, transmits, or is under the influence of any narcotic drug, hallucinogenic drug, amphetamine, barbiturate, marijuana, alcoholic beverage, or intoxicant of any kind.
  6.      Continued willful disobedience or open and persistent defiance of proper authority.
  7.      Behavior that is inimical to the welfare, safety, and morals of other students.


If a student breaks an absolute the parent or guardian will be called and the student will be removed from school for the remainder of that day.  Further consequences may result depending on the severity of the incident and may vary from a partial day of in-school suspension up to 10 days of out of school suspension as per school board policy.  At the discretion of administration or the administrative designee, law enforcement or other outside agencies may be contacted.  Serious or repeated violations of Laura Irwin Elementary “absolutes” may result in recommendation to the board of trustees for expulsion.  Parents will be notified in all instances.


Playground Expectations

At Laura Irwin Elementary we:

  • Listen to the adults on duty
  • Only throw objects that are meant to be thrown; footballs, frisbees, basketballs
  • Leave nature in its place; rocks, sticks, etc.
  • Respect everyone’s personal space by playing carefully
  • Understand that Tackling and wrestling are not allowed, so we choose other games
  • Only enter the building after getting permission from the adult on duty
  • Line up immediately when the bells rings or an adult blows a whistle

On the swings we:

  • Sit on swings and swing straight back and forth
  • Get out of the swing without jumping out

On the slide we:

  • Sit and go down feet first

On the Jungle Gym we:

  • Climb on intended railing only.  Climbing on top is a danger to the student and others around him/her.

In the Winter we:

  • Stay off of any ice
  • Leave snow on the ground
  • Build forts unless students are not respectful of other students work

During Indoor Recess we:

  • Play in the gym or hallway
  • Use the half of the gym near the stage for jump ropes and hula hoops, and the other half for basketball
  • Play games other than tag or chasing games in the gym or hallway
  • Use the chin-up bar only for chin-ups


Multi-tiered system of Support (MTSS)/Response to Intervention Team (RTI)

MTSS is an integrated multi-tiered system of Instruction, assessment and intervention designed to meet the achievement and behavioral needs of all students.

Multi-Tiered System of Supports, MTSS, creates a structure for the delivery of high-quality instruction for all students and, when needed, additional supports and interventions varying in intensity. It ensures all students, including both struggling and advanced learners, are achieving to high academic and behavior standards.

A component of the MTSS model, is the RTI (Response to Intervention) framework. Based on student assessment data, the RTI team collaborates to place students who are identified as “at-risk” in appropriate interventions that are tiered to meet the student’s needs.

MTSS & RTI are widely used, research based, systems that facilitate prevention, early intervention, and tiered support.