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PBIS: POSITIVE BEHAVIORAL INTERVENTIONS & SUPPORTS

2017-18 Hicks Canyon

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PBIS HANDBOOK

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Table of Contents1. POSITIVE BEHAVIOR SUPPORT

a. Mission Statement 4b. PBIS: School Site Information 4c. Team Members/Roles/Meeting Dates 5

2. INFORMATION and EXPECTATIONSa. What is PBIS? 6b. Critical Components 7c. What Makes Good Rules 8d. Matrix of School Rules & Expectations 9

3. EXPLICITLY TAUGHT EXPECTATIONSa. PBIS: Teaching Behaviors 10b. How Do We Teach Social Behavior 10c. When Do We Teach Behavior 11d. Where Do We Teach Behavior 11e. Why Do We Teach Behavior 11f. PBIS: Lesson Plans **Detailed in addendum **

4. SYSTEM FOR ENCOURAGING DESIRED BEHAVIORa. Reinforcement Menu 13c. How to Use Husky Hurrahs 13d. Scripts for Delivering Positive Reinforcement 14

5. SYSTEM FOR DISCOURAGING UNDESIRED BEHAVIORa. Our Goal in PBIS 15b. Behavior Flow Chart 16c. Correction Menu 17d. Procedures for Correcting Rule Violations 18-20

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e. Scripts for Correction 21-22f. Does Punishment Work 22-23g. Schools & Risk Factors 23

6. DATA-BASED DECISION-MAKINGa. Data Based Decision Making 24b. Minor Referrals 25c. Major Referrals 26

7. RESOURCESa. Suggested Teaching Procedures

1. Classroom 27-282. Cafeteria 29-303. Hallways & Restrooms 30-324. Playgrounds 32-34

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Section

1PBIS at HICKS CANYON Mission Statement: Hicks Canyon Elementary will create a school wide system to support students with behavior through the teaching and reinforcement of specific expectations for classroom and non-classroom settings.

PBIS Team Members

Roles Name Email

Primary Facilitator Jaclyn Spangler [email protected]

Back-up Facilitator Joseph Baran [email protected]

Primary Minute Taker

Deenean Vogel [email protected]

Back-up Minute Taker

Elizabeth Tambini [email protected]

Primary Data Analyst

Jaclyn Spangler [email protected]

Back-up Data Deena Vela [email protected]

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mailto:[email protected]


Analyst

Administrator(s)Deena VelaJaclyn Spangler

[email protected] & [email protected]

Team MembersBrenda OnagaNikki MelinChandni Jadhav

[email protected]@[email protected]

Meeting Schedule: September 18, 2017 October 16, 2017 November 13, 2017 December 18, 2017 January 29, 2018 February 26, 2018 March 12, 2018 April 23, 2018 May 21, 2018 June 4, 2018

Team Agreements/Norms:

SAFE: - Maintain confidentiality of student information- Maintain a positive culture with mutual agreement amongst team

members

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RESPECTFUL:- Arrive on time to meetings- Listen to teammate contributions without interruption- Show support of PBIS outside of team meeting

RESPONSIBLE:- Start/Conclude meetings on time- Have an agenda prepared before meeting and adhere to it- Stay on task to complete agenda items and track progress of all items- All teammates will play an active role

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Section

2INFORMATION and EXPECTATIONS

If you want it, teach it. Teach it where you want it.

If you want to see it, look for it. If you see it, recognize and reward it.

- Dale R. Myers

What is PBIS? PBIS is an acronym for Positive Behavior Intervention and Support. It is a school-wide integration of:

A YEAR OF POSSIBILITIES 180 days of possibilities

1,125 hours of possibilities67,500 minutes of possibilities

4,050,000 seconds of possibilities● A systems approach for building capacity● A process for capacity building● A continuum of behavioral supports● Prevention focused efforts● Instructionally focused behaviors● Empirically sound practices● Assessment information analyzed and utilized on a frequent basis

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PBIS - School Wide has 5 Critical Components1. Clear Expectations

★ As defined in the rules matrix2. Explicitly Taught

★ Each area in the matrix is accompanied by a lesson plan.★ A schedule for teaching and re-teaching behaviors is used.

3. A system for encouraging appropriate behavior ★ Reward or recognition system, including a Reinforcement Menu for encouraging positive and

appropriate behaviors.4. A system for discouraging inappropriate behavior

★ A Correction Menu for how to respond to and correct Level One, Level Two, and Level Three behaviors.

