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G.W.

Carver Elementary
PBIS Staff Handbook
2016-2017

G.W. Carvers Behavioral


Expectations:
Be Respectful
Be Responsible
Be Prepared

Carver Eagles are SOARING to new heights!


Contents

INTRODUCTION
.2

WHAT IS SCHOOL-WIDE
PBIS
..3
MULTI-TIER
SUPPORT
4
SPECIFIC PRACTICES AND
SUPPORTS
.5
THE 2016-2017 PBIS TEAM MEMBERS AND ROLE
DESCRIPTIONS.6
2016-2017 MEETING
DATES
.6
BEHAVIORAL
EXPECTATIONS
7
G.W. Carver SCHOOL-WIDE BEHAVIOR
MATRIX>>..8
SCHEDULE FOR TEACHING BEHAVIOR (LESSON PLANS)
9
LESSON
PLANS
...10-21
SYSTEM FOR ACKNOWLEDGING
BEHAVIOR..22
ACKNOWLEDGEMENT
GUIDELINES
.23
MENU OF
REWARDS
..24
CORRECTION GUIDELINES.
.25
OFFICE DISCIPLINE REFERRAL.
.26
REFLECTION INTERVIEW.
...27
MINOR/MAJOR OFFENSES.
..28
ACTIVE SUPERVISION GUIDELINES.
...29
APPENDIX

Introduction

Carver Eagles:
This handbook is for all teachers and staff at G.W. Carver Elementary
School. Its goal is to explain the school-wide positive behavioral
interventions and support (PBIS) plan at Carver. This is a living document
and will be updated/revised as needed.
Our PBIS team has worked diligently and will continue to work to create
and revise a universal (Tier1) system of supports for all students in our
school. These supports include clearly defined behavioral expectations,
teacher instruction and modeling of these expectations to students,
acknowledging appropriate behaviors and correcting inappropriate
behaviors. We will also devise weekly suggestions of rewards and quarterly
incentives for students who meet the expectations set by the team.
For our school-wide system to work effectively, it is important that
each staff member reads and understands this handbook. Questions can be
directed to either our PBIS coach or any of the PBIS team members.

Thank you,

G.W. Carver PBIS Team

What is School-Wide PBIS?


a framework or approach comprised of
intervention practices and organizational systems
for establishing the social culture, learning and
teaching environment, and individual behavior
supports needed to achieve academic and social
success for all students.
(Sugai, et al, 2010, p. 13)

Four main elements of School-Wide PBIS:

Outcomes: academic and behavior targets that are endorsed


and emphasized by students, families, and educators. (What is
important to each particular learning community?)

Practices: interventions and strategies that are evidence


based. (How will you reach the goals?)

Data: information that is used to identify status, need for


change, and effects of interventions. (What data will you use
to support your success or barriers?)

Systems: supports that are needed to enable the accurate and


durable implementation of the practices of PBIS. (What
durable systems can be implemented that will sustain this
over the long haul?)

https://www.pbis.org/sc
hool

Multi-Tier Support
School-wide means that educators support appropriate behavior in
classrooms and non-classroom areas such as hallways, restrooms, cafeteria,
etc. This support is evident along a continuum from Tier 1 for all students,
Tier 2 for a small group of students and Tier 3 for individual students. The
goal of this structure of support is to have ALL students experience success.

Tertiary Prevention:
CONTINUUM OF Specialized
SCHOOL-WIDE Individualized
INSTRUCTIONAL & Systems for Students
POSITIVE BEHAVIOR ~5% with High-Risk Behavior
SUPPORT
Secondary Prevention:
~15%
Specialized Group
Systems for Students
with At-Risk Behavior
Primary Prevention:
School-/Classroom-
Wide Systems for
All Students,
Staff, & Settings

~80% of Students

https://www.pbis.org/common/cms/files/pbisresources/tlswpbsimplications4sped.ppt

There is not an assumption that students will learn social behavior


automatically or pick it up as they go. It is imperative that we directly teach
them these skills just as we teach core subjects.
4

Specific Practices and


Supports
DEFINED BEHAVIOR EXPECTATIONS
Behavior matrix
Behavior indicators
Procedures

SYSTEM OF ACKNOWLEDGING APPROPRIATE BEHAVIOR


Strategies for acknowledging behavior
Class

SYSTEM OF CORRECTING INAPPROPRIATE BEHAVIOR


Strategies for correcting behavior
Office Discipline Referral
Social Skills Lessons

