Wallace Elementary School PBIS

Positive Behavior Support is a school-wide program for helping all students achieve important social and learning goals. As part of the P.B.I.S. program, we have established clear rules and expectations for the behaviors we expect in all areas of our school. We have and will continue to teach those expectations to the students and frequently reward them with positive notes and prizes for their great behavior. The expectations for all student behaviors are clear throughout the building. We will apply consistent consequences and positive reinforcement for all kids. By detailing every expected behavior and teaching them to kids in a positive way, we will provide a common language for everyone in our building, including staff and students alike.

Positive Rewards

Kindergarten & First Grade- 10/20 Popsicle Sticks get Little/Big treasure chest visit.

Second through Fifth Grades- Green Paws get 20 weekly drawings that select from the Box of Bull Pup Bones (Wii Time, Gym or playground time, iTunes card, Happy Meal from McDonalds, iPad or computer time, Principal for the Day, Lunch with Principal, Lunch with staff member of student choice, Wal-Mart Gift Card, or Pizza with 2 friends without bounces).

Kindergarten through Fifth Grades- Per Quarter: Homeroom without any bounces choice of Ice Cream Social, Wii party, Extra Recess or Playground time, or Silly String the teacher/Principal. Per Quarter: School-wide students without bounces get movie and popcorn in the gym.

Consequences

Individual Classroom Teacher determines PBIS system in their room (i.e.… moving clips or clothespins; Red, Yellow, Green, or Blue Charts). Once behavior moves past that system Warning, Redirection, Take Space, Bounce, and Classroom Referral. Incidents that violate administrative rules result in immediate Office Referral. Each classroom has a buddy classroom for Bounces.

Bull Pups bark this way:

We are... responsiB le, sAfe, Respectful, & K ind!

  Bus/Car   Hallway   Cafeteria   Bathroom   Classroom/  Media  

Playground  

responsiBle   Be ready when the bus arrives. Keep all items in your bookbag. Help keep the bus clean. Wait in the designated area.

Walk on the right side of the hallway. Go directly to your destination only where you have been given permission to go.

Clean up after yourself, use good table manners. ���

Use paper products wisely. Put paper in the trash. Use time wisely.

Follow directions the first time they’re given. Be prepared. Stay on task. Do your best

Pick up any trash, use equipment properly, play fairly.

sAfe  

Walk carefully up and down the bus steps. Keep aisles clear. Remain seated and facing forward. Keep hands and feet to yourself. Remain on the sidewalk and away from traffic until an adult directs you.

Walk forward at all times. Keep your hands and feet and other objects to yourself.

Keep hands, feet, and other objects to yourself. Always walk. ���

Wash your hands. Keep hands, feet, and other objects to yourself. Refrain from horseplay.

Keep hands feet and other objects to yourself. Always walk, ask permission to leave the room.

Keep hands feet and other objects to yourself. Stay of inside the fence. Play with appropriate items. Do not play too rough.

Respectful  

Follow the bus driver’s directions the first time they are given. Use a low voice to speak to those near you.

Walk quietly as you pass classrooms that are working. Keep your hands by your side, do not touch posted work.

Be a good listener. Say please and thank you. Get attention the right way. Use an appropriate tone of voice.

Use good manners, respect privacy of others, and clean up after yourself.

Be a good listener; say please and thank you, gain attention the right way, use appropriate tone of voice.

Be a good listener when it is time to go in, say please and thank you, share with others.

K ind!  

Use nice language. Slide over when someone needs a seat. Keep hands and feet to yourself.

Helping others and holding doors safely.

Use kind words and actions. Help others. Greet cafeteria workers.

Use kind words and actions, wait patiently.

Use kind words and actions, help others, share, greet adults.

Use kind words and actions, take turns, include everyone, help others.

 

Matrix of Appropriate School Behaviors n The matrix is taught during the first two weeks of school by designated staff

members and is revisited monthly the first semester. n During the second semester teachers use a bingo or Jeopardy game to help review

the appropriate school behaviors in the designated area. n Classroom- Homeroom or Encore teacher, Hallway- Homeroom teacher,

Cafeteria- Holland, Bathroom- Armstrong/McCoy, Media Center- Patram, Playground- PE Teachers, & On the Bus- Holland. Lesson Plans for teaching PBIS are found later in this document.