5. A data collection system ★ Answering two important questions. Are we…

1) Doing what we said we would do? 2) Achieving the student outcomes we said we would achieve?

★ The data collection system analyzes data gathered from the districts Behavior Tracking Forms to monitor and adjust adult responses and school focus in responding to student behavior.

Dr. Dale’s Five Big Ideas Dale R . Myers is an educational and behavioral consultant

1. All children can learn and are always learning! ★ Children are learning all the time. If you work around children, you are a teacher.

2. School is responsible for preparing students for life.★ Schools should teach important life lessons.

3. School expectations must be explicit, and taught to all children.

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4. The only way to change student behavior is to change adult behavior.★ We create the environments in which behaviors arise.

5. Things aren’t always as they appear!★ Human perception is often flawed. It is important to use data.

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Hicks Canyon school rules are:

Be ResponsibleBe Safe

Be Respectful

Good Rules are Important● They reveal the values of Hicks Canyon.● They provide guidelines for success. We teach students the desired behavior, rather

than telling students what not to do.● They are critical lower order social skills. They are the basic building blocks of

successful relationships and communities.● They can increase staff consistency.● They can reduce problem behavior.● They can increase school safety.

What Makes Good Rules★ Simple and easy to remember. ★ Positively stated: What we want.★ Applicable to everyone, staff and students.★ Monitored & enforced by all.★ Consistently applied.

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MATRIX of School Rules & ExpectationsOur matrix serves two purposes:

1. Helps the school community “get on the same page”2. Serves as the basis for writing school rule lesson plans

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Section

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Explicitly Taught ExpectationsPBIS: Teaching BehaviorsPBIS requires teaching behavioral expectations in the same manner as any core curriculum subject

Two main rules around behavior:1. If you want it, teach it. 2. You get more of what you pay attention to.

How do we teach social behavior?You teach behavior the same way you teach academics.

1. Create clear behavioral expectations.2. Communicate clearly to students what we want.3. Explicitly model desired behavior & provide practice opportunities.4. Monitor Student Behavior.5. Provide Performance Feedback.

When do we teach behavior?★ At the beginning of school year ★ Often enough to achieve and maintain fluency★ Before times when problem behaviors tend to increase★ Ongoing throughout the year (judicious review)★ At teachable moments

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Where do we teach behavior?★ Where you want the behavior performed★ Everywhere in the school★ Imbedded in other school activities

Why do we teach behavior?★ They are necessary skills for success in life.★ Many students arrive at school without these important skills.★ They are the basis for a positive and safe climate.★ Doing so increases opportunities to teach other skills.

PBIS: Lesson PlansLesson plans for each setting are included at the end of this handbook.

Section

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System for Encouraging Desired BehaviorReinforcement Menu

Research by Rath & Clifton (2004) indicates that individuals who receive regular recognition and praise

● Increase their individual productivity.● Are more likely to stay with their organization.

●Receive higher loyalty and satisfaction.●Have better safety records.

Refer to this Reinforcement Menu for ideas of how to recognize and reward students for following the rules on the matrix with small, medium, and large rewards.

Small Medium Large

● Say “Thank you”● Verbal

acknowledgement

● Pat on shoulder● Smile● Praise● Use humor (not

sarcasm)● Listen to them

● Clip-up / Dojo● Husky Hurrah● M & M or other

treat● Class-wide

acknowledgement of correct behavior

● Sticker● Teacher’s helper

●Positive call home

●Picture on the photo wall

●Raffle prizes●Thank you note●Lunch leader●Class reward

coupons●Larger school

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● Notice them● Pay attention● Eye contact

● Line leader● Extra game● Free choice time● Small school

supply

supply●Golden Huskey

How to use Husky Hurrahs1. Who can give the Husky’s out?

★ Any staff member who sees a student making a good choice (being responsible, safe and/or respectful)

★ Any adult can give it to any student inside/outside of their classroom.2. How many are given out at one time?