SUPPORTS FOR EDUCATORS


PBIS coaches/team
MTSS team

A video about School-Wide PBIS at: https://www.youtube.com/watch?v=Vc-


Tjqm20cU&feature=player_embedded
Detailed introduction at: http://www.pbis.org/school/default.aspx

The 2016-2017 PBIS Team


Team Members and Role Descriptions
Team Member Grade/Department Role on Team
Janelle Johnson Counselor Co-Leader, Coach
Danielle Dew Counselor Co-Leader, Coach
Pre-K Represents
Pre-K
Kindergarten Represents
Kindergarten
1st Grade Represents 1st
grade
2nd Grade Represents 2nd
grade
3rd Grade Represents 3rd
grade
4th/5th Grade Represents 4th
grade
5th Grade Represents 5th
grade
Media Represents
Enhance.
EC Represents EC
Principal
Assistant Principal

Facilitation
Margaret Claytor, District PBIS Coordinator Email:
mclaytor@ecps.us

2016-2017 Meeting Dates:

6
Behavioral Expectations

Behavioral Expectations: Edgecombe County Public Schools has three


behavioral expectations: Be Respectful, Be Responsible, Be Prepared.

Behavior Matrix: A matrix with settings, or classroom routines along the


top with behavioral expectations in the left column will be given to all staff
members and taught to all students. Each box contains the behavior
indicators (what the behavior looks like in each setting).

Behavior Indicators: What does the behavioral expectations look like in a


particular school-wide setting or classroom routine?

Procedures: How do students complete the tasks? Example: How to


behave responsibly in transitions: 1. Clean up your area. , 2. Stand and
push in your chair. , 3. Eyes are on me.
7

G.W. Carver Elementary School-Wide


PBIS Matrix
G.W. Carver Elementary School-Wide PBIS
Expectations Expectations

Classroom Hallwa Cafeteria Bathroo Buses Assembli Recess


y m es

Keep Walk Walk in single Respect Stay in your Enter and Take
hands, feet silently. file. the assigned depart turns.
Be and objects privacy of seat. quietly
to yourself. Keep Quiet voices. others. and Listen to
Respectf
hands, (Talk to those Keep your orderly. the adult
ul Listen and feet, to your left, Wait your hands, feet, in charge.
follow and right, and in turn and objects Be an
directions. objects front of you.) silently. to yourself. active Keep
to listener. hands,
Raise your yourself. Use table Keep Talk in a feet, and
hand to manners. hands and quiet voice. Keep objects to
speak. feet to hands, yourself.
Keep hands, yourself. feet, and
feet, and objects to
objects to yourself.
yourself.

Stay on Stay Keep your Use good Place trash Collect Play safe.
task. with the area clean personal in trash belongings
Be line. (table and hygiene. box. before you Exit and
floor). leave.
Responsi Keep all enter
areas Face Keep the Keep the orderly.
ble clean. forward. Put away your floors, aisle clear. Keep aisle
lunch tray. walls, and clear. Stay in
Complete sink clean. Keep all assigned
and turn in Eat before items in areas.
all talking. Always book bags.
assignment flush.
s. Report
problems to
the bus
driver.

Bring all Walk to Know your Return to Be at the Follow Line up at


necessary the lunch number. class stop on teacher first
Be materials right. promptly. time. directions signal.
Prepared to class. Bring your and sit in
Know lunchbox/mon Collect Exit the bus your Gather all
Study your ey. belonging by rows. assigned belonging
nightly. route. s when area. s when
Get all items you leave. Collect all exiting
Keep a needed while belongings and
positive in line. before entering
attitude. exiting. the
building.

Schedule for Teaching


Behavior

August 29, 2016 September 2, 2016


Teach school-wide Hallway and Cafeteria behavioral expectations by
Wednesday, August 31
Teach school-wide Bathroom and Recess expectations by Friday,
September 2
Teach classroom behavioral expectations, as many times as possible
September 5, 2016 November 1, 2016 (end of first grading period)
Teach school-wide and classroom behavioral expectations weekly
As needed based on data
November 2, 2016 January 24, 2017 (end of second grading
period)
Teach school-wide and classroom behavioral expectations weekly
As needed based on data
January 25, 2017 April 5, 2017 (end of third grading period)
Teach school-wide and classroom behavioral expectations as needed
Review/Reteach School-wide and Classroom Behavioral
Expectations:
November 28 (After Thanksgiving Break)
January 2 (After Winter Break)
April 24 (After Spring Break)