Positive Behavior Strategies

Prevention

(PBIS Panther Paw Program)

(Green Zone Students)

80% of s tudents

Early Intervention + Prevention

(Yellow Zone Students)

15% of s tudents

In tervention + Early In tervention + Prevention

(Red Zone Students)

5% of s tudents

• School Pledge• Behavior Matrix• Guidance Lessons• Weekly, Month ly, &

Quarter ly Incentives• Green Paws• Buddy Classrooms • Bull Pup Brigade• Student of the

Month

• Behavior Charts• Parent Conferencing• School Counselor

Referral• Individual & Group

Counseling with the School Counselor

• Days of Guidance• Mentor Program• School Nurse Referral

• PEP/IEP (Behavior Goals)

• Functional Behavior Assessment

• Behavior In tervention Plan

• Outside Community Programs

• School Social Worker Assis tance

Green Paws n Students can receive Green Paws for following the school rules that have been described

in the Code of Conduct and The Matrix of Appropriate School Behaviors. n Students can receive Green Paws by any staff member in the building, at any time of the

day. n Green Paws cannot be taken away for any reason.

Mentor Program

n It is designed to serve students in grades K-5. n The students are selected based on social-skill deficits, attendance concerns, and behavior

or academic challenges that have impacted their ability to be successful in the school setting.

n This program asks staff members to spend about 30 minutes per week during the school day with one student throughout the year.

n Mentors will work on one or two goals throughout the school year with their student. n The program also offers an after school Mentor Celebration for the students and adults.

We engage the students in a cooperative group activity, help with homework, and celebrate with a pizza dinner.

Bull Pup Brigade Each homeroom nominates a student each month for particular character exhibit. Grade Level team then decides which student will receive the Bull Pup Brigade T-shirt each month. Daily announcements discuss the characteristics of each character exhibit monthly such as Studious is September, Grit is October, etc…

Bull$Pup$Brigade$Exhibits$of$Good$Character! STUDIOUS • Spent a lot of time studying or reading • Showed great care or attention • Completed tasks deliberately or with a

purpose in mind

GRIT • Finished whatever s/he began • Stuck with a project or activity for

more than a few weeks • Tried very hard even after experiencing

failure • Stayed committed to goals • Kept working hard even when s/he felt

like quitting ZEST • Actively participated • Showed enthusiasm • Approached new situations with

excitement and energy SELF-CONTROL- School Work • Came to class prepared • Remembered and followed directions • Got to work right away instead of

waiting until the last minute • Paid attention and resisted distractions SELF-CONTROL- Interpersonal • Remained calm even when criticized or

otherwise provoked • Allowed others to speak without

interrupting • Was polite to adults and peers • Kept temper in check

OPTIMISM • Believed that effort would improve

his/her future • When bad things happened, s/he

thought about things they could do to make it better next time

• Stayed motivated, even when things didn’t go well

• Believed that s/he could improve on things they weren’t good at

GRATITUDE • Recognized what other people did for

them • Showed appreciation for opportunities • Expressed appreciation by saying thank

you • Did something nice for someone else

as a way of saying thank you SOCIAL INTELLIGENCE • Was able to find solutions during

conflicts with others • Showed that s/he cared about the

feelings of others • Adapted to different social situations CURIOSITY • Was eager to explore new things • Asked questions to help s/he learn

better • Took an active interest in learning SUCCESS • Attained higher social status, honors, or

the like • Achieved a goal or something desired,

planned, or attempted

Lesson Plan to Teach Behavioral Expectations and Character EducationLesson Plan to Teach Behavioral Expectations and Character EducationLesson Plan to Teach Behavioral Expectations and Character EducationLesson Plan to Teach Behavioral Expectations and Character Education