★ One ticket at a time (never more than 1 ticket per action).★ Golden Husky’s are reserved for outstanding behaviors

3. Who are they given to?★ All students who are demonstrating any behaviors that is safe, respectful, or responsible.

4. What may students do with Husky Hurrahs?★ Students may shop in the Husky Catalogue.

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Scripts for Encouraging Desired Behavior-

1. Thank you for __________ (specific behavior). It shows that you have been _____ (Respectful, Safe, or Responsible).

2. Thank you for __________ (specific behavior). That’s a great example of being _____ (RSR).

3. I really appreciate how you __________. That’s a wonderful example of being _____ (RSR).

4. By being __________ (specific behavior) in the library you show a good example of being _____ (SRS).

5. Thank you, __________ (name) for __________ (specific behavior). That’s showing _____ (SRS).

6. Thank you, __________ (name) for __________ (specific behavior). You’re showing a good example of being _____ (SRS).

We never reward kids, we reward behaviors!(Kids should not be given a Husky if they ask for one.)

Be SURE to positively reward your students with behavior challenges as frequently as possible (“catch them being good” as often as you can to teach them that

positive behavior “pays off” more than negative behavior)!

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Section

5System for Discouraging Undesired Behavior

Our goal is to use positive feedback and acknowledgement when students follow the rules, and corrective feedback and consequences when they are not following the rules. We want to use rule violations

as an opportunity to teach correct behavior and increase students’ repertoire of possible appropriate

responses.

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Correction MenuRefer to the Correction Menu for suggestions on how to respond to different levels of misbehavior:

Level One Level Two Level Three● Restate direction● Redirect to task● Reteach● Differential Reinforcement

(Ignoring negative behavior while paying attention to what you want)

● Nonverbal cue to task● Notice● Hand on shoulder● Proximity● Thank you to nearby

student who is doing desired behavior

● “The Look”● Clearly state

choices/options

● Conference with student● Reteach w/overcorrection● Reflection worksheet● Restate direction + mild

consequences● Change seating● Modify assignment● “Think Time”● “Speeding Ticket”● Immediate positive

reinforcement for corrected behavior

● Possibility of Minor Referral / Positive Behavior Reminder

● Send to Office● Conference with family● Call home● Schedule SST● Reteach Groups● Alternative buddy class● Referral to First Team● Check-in-Check-Out

(CICO)● Loss of Privilege● Minor or Major Referral● Suspension

Procedures for Correcting Rule ViolationsLEVEL ONE

Definition Examples ProceduresBehaviors that: ● passive non- 1. Inform student of

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1. Do not require administrator involvement

and2. Are not more than a

minor disruption to the learning environment

and4. Are not chronic (occur

less than 3x per week)and

5. Are low severity and low frequency

compliance/not following directions

● crying or whining● using inappropriate level

of voice● coming unprepared to

class● talk outs/chatting● not paying attention in

class● wearing hats● gum

rule violated2. Describe expected

behavior

3. Use Small (Level 1) Corrective Menu

4. These behaviors may be documented in the classroom (but not on a Hicks Canyon Positive Behavior Reminder)

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LEVEL TWO

Definition Examples ProceduresBehaviors that:

1. Are a moderate disruption to the learning environment

or

2. May require administrative involvement

or

3. Are chronic Level One behaviors (3+x/wk)

● active defiance & actively refusing to follow directions

● arguing with teacher/talking back

● frequent talking out of turn

● Inappropriate language or gestures directed at a person(s)

● Academic dishonesty● Minor physical contact● Dress code● Property misuse● Technology violationUsing inappropriate language (not directed towards a person)

1. Inform student of rule violated

2. Describe expected behavior

4. Use Moderate (Level 2) Corrective Menu

5. These behaviors may be documented in the classroom (complete Hicks Canyon Positive Behavior Reminder if level of Minor Referral)

6. Parent Contact Encouraged

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LEVEL THREE

Definition Examples Procedures

Behaviors that:

1. Pose a Danger to Themselves and/or Others.

or

2. Are Illegal.

or

3. Are a Major Disruption to the Learning Environment

or

4. Are Chronic or Extreme Level Two Behaviors

● Possessing weapon or look-alike weapon

● Drugs, alcohol, and/or tobacco

● Student makes a specific and credible (target/method/means) threat to others

● Throwing potentially dangerous objects at others

● Self-inflicting wounds/suicidal ideation

● Hitting, kicking, biting with intention to harm

● Racial, ethnic, religious, or sexual harassment

● Bullying (perpetual harassment)

● Vandalism that results in serious or permanent damage

● Any act of fire starting or arson

● Chronic/Extreme Technology Violation

● Theft/Forgery

1. Always complete Positive Behavior Reminder or Major Referral

2. Contact Office Immediately

3. Parent Contact

4. Administrative options include:

● Student Study Team Meeting

● First Team Referral● Loss of Privilege● Check-in-Check-Out

(CICO)● Suspension

In school Out of School

● Restitution● Contact Law

Enforcement

Students must be escorted to the office for Level Three Behaviors when/if:

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1. They are a danger to themselves or others, 2. There is illegal behavior, or 3. They are creating a significant disruption to the learning environment.