Lesson Plans

The following pages include sample lesson plans for behavior that is
Respectful, Responsible and Prepared in non-classroom areas and events.
10
Be Respectful, Responsible, and Prepared Lesson Plan
Setting: Hallways
Skill and Critical Behavior Indicator: How to be respectful, responsible, and
prepared in the hallways.
Today we are going to talks about ways to be respectful, responsible, prepared in the
hallways. What are some of the ways to be respectful, responsible, prepared?
Shape student responses into observable behaviors (e.g. if they say be nice, ask for
examples of what being nice LOOKS like such as standing in line quietly, walking with
hands at our sides, etc.)
Today we are going to focus on:
Appropriate hallway behavior: Inappropriate hallway behavior:
Walk silently. Twirling in halls, running, skipping,
Keep hands, feet and objects to walking backwards
yourself. Walking to the left or in the middle
Stay in line. of hall
Face forward Touching, getting in anothers face,
Walk to the right. pushing, tripping
Know your route. Talking to others in the hall or in line

Check for understanding:


(Three positive examples for every one negative example. Be sure to end with two
positive examples)
For example, it should sound like this:

Is it okay to walk in the hallways?


Is it okay to walk on the left?
Is it okay to face forward?
Is it okay to stay in your personal space and keep your hands and feet to yourself?
(You can do choral responses or individual turns or a combination.)
Demonstrate and Role Play: Teacher and students role play and demonstrate
appropriate and inappropriate behaviors and have class determine if the behavior is
respectful, responsible, prepared.
Assignments: Review the key behaviors periodically throughout the year. It is not
necessary to list every behavior or role-play each situation every time. Use your
professional judgment in deciding how many examples are covered in one sitting.

11

Be Respectful, Responsible, and Prepared Lesson Plan


Setting: Hallways
Skill and Critical Behavior Indicator: How to be respectful, responsible, and
prepared in the hallways.
Today we are going to talks about ways to be respectful, responsible, prepared in the
hallways. What are some of the ways to be respectful, responsible, prepared?
Shape student responses into observable behaviors (e.g. if they say be nice, ask for
examples of what being nice LOOKS like such as standing in line quietly, walking with
hands at our sides, etc.)
Today we are going to focus on:
Appropriate hallway behavior: Inappropriate hallway behavior:
Walk silently. Speaking loudly or yelling
Wave or nod quietly to friends Whistling
Hood/hats off Shouting out to friends
Touching friends (high 5s, fist
bumps)
Wearing hoods/hats

Check for understanding:


(Three positive examples for every one negative example. Be sure to end with two
positive examples)
For example, it should sound like this:

Is it okay to wave or nod silently to friends?


Is it okay to yell at a friend who is passing in the hall?
Is it okay to stand silently while waiting in line in the hall?
Is it okay to carry your hat?
(You can do choral responses or individual turns or a combination.)
Demonstrate and Role Play: Teacher and students role play and demonstrate
appropriate and inappropriate behaviors and have class determine if the behavior is
respectful, responsible, prepared.
Assignments: Review the key behaviors periodically throughout the year. It is not
necessary to list every behavior or role-play each situation every time. Use your
professional judgment in deciding how many examples are covered in one sitting.

12

Be Respectful, Responsible, and Prepared Lesson Plan


Setting: Hallways
Skill and Critical Behavior Indicator: How to be respectful, responsible and
prepared in the hallways.
Today we are going to talks about ways to be respectful, responsible, prepared in the
hallways. What are some of the ways to be respectful, responsible, prepared?
Shape student responses into observable behaviors (e.g. if they say be nice, ask for
examples of what being nice LOOKS like such as standing in line quietly, walking with
hands at our sides, etc.)
Today we are going to focus on:
Appropriate hallway behavior: Inappropriate hallway behavior:
Enjoying wall displays (art, posters) Touching displays
with your eyes Removing displays
Looking at displays/bulletin boards Tearing and ripping displays
Reading displays/bulletin boards Chewing gum or eating candy
Having our mouths empty

Check for understanding:


(Three positive examples for every one negative example. Be sure to end with two
positive examples)
For example, it should sound like this:

Is it okay to look at the displays?


Is it okay to touch the displays?
Is it okay to enjoy the displays and how do we do that?
Is it okay to have our mouths empty?
(You can do choral responses or individual turns or a combination.)
Demonstrate and Role Play: Teacher and students role play and demonstrate
appropriate and inappropriate behaviors and have class determine if the behavior is
respectful, responsible, prepared.
Assignments: Review the key behaviors periodically throughout the year. It is not
necessary to list every behavior or role-play each situation every time. Use your
professional judgment in deciding how many examples are covered in one sitting.