Location: cafeteria Grade Level: K-5 1.1.1.1. ExpectationsExpectationsExpectationsExpectations Be responsible, be safe, be respectful, be kind (BARK) 2. Definition/Rule Definition/Rule Definition/Rule Definition/Rule (See Matrix) Responsible– Clean up after yourself, use good table manners. Safe– Keep hands, feet, and other objects to yourself. Always walk. Respectful– Be a good listener. Say “please” and “thank you.” Get attention the right way. Use an appropriate tone of voice. Kind– Use kind words and actions. Help others. Greet cafeteria workers. 3. Examples:Examples:Examples:Examples: NonNonNonNon----examples:examples:examples:examples: Waiting until your cup is on green to talk Turning around on your stool Waiting patiently in line to be served Playing in line when waiting to get served Saying “thank you” to the cafeteria ladies Forgetting to get your fork or milk Remembering to get what you need as Hollering across the table at your friend you go through the line Running in the lunchroom Remembering your lunch number Leaving your trash on the table or floor Helping someone if they spill something 4.4.4.4. Activities to Enhance Skill DevelopmentActivities to Enhance Skill DevelopmentActivities to Enhance Skill DevelopmentActivities to Enhance Skill Development Introduce the expectations/rules for the cafeteria. Review the examples and non- examples with students. Make sure students understand which expectation matches the desired behaviors (responsible, safe, respectful, kind). 5.5.5.5. Activities to Check for UnderstandingActivities to Check for UnderstandingActivities to Check for UnderstandingActivities to Check for Understanding a) Create a “T” chart with the students to show examples and non-examples. b) Have students fold a piece of paper in half. They will list 3 things which show proper behaviors in the cafeteria and 3 things that do not. c) Role Play cafeteria situations. Let students decide if they are examples or non-examples. d) Take students to the cafeteria for reinforcement activities. 6.6.6.6. Acknowledgements to Maintain Positive BehaviorsAcknowledgements to Maintain Positive BehaviorsAcknowledgements to Maintain Positive BehaviorsAcknowledgements to Maintain Positive Behaviors Use specific verbal praise to let students know exactly which expectation they followed. Give out green paws to reinforce the expectations. Reteach and reinforce the rules before you enter the cafeteria, while you are in the cafeteria, and as you leave the cafeteria.

PBIS Lesson Plan Location: Buses Time Needed: 45 minutes Rule 1: Be Responsible

Rule 2: Be Safe Rule 3: Be Respectful

Rule 4: Be Kind

Expectations: Be ready when the bus arrives. Keep all items in your bookbag. Help keep the bus clean. Wait in the designated area.

Expectations: Walk carefully up and down the bus steps. Keep aisles clear. Remain seated and facing forward. Keep hands and feet to yourself. Remain on the sidewalk and away from traffic until an adult directs you.

Expectations: Follow the bus driver’s directions the first time they are given. Use a low voice to speak to those near you.

Expectations: Use nice language. Slide over when someone needs a seat. Keep hands and feet to yourself.

Demonstrate EXAMPLES (What to Do)

Discuss NON-EXAMPLES (What NOT To Do)

Rule 1. Stand at the bus stop and be on time. Keep everything in your bookbag. Pick up trash that you see on the bus.

Rule 1. Do not be late to the bus. Do not take things out of your bookbag. Do not leave trash on the bus.

Rule 2. Walk up and down the steps. Keep things out of the aisles. Sit and look forward. Keep your hands to yourself. Stand still and attentively at the bus stop.

Rule 2. Do not run and jump on the steps. Do not put things in the aisles. Do not turn while in your seat. Do not touch others. Do not horseplay at the bus stop.

Rule 3. Follow the bus driver’s directions. Speak quietly on the bus.

Rule 3. Do not ignore the bus driver. Do not yell on the bus.

Rule 4. Use nice words. Slide over for others to sit with you. Keep your hands to yourself.

Rule 4. Do not use ugly words. Do not hog the seat. Do not touch others.

Activities to Check for Understanding: -Have students list on a piece of paper three things they should do on the bus. -Have students list on a piece of paper three things they should not do on the bus. Activities to Extend Skill Development -Have students role play examples and discuss non-examples with each other. -Develop a T chart for the expectation. -Take a field trip to the buses (check for availability)