Scripts for Correction

“Thank You for Desired Behavior”

Try this: When a student is not meeting expectations, such as wearing a hat in the cafeteria (against the rules), the adult can say, “Thank you for taking your hat off,” looking at the student, smiling and walk away. Stop look back and if the student has the hat off, can say or mouth “thank you.”

Try this: When a student is yelling in the library, the teacher can find another student nearby who is not yelling and can say, “Thank you for using an indoor voice.” If the other student starts using an indoor voice, the adult can say “thank you for using an indoor voice.”

Script for “Reteach”

Try this: Student is talking during a lesson. Adult gives a reminder of the rule, “Please show respect by paying attention to the lesson. Attention means being silent and listening.” If ignoring and differential redirection is not working, then teacher can say, “I expect that all the students will show respect by giving full attention to this lesson. Attention means that students are listening and silent during the lesson. We will discuss this lesson together at a

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later point, if we need to. (Students name), what does giving attention to a lesson mean? “Student answers. Adult says, “Thank you, I am glad that we all understand this now.”

Script for Correction Cycle

1. What are the rules?2. Was your behavior safe, respectful, and responsible?3. What do you need to do?4. Are you willing to do that?

Scripts for Redirecting:▪ “What are you supposed to be doing right now?”▪ “We are on page 3, please read the first paragraph out loud”▪ “Laura, please go to the board and show us how to do problem #12.”▪ Stand next to student and point to where you are in the book or on the page.▪ “Stop. Look at me. What should you be doing right now?”▪ “Where are you supposed to be right now? Are you there? So what do you need to

do now?”

Does Punishment Work?

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1. It is only effective in the presence of the punishing agent. Increased Covertness: When the adults are not present, then the students act out.

2. It requires greater resources to be effective:Results in increasing severity spiral, and requires constant vigilance.

3. It may produce unintended negative consequences:Damage to relationship, anger & aggression, mean world syndrome.

4. You get more of what you pay attention to.Pay attention to desired behavior more often than undesired behavior.

Schools & Risk Factors-Research by Roy Mayer and Beth Sulzer-Azaroff (1991, 1995) indicates that schools that only use a punishment-based behavior management system have increased rates of:

● AGGRESSION● VANDALISM● TRUANCY● TARDINESS

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Section

6Data-Based Decision Making

We use a web-based information system designed to help school personnel collect data to design school-wide and individual student interventions. The three primary purposes for monitoring this data are:

● an efficient system for gathering information ● a web-based computer application for data entry and report generation ● a practical process for using information for decision making

These three elements give school personnel the capability to evaluate individual student behavior, the behavior of groups of students, behaviors occurring in specific settings, and behaviors occurring during specific time periods of the school day. The reports we run indicate times and/or locations prone to elicit problem behaviors, and allow teachers and administrators to shape school-wide environments to maximize students' academic and social achievements.

EVERY MONTH WE LOOK AT THE BIG 51. Average Referrals per day per month2. Referrals by Problem Behavior Report3. Referrals by Location Report4. Referrals by Time Report5. Referrals by Student Report

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Hicks Canyon Minor Referral Form-

Hicks Canyon Major Referral Form-

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Section

7ResourcesSuggested Scripts for Teaching/Reviewing Procedures (teachers may feel free to paraphrase or elaborate, as appropriate)

Classroom

Lesson Objectives: Students will be able to a) list the Hicks Canyon behavior expectations, b) explain why the rules are

important, and c) give examples of what the rules look or sound like in the classroom.

Lesson location: Classroom

Needed Materials: Hicks Canyon Behavior Matrix, chart paper/markers or chalkboard.

1. Display “Husky Hush” hand signal. Praise/thank students who quickly make eye contact with the adult, imitate the

signal, and become silent. Remind remaining students of this expectation. Practice, as necessary.