13

Be Respectful, Responsible, and Prepared Lesson Plan


Setting: Cafeteria
Skill and Critical Behavior Indicator: How to be respectful, responsible, and
prepared in the cafeteria.
Today we are going to talks about ways to be respectful, responsible and prepared in the
cafeteria. What are some of the ways to be respectful, responsible and prepared?
Shape student responses into observable behaviors (e.g. if they say be nice, ask for examples of
what being nice LOOKS like such as standing in line quietly, walking with hands at our sides, etc.)

Today we are going to focus on:


Appropriate cafeteria behavior: Inappropriate cafeteria behavior:
Hands to yourself Touching others
Voice level at 0, 1, or 2 (0=silent, 1= Yelling
whisper, 2= quietly talking, 3= normal Running
volume, 4=yelling) Getting up to line up before the teacher
Walking feet signals
Follow line-up procedures Talking with food in your mouth
Get forks, condiments, etc. the first Still drinking/eating when dumping your
time tray
Finish swallowing your food before No getting up for ketchup/mustard/bbq
getting up (empty mouth) sauce, etc.

Check for understanding:


(Three positive examples for every one negative example. Be sure to end with two positive
examples)
For example, it should sound like this:

Is it okay to walk in the cafeteria?


Is it okay to get up for more food?
Is it okay to dump your tray with your mouth empty?
Is it okay to run in the cafeteria?
Is it okay to push your chair in when you are done?
Is it okay to get everything you need the first time?
Is it okay to have your voice level at 0, 1, or 2?

(You can do choral responses or individual turns or a combination.)

Demonstrate and Role Play: Teacher and students role play and demonstrate appropriate
and inappropriate behaviors and have class determine if the behavior is respectful and
responsible.

Assignments: Review the key behaviors periodically throughout the year. It is not necessary
to list every behavior or role-play each situation every time. Use your professional judgment in
deciding how many examples are covered in one sitting.

14

Be Respectful, Responsible, and Prepared Lesson Plan


Setting: Cafeteria
Skill and Critical Behavior Indicator: How to be respectful,
responsible, and prepared in the cafeteria.
Today we are going to talks about ways to be respectful, responsible and prepared in
the cafeteria. What are some of the ways to be respectful, responsible and prepared?
Shape student responses into observable behaviors (e.g. if they say be nice, ask for
examples of what being nice LOOKS like such as standing in line quietly, walking with
hands at our sides, etc.)

Today we are going to focus on:


Appropriate cafeteria behavior: Inappropriate cafeteria behavior:
Take turns Speaking loudly or yelling (voice
Say please and thank you level 4)
Use plastic ware properly Cutting in line
Follow cleanup directions Not using manners
Not raising hand and/or waiting for
signal to get permission to get up
Putting hands in other kids trays
Throwing food

Check for understanding:


(Three positive examples for every one negative example. Be sure to end with two
positive examples)
For example, it should sound like this:

Is it okay to raise your hand and wait for help?


Is it okay to get up without permission?
Is it okay to yell to people at another table?
Is it okay to say thank you?
Is it okay to throw food or play with your food?
Is it okay to say please when making a request?
Is it okay to clean up your own mess?
Is I okay to keep your hands in your own tray?
(You can do choral responses or individual turns or a combination.)

Demonstrate and Role Play: Teacher and students role play and demonstrate
appropriate and inappropriate behaviors and have class determine if the behavior is
respectful and responsible.

Assignments: Review the key behaviors periodically throughout the year. It is not
necessary to list every behavior or role-play each situation every time. Use your
professional judgment in deciding how many examples are covered in one sitting.
15
Be Respectful, Responsible, and Prepared Lesson Plan
Setting: Cafeteria
Skill and Critical Behavior Indicator: How to be respectful,
responsible, and prepared in the cafeteria.
Today we are going to talks about ways to be respectful, responsible and prepared in
the cafeteria. What are some of the ways to be respectful, responsible and prepared?
Shape student responses into observable behaviors (e.g. if they say be nice, ask for
examples of what being nice LOOKS like such as standing in line quietly, walking with
hands at our sides, etc.)