PBIS  Lesson  Plans:  Hallway-­‐      Begin  by  discussing  ways  to  be  responsible,  safe,  respectful,  and  kind  in  hallways.  Refer  back  to  matrix  to  compare  the  students’  answers  to  what  the  school  matrix  says.Give  examples  and  non-­‐examples  and  have  the  students  give  reasons  for  why  it  is  an  example  or  non-­‐example.  Have  students  role  play  the  examples.  Example:    Taylor  saw  some  art  work  on  the  bulletin  board  that  had  really  cool  glitter  on  it.    She  REALLY  wanted  to  feel  the  glitter!  She  remembered  the  teacher  had  asked  her  to  follow  directions  and  keep  her  hands  to  her  side  in  the  hallway,  so  Taylor  just  looked  at  the  glitter.  It  was  really  pretty!  Nonexample:  (ONLY  the  Teacher  role-­‐plays  non-­‐examples):      Tina  and  Julie  were  doing  the  Wee  Delivery  for  the  day.    They  talked  loudly  as  they  gathered  the  mail  and  took  it  to  the  classrooms.    Ms.  Heath  had  to  shut  her  classroom  door.        Example:  Gus  was  walking  by  himself  down  the  hallway  on  his  way  back  to  class.    Even  though  he  was  by  himself,  he  walked  in  the  walk  zone.    Nonexample  (ONLY  the  Teacher  role-­‐plays  non-­‐examples):    There  were  some  really  cool  snowman  art  work  on  the  bulletin  board  so  Sam  touched  them  to  feel  if  they  were  soft.      Example:    Ann’s  class  was  walking  to  music  which  is  Ann’s  favorite  class.    So  Ann  walked  quietly  so  she  could  get  to  music  and  sing!  Nonexample:  (ONLY  the  Teacher  role-­‐plays  non-­‐examples):    Tommy  really  liked  the  school  secretary  so  when  his  class  walked  by  her  office,  he  shouted,  “Hi!”  The  secretary  was  on  the  telephone.    Non-­‐example  (ONLY  the  Teacher  role-­‐plays  non-­‐examples):  As  his  class  was  walking  to  lunch,  Calvin  saw  his  sister  in  her  classroom.    He  stopped  and  called  her  name.    Calvin  interrupted  his  sister’s  learning  and  caused  his  line  to  get  backed  up.  This  was  not  compassionate  to  his  sister  and  his  classmates.    Example:  Lori’s  class  was  leaving  art  and  walking  back  to  their  classroom.    Lori  saw  her  best  friend  Beth  whose  class  was  coming  out  of  the  gym.    Lori  gave  Beth  a  little  wave  and  a  smile.          List  of  re-­‐enforcing  activities:  

1. Have  students  write  their  own  examples  and  non-­‐examples  2. Take  the  students  on  a  “walk”  around  the  hall  to  practice  the  procedures    you  

have  just  discussed  3. Students  can  draw  a  picture  of  what  a  perfect  “BARK”  hallway  would  look  like  

4. Take  a  picture  of  your  students  following  being  respectful  in  the  hallway,  walking  and  working  quietly  and  following  directions.        

5. Check  with  the  media  specialist  to  see  if  there  are  books  that  address  being  respectful  in  the  hallways.    

6. Describe  and  practice  an  “outside  voice”  by  holding  your  arms  away  from  your  body.  Describe  and  practice  an  “inside  voice”  by  holding  your  hands  together  in  front  of  your  chest.    

7. Draw  a  map  of  the  school  and  color  in  red  the  places  where  it  is  expected  to  walk  quietly.    Color  green  where  it  is  OK  to  run  and  use  an  outside  voice.    

8. Have  students  repeat  the  following  verbal  rehearsal  rhyme  in  unison:                                          “When  walking  down  the  hall,  I’ll  hold  my  head  straight.                                              When  walking  down  the  hall,  I’ll  keep  a  steady  gate.                                              To  my  side  my  hands  will  stay,  as  I  take  the  shortest  way.                                              When  around  the  school  I  go,                                              I’ll  keep  my  voice  down  low.”  

Repeat  the  rhyme  enough  times  until  the  group  can  perform  rehearsal  sentences  fairly  well.  

9. Students  can  create  a  song  to  help  them  remember  to  BARK  in  the  hallway  10. Make  a  poster  of  the  steps  to  following  directions  and  post  in  the  classroom  and  

throughout  the  building.      

Area: Bathroom Materials Needed: None Review Expectations:

Responsible Safe Respectful Kind • Use paper

products wisely.

• Put paper in the trash.

• Use time wisely.

• Wash your hands.

• Keep hands, feet, and other objects to yourself.

• Refrain from horseplay.

• Use good manners, respect privacy of others, and clean up after yourself.

• Use kind words and actions, wait patiently.

Objective: Students will use the bathroom appropriately. Discuss and Model Positive Examples: • Wait quietly in line for your turn. * Respect the privacy of others • Flush the toilet. • To wash your hands: turn on the water, 1 pump of soap, and wash for 15 seconds, turn off the water • Dry hands and throw paper towel in the garbage/ Pick up any trash you see on the floor • When finished, stand in hallway using the BARK rules. Discuss Negative Examples: • Wetting hair • Standing in a group to get into restroom • Leaving paper towels in the sink/throwing paper towels • Yelling in the bathroom Practice the Positive Behaviors Check for Understanding -Create a T-chart -Role play