2. Ask, “Everyone, what are the three Hicks Canyon Rules?” (listen for group response, “Be Respectful, Be Safe, Be

Responsible”)

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3. Ask, “Why do we have those rules?” (Call on volunteers. Build the understanding that we have the rules because

we all have the right to feel safe and respected, all students have a right to learn. The rules help protect

everyone’s rights.)

4. For each question that follows, first pose the question, have students “Turn and Talk” with a partner, then share

some answers. Record student examples under each rule on a chart or chalkboard.

a) “In our classroom, what would a visitor see or hear that would show we are being respectful?”

b) “In our classroom, what would a visitor see or hear that would show we are being safe?”

c) “In our classroom, what would a visitor see or hear that would show we are being responsible?”

5. Have the class look over the examples under each rule. Ask, “Looking at the examples under each rule, which

ones would be true everywhere, not just the classroom?” Circle these “all settings” examples.

6. Say, “Let’s compare our list of examples with the rule chart in our room. Were there any important examples of

being safe, responsible, and respectful that we missed?”

7. Choose several classroom procedures to practice at this time (for example, How to show you are listening, How to

use the restroom). Integrate practice in other procedures throughout the day, as opportunities arise.

8. Review: Thumbs-Up (modify as desired to be stand up or other signal)- a) have each student write one example

and one non example of safe, responsible, or respectful behavior on slips of paper, b) teacher or student reads

one slip, c) students show thumbs up if the behavior is an example; thumbs down, if not, d) call on one student to

identify which of the three rules the behavior relates to.

9. Say, “At Hicks Canyon Elementary we recognize and show appreciation to people who are respectful, safe,

responsible and in many ways. What are some you know?” (Possible answers: Husky Hurrahs, move up on class

chart, good report card grades for social and work habits, etc).

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Cafeteria


important, c) give examples of what the rules look or sound like in the cafeteria, and d) demonstrate all cafeteria

procedures.

Lesson location: Cafeteria (during a time when other classes are not present)

Needed Materials: Cafeteria and All Settings Rules charts, chart paper/markers

1. Display “husky hush” signal. Praise/thank students who quickly make eye contact with the adult, imitate the signal,

and become silent. Remind remaining students of this expectation. Practice, as necessary.

2. Briefly review the three Hicks Canyon Hicks Canyon Rules and the reasons for having the rules.

3. For each question that follows, first pose the question, have students “Turn and Talk with a partner, then share

some answers. Record student examples under each rule on a chart.

a. “In the cafeteria, what would a visitor see or hear that would show we are being safe?”

b. “In the cafeteria, what would a visitor see or hear that would show we are being responsible?”

c. “In the cafeteria, what would a visitor see or hear that would show we are being respectful?”

4. Say, “Let’s compare our list of examples with the chart (found on wall of cafeteria). Were there any important

examples of being safe, responsible, and respectful in the cafeteria that we missed?”

5. Walk students through the procedures for entering the cafeteria, going through serving line, eating, cleaning up,

and leaving (have students practice each step).

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6. Review: “Rewind”- Describe a common nonexample of safe, responsible, or respectful behavior. Then ask, “If we

could rewind the situation and turn it into an example in which the Hicks Canyon rules are being followed, what

would it look like?”. Have students describe or act out the positive scenario (not the nonexample).

7. Close by reminding students of ways we recognize students at Hicks Canyon who are safe, responsible, and

respectful in the cafeteria.

Halls and Restroom


important, c) give examples of what the rules look or sound like in the hallways and restrooms, and d) demonstrate all

hallway/restroom procedures.

Lesson location: Have discussion in the classroom, then practice procedures in the hall.

Needed Materials: halls/restrooms rules chart, chart paper/markers or chalkboard, restroom sign-out form

1. Display “Husky Hush” signal. Praise/thank students who quickly imitate the signal and become silent. Remind

remaining students of this expectation. Practice, as necessary.



some answers. Record student examples under each rule on a chart or chalkboard

a. “In the hallways, what would a visitor see or hear that would show we are being safe?”

b. “In the hallways, what would a visitor see or hear that would show we are being responsible?”

c. “In the hallways, what would a visitor see or hear that would show we are being respectful?”

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4. Say, “Let’s compare our list of examples with the chart (found on hallway walls—teachers may want to bring a chart

into the classroom). Were there any important examples of being safe, responsible, and respectful in the hallways

that we missed?”

5. Take a “practice walk” through hallways, highlighting examples of appropriate