Today we are going to focus on:


Appropriate cafeteria behavior: Inappropriate cafeteria behavior:
Waiting patiently Getting up and walking around
Picking up trash Being impatient and cutting in line
Staying in your seat Leaving trash behind, dropping trash
Trying to work things out with a Telling without trying to work things
classmate instead of immediately out
telling on them

Check for understanding:


(Three positive examples for every one negative example. Be sure to end with two
positive examples)
For example, it should sound like this:

Is it okay to pick up trash and throw it away?


Is it okay to cut in line?
Is it okay to stay in your seat?
Is it okay to talk nicely to the people at your table?
Is it okay to get up and walk around?
Is it okay to wait patiently?
Is it okay to eat your food using good manners?
(You can do choral responses or individual turns or a combination.)

Demonstrate and Role Play: Teacher and students role play and demonstrate
appropriate and inappropriate behaviors and have class determine if the behavior is
respectful and responsible.
Assignments: Review the key behaviors periodically throughout the year. It is not
necessary to list every behavior or role-play each situation every time. Use your
professional judgment in deciding how many examples are covered in one sitting.
16

Be Respectful, Responsible, and Prepared Lesson Plan


Setting: Recess
Skill and Critical Behavior Indicator: How to be respectful,
responsible, and prepared during recess.
Today we are going to talks about ways to be respectful, responsible and prepared
during recess. What are some of the ways to be respectful, responsible and prepared?
Shape student responses into observable behaviors (e.g. if they say be nice, ask for
examples of what being nice LOOKS like such as standing in line quietly, walking with
hands at our sides, etc.)

Today we are going to focus on:


Appropriate recess behavior: Inappropriate recess behavior:
Keep hands, feet and other objects Pushing
to yourself Throwing things other than balls
Play safe Walking up the slide
Stay in assigned area Standing on the slide
Jumping off of the equipment
Leaving the playground without the
adults permission

Check for understanding:


(Three positive examples for every one negative example. Be sure to end with two
positive examples)
For example, it should sound like this:

Is it okay to ask permission to go inside to the bathroom?


Is it okay to walk up the slide?
Is it okay to slide down the slide on your bottom?
Is it okay to wait for someone to get out of the way before sliding down?
Is it okay to keep rocks on the ground?

(You can do choral responses or individual turns or a combination.)


Demonstrate and Role Play: Teacher and students role play and demonstrate
appropriate and inappropriate behaviors and have class determine if the behavior is
respectful and responsible.

Assignments: Review the key behaviors periodically throughout the year. It is not
necessary to list every behavior or role-play each situation every time. Use your
professional judgment in deciding how many examples are covered in one sitting.
17

Be Respectful, Responsible, and Prepared Lesson Plan


Setting: Recess
Skill and Critical Behavior Indicator: How to be respectful,
responsible, and prepared during recess.
Today we are going to talks about ways to be respectful, responsible and prepared
during recess. What are some of the ways to be respectful, responsible and prepared?
Shape student responses into observable behaviors (e.g. if they say be nice, ask for
examples of what being nice LOOKS like such as standing in line quietly, walking with
hands at our sides, etc.)

Today we are going to focus on:


Appropriate recess behavior: Inappropriate recess behavior:
Follow the line-up procedures Cursing
Take turns when using the Ignoring the line-up signal
equipment Running between the class lines
Use appropriate language Having loud conversations in line
Listen to the adult in charge Cutting in line to use the equipment
Exit and enter in an orderly manner Playing in line

Check for understanding:


(Three positive examples for every one negative example. Be sure to end with two
positive examples)
For example, it should sound like this:

Is it okay to wait your turn for the equipment?


Is it okay to curse at recess?
Is it okay to wait patiently and listen to the adults?
Is it okay to ignore the line-up signal?
Is it okay to use nice words with others?
(You can do choral responses or individual turns or a combination.)

Demonstrate and Role Play: Teacher and students role play and demonstrate
appropriate and inappropriate behaviors and have class determine if the behavior is
respectful and responsible.

Assignments: Review the key behaviors periodically throughout the year. It is not
necessary to list every behavior or role-play each situation every time. Use your
professional judgment in deciding how many examples are covered in one sitting.

18

Be Respectful, Responsible, and Prepared Lesson Plan


Setting: Recess
Skill and Critical Behavior Indicator: How to be respectful,
responsible, and prepared during recess.
Today we are going to talks about ways to be respectful, responsible and prepared
during recess. What are some of the ways to be respectful, responsible and prepared?
Shape student responses into observable behaviors (e.g. if they say be nice, ask for
examples of what being nice LOOKS like such as standing in line quietly, walking with
hands at our sides, etc.)