         Location:    Classroom/Library                                                                    Grade  Level:    K-­‐5  1.    Expectation/Character  Ed:              Be  Responsible    2.    Definition/Rule  (Refer  to  Matrix)                Today  we  are  going  to  talk  about  the  ways  to  be  BE  RESPONSIBLE  in  the  classroom/library.    Refer  students  to  the  matrix  to  see  what  that  means.    3.    Activities  to  Enhance  Skill  Development    

• Ask  students  to  define  what  BEING  RESPONSIBLE  means.    • Shape  their  responses  into  observable  behaviors  (e.g.  if  they  say  doing  

the  right  thing,  ask  for  examples  of  doing  the  right  thing  that  equate  to  observable  skills,  such  as  following  directions  the  first  time  they  are  given,  coming  to  school  on  time,  getting  pencils  sharpened,  taking  a  seat  quietly  without  teachers  telling  them,  doing  quality  work,  turning  in  homework  every  day,  putting  books  in  the  correct  place  in  the  library…)    

• Share  non-­‐examples  with  students  (e.g.    teacher  asks  you  to  stop  talking  but  you  continue,  coming  to  school  late,  not  having  pencils  sharpened  when  class  starts,  and  not  taking  library  card  when  they  go  to  check  out  books…)    

• Discuss  the  importance  of  these  rules  in  school.    4.    Activities  to  Check  for  Understanding    

• Have  a  student  explain  and  give  an  example  of  one  class  rule,    • Then  allow  another  student  to  give  a  non-­‐example  of  that  same  rule.  

 5.    Activities  to  Extend  Skill  Development    

• Have  students  role  play  examples  and  non-­‐examples  with  each  other.  • Ask  student  was  he/she  BEING  RESPONSIBLE?    How  do  you  know?  

 6.    Acknowledgements  to  Maintain  Positive  Behaviors    

• Use  specific  verbal  praise  to  let  students  know  exactly  which  expectation  they  followed.    Reteach  and  reinforce  the  rules.  

• Adults  will  be  watching  to  see  if  you  are  BEING  RESPONSIBLE  in  the  classroom/library.    You  may  be  asked  to  tell  me  what  you  did  to  BE  RESPONSIBLE.  

 

**Teachers  use  this  same  format  to  teach  the  other  three  expectations:  BE  SAFE,  BE  RESPECTFUL,  BE  KIND!!!  Playground Lesson Plan Lesson Plan to Teach Behavioral Expectations and Character Education Location: Playground Goal and Objective: Students should take turns and share equipment safely while on the playground. Students are not expected to use their feet, hands, and objects in a destructive manner or intent to harm another person. Students are to play Responsibly, Safely, Respectfully, and Kindly. Anticipatory Set/Introduction: The teacher will tell the students that they are going to review the rules for outdoor playtime. Students will line up to go outside. Focus and Review: The students will learn to how to conduct themselves in a Kind manner when entering and exiting the building quietly and walking in an orderly manner to and from the playground. Teacher Input: The teacher will explain the expectations for Responsible behavior on the playground and why it is important to act appropriately. Guided Practice: Allow students to line up within the classroom for recess. Instruct students to use Kind words and actions when lining up and remember to line up in an orderly manner. The students will proceed to the playground area where they will be Respectful by being good listeners and follow all directions. The teacher will distribute P.E. equipment in an orderly fashion. Once the students have the equipment or they are at the stationary playground equipment they must be Responsible by using the equipment appropriately, and playing fairly. Students must play Safely by keeping hands feet, and other objects to themselves. They will also be Safe by staying inside the fence. They will stay Safe by not playing too rough. Student Activity: Ask a group of students to discuss the improper way to behave on the playground and a group of students to demonstrate the proper way to play on the playground. Allow students to observe behaviors and discuss differences. Independent Activity: Students will be allowed to play on the playground and the teacher will monitor to see if they understand how to be Responsible, Safe, Respectful, and Kind on the playground. Closure: Teacher can ask students will be asked True or False questions about the proper procedures for playing on the playground. Extension Activities:

***Play a group game outside reinforcing positive behaviors ***Have students create posters to depict at least one playground safety rule

Box of Bull Pup Bones

Wii Time (1 hour)

Gym or playground

time (1 hour)

Happy Meal from

McDonalds

iPad or computer

time (1 hour)

Principal for the Day

Lunch with staff member

of student choice

Wal-Mart Gift Card

iTunes card Pizza with 2 friends without bounces

(After student name is called please complete and send to Mr. Parker)

Student Name _________________________

Student Choice_________________________

Teacher Name _________________________

Date _______________