Today we are going to focus on:


Appropriate recess behavior: Inappropriate recess behavior:
Pick up trash Leaving trash on the ground
Try to resolve problems using talk, Pushing
walk and squawk (1. Try talking to Angry yelling
the classmate you are having a Tattling
disagreement with. 2. If talking Leaving belongings on the
doesnt resolve the problem, walk playground
away to another area of the
playground. 3. If the problem
continues, tell the adult on duty.)
Gather belongings before returning
to the building

Check for understanding:


(Three positive examples for every one negative example. Be sure to end with two
positive examples)
For example, it should sound like this:

Is it okay to use talk, walk, and squawk?


Is it okay to push others?
Is it okay to pick up trash?
Is it okay to get your belongings before going back in the building?

(You can do choral responses or individual turns or a combination.)

Demonstrate and Role Play: Teacher and students role play and demonstrate
appropriate and inappropriate behaviors and have class determine if the behavior is
respectful and responsible.

Assignments: Review the key behaviors periodically throughout the year. It is not
necessary to list every behavior or role-play each situation every time. Use your
professional judgment in deciding how many examples are covered in one sitting.
19

Be Respectful, Responsible, and Prepared Lesson Plan


Setting: Assemblies
Skill and Critical Behavior Indicator: How to be respectful,
responsible, and prepared during assemblies.
Today we are going to talks about ways to be respectful, responsible and prepared
during assemblies. What are some of the ways to be respectful, responsible and
prepared?
Shape student responses into observable behaviors (e.g. if they say be nice, ask for
examples of what being nice LOOKS like such as standing in line quietly, walking with
hands at our sides, etc.)

Today we are going to focus on:


Appropriate recess behavior: Inappropriate recess behavior:
Enter and depart quietly. Touching others
Be an active listener. Ignoring directions when given
Keep hands, feet, and objects to Entering all bunched up or spread
yourself. out
Collect belongings before you leave Angry words when cheering o
Keep aisle clear Booing
Follow teacher cues Talking while the speaker is
presenting
Leaving your belongings in the
multipurpose room
Sticking your feet in the aisle
Check for understanding:
(Three positive examples for every one negative example. Be sure to end with two
positive examples)
For example, it should sound like this:

Is it okay to enter/exit in a single file line?


Is it okay to enter/exit like a mob?
Is it okay to follow directions?
Is it okay to keep your hands and feet to yourself?
Is it okay to cheer politely?
(You can do choral responses or individual turns or a combination.)

Demonstrate and Role Play: Teacher and students role play and demonstrate
appropriate and inappropriate behaviors and have class determine if the behavior is
respectful, responsible and prepared.

Assignments: Review the key behaviors periodically throughout the year. It is not
necessary to list every behavior or role-play each situation every time. Use your
professional judgment in deciding how many examples are covered in one sitting.
20

Be Respectful, Responsible, and Prepared Lesson Plan


Setting: Bathrooms
Skill and Critical Behavior Indicator: How to be respectful,
responsible, and prepared in the bathrooms.
Today we are going to talks about ways to be respectful, responsible and prepared in
the bathrooms. What are some of the ways to be respectful, responsible and prepared?
Shape student responses into observable behaviors (e.g. if they say be nice, ask for
examples of what being nice LOOKS like such as standing in line quietly, walking with
hands at our sides, etc.)

Today we are going to focus on:


Appropriate recess behavior: Inappropriate recess behavior:
Respect the privacy of others. Looking over or under the stalls or
Wait your turn silently. through the cracks
Keep hands and feet to yourself. Pushing; cutting in line
Use good personal hygiene. Yelling or talking loudly
Keep the floors, walls, and sink Touching others
clean. Not washing hands
Always flush. Tossing paper towels on the floor or
Return to class promptly. splashing water
Collect belongings when you leave. Not flushing
Hanging out in the bathroom
Leaving your belongings at the
bathrooms
Check for understanding:
(Three positive examples for every one negative example. Be sure to end with two
positive examples)
For example, it should sound like this:

Is it okay to go back to class right away when you are finished?


Is it okay to splash water?
Is it okay to yell in the bathroom or in line?
Is it okay to forget to flush the toilet or wash your hands?
Is it okay to throw the paper towels in the trash?
Is it okay to wait patiently?
Is it okay to keep your hands to yourself?
(You can do choral responses or individual turns or a combination.)

Demonstrate and Role Play: Teacher and students role play and demonstrate
appropriate and inappropriate behaviors and have class determine if the behavior is
respectful, responsible and prepared.

Assignments: Review the key behaviors periodically throughout the year. It is not
necessary to list every behavior or role-play each situation every time. Use your
professional judgment in deciding how many examples are covered in one sitting.
21

System for Acknowledging


Behavior

At the individual student level:


Staff members in the building acknowledge student behavior with
o
o
o Positive, specific verbal praise.
Make sure acknowledgement is consistent
At the classroom level/grade level:
At the end of each week, teachers will provide an incentive for those
students who have displayed positive behavior for at least 80% of the
week.
Incentives should be by grade level and consistent among the classes.
Each grade level should submit their weekly rewards to the PBIS
coaches, principal and assistant principal by the 20 th day of the month
for the upcoming month. (Ex. List should be submitted by September
20 for the October weekly incentives.)

At the school level:


Quarterly incentives will be planned within the first month of the school
year and communicated to each grade level by their PBIS
representative.
Staff should give some possible ideas to their PBIS representative to
bring to the committee for consideration.

22

Acknowledgement
Guidelines

Adult behavior when providing acknowledgement must be:


Positive
Specific, clear
Applied immediately
Teacher initiated
Focused on improvement
The continuum of strategies to acknowledge behavior:

Free and Frequent Intermittent Strong and Long


Term
Verbal praise Token economy Group contingency
Smile Phone calls Field trip
Stickers Special privileges Special project
Rubber stamps Computer time Recognition
Thumbs up Social/free time Ceremonies
Notes home Special seat Honor roll

100 free or individual awards for students:


https://usm.maine.edu/sites/default/files/smart/freerewards4st
udentsnstaff.pdf

Part of these guidelines was adapted from the Center for PBS, College of Education,
University of Missouri, Missouri School wide Positive Behavior Support

23

Menu of Rewards
PreK-2nd grades 3rd -5th grades
Sparkly or special pencils Sparkly or special pencils
Shaped erasers Shaped erasers
Stickers Stickers
Magnifying glass Playing cards (games such as Go Fish,
Old Maid)
Toothbrushes Toothbrushes
Pencil toppers or grips Pencil toppers or grips
Colorful folders Colorful folders
Colorful notepads or notebooks Colorful notepads or notebooks
Books or coloring books Books or coloring books
Multi-colored pens or markers

Coupons: Coupons:
First in Line First in Line
Computer time up to 15 minutes Computer time up to 15 minutes
Positive call home by teacher Positive call home by teacher
Read aloud to class Lunch clean up duty
Lunch sitting beside teacher Teacher reads aloud a chosen book
Teacher reads aloud a chosen book Tell class a joke
Tell class a joke Be the leader in a class game

Special rewards: Special rewards:


Assist the custodian Assist the custodian
Being the teachers assistant Being the teachers assistant
Taking the attendance folder Taking the attendance folder
Being bathroom monitor Being bathroom monitor
Eat lunch outside Eat lunch outside
Lunch with administrator or other staff
or buddy when available
PE teacher assistant with a lower grade
Principal or Assistant Principals
assistant for 15 minutes

Templates for blank coupons are available in the appendix.

24

System for Correcting


Behavior
Correction Guidelines
Adult behavior when providing corrections is:
Calm
Consistent
Brief
Immediate
Respectful
The continuum of strategies to respond to inappropriate behavior:
Correction Words/actions an adult can use
Technique
Prompt Provide verbal and/or visual cue.

Redirect Restate the matrix behavior.

Reteach State and demonstrate the matrix behavior. Have


the student demonstrate. Provide immediate
feedback.
Provide Choice Give choice to accomplish task in another location,
about the order of task completion, using alternate
supplies to complete the task or for a different type
of activity that accomplishes the same instructional
objective.
Conference Describe the problem. Describe the alternative
behavior. Tell why the alternative is better. Practice.
Provide feedback.
Specific student conference procedures:
1. Positive, private, using a quiet voice
2. Describe the problem
3. Describe the alternative (what the student should be doing instead)
4. Tell why alternative is better
5. Practice (student should tell and/or show)
6. Provide feedback

Part of these guidelines was adapted from the Center for PBS, College of Education,
University of Missouri, Missouri School wide Positive Behavior Support
25
Disrespect/Defiance/Non- MINOR Student engages in brief or low intensity
compliance failure to respond to adult requests (for verbal
disrespect, see Inappropriate Language).
MAJOR Student engages in sustained (or high
intensity) failure to respond to adult requests
(for verbal disrespect, see Inappropriate
Language).
Disruption MINOR Student engages in low intensity, but
inappropriate, disruption.
MAJOR Student engages in sustained or high intensity
disruption. Behavior causes an interruption in
class activity. Disruption includes sustained
loud talk, yelling, or screaming; noise with
materials; horseplay or roughhousing; and/or
sustained out-of-seat behavior.
Inappropriate Language MINOR Student delivers low intensity verbal
Communicating Threats messages/gestures that include cursing, name
calling or use of words in an inappropriate
manner. This could also include written notes
or words.
MAJOR Student delivers abusive, profane verbal
messages/gestures that include cursing, name
calling or use of words in an inappropriate
manner. This could include written
communication also. Student communicates
threats to another person by language, sign or
act which constitutes a threat of force or
violence.
Aggressive MINOR Student engages in non-serious, but
Behavior/Fighting inappropriate physical contact. Student
touches another students or gets in another
students space without permission and in
such a way that makes the other person
uncomfortable.
MAJOR Student engages in actions involving serious
physical contact where injury may occur,
including but not limited to hitting, punching,
and hitting with an object, kicking, hair
pulling.
Bullying/Harassment MINOR Always a MAJOR offense
MAJOR Student delivers disrespectful messages to
another person that includes threats or
intimidation, obscene gestures, pictures or
written notes on an ongoing basis.
*Disrespectful messages include negative
comments based on race, religion, gender,
age, and/or national origin; sustained or
intense verbal attacks based on ethnic origin,
disabilities or other personal matters.
Technology Violation MINOR Student engages in non-serious, but
inappropriate use of cell phone, computer,
camera or other technology device.
MAJOR Student engages in serious and inappropriate
use of cell phone, computer or other
technology equipment.
Theft MINOR Always a MAJOR offense
MAJOR Student is in possession of, have passed on,
or being responsible for removing someone
elses property or has signed a persons name
without that persons permission.
EMERGENCY: BOMB THREAT, SEXUAL TOUCHING, POSSESSION
OF ALCOHOL, DRUGS OR WEAPONS

27
G.W. Carver Elementary School
Reflection Interview

Student: __________________________________ Teacher/Grade: _______________

Date: _______________ Time: __________ Interviewing Staff: ___________________

1. What did you do? (Start with I and be as specific as you can.

2. How did your actions affect other students and/or adults?

3. What did you want and why?

4. Did you get what you wanted; why or why not?

5. How could you have done this differently?


6. What is your next step and how will you handle it appropriately?

28

Active Supervision
Guidelines

Active Supervision is a monitoring procedure that uses three components:


Moving, Scanning and Interacting Frequently.

Moving Effectively
Constant
Make presence known and obvious
Proximity to all students
More frequent proximity to students requiring extra support
Randomized
Targets problem areas

Scanning Effectively
All students observed on a regular basis
Make eye contact with students in more distant locations of the room
Look and listen for signs of a problem

Interacting Frequently
Positive contacts
Friendly, helpful, open demeanor
Proactive
High rate of delivery
Immediate and contingent on behavior
Delivered at high rates and frequently

29

Appendix
Proof of Pride Proof of Pride

Date: ___________________ Date: ___________________

Student Name: Student Name:


_______________________ _______________________

Circle one: Respectful Circle one: Respectful


Responsible Prepared Responsible Prepared

Proof of Pride Proof of Pride

Date: ___________________ Date: ___________________

Student Name: Student Name:


_______________________ _______________________

Circle one: Respectful Circle one: Respectful


Responsible Prepared Responsible Prepared
Proof of Pride Proof of Pride

Date: ___________________ Date: ___________________

Student Name: Student Name:


_______________________ _______________________

Circle one: Respectful Circle one: Respectful


Responsible Prepared Responsible Prepared

Soaring Eagles Award

Presented to:
In recognition for following the
G.W. Carver Behavioral
Expectations.

Signature: _______________________ Date:


________________

EAGLE PRIDE
AWARD

Presented to:
In recognition for EXCELLENCE in Being
Respectful, Responsible, and Prepared.

Signature: _________________ Date: _________

Eagle Pride Coupon

This certificate entitles ____________________

To ____________________________________

Signed _________________________________

Eagle Pride Coupon

This certificate entitles ____________________

To ____________________________________
Signed _________________________________

Eagle Pride Coupon

This certificate entitles ____________________

To ____________________________________

Signed _________________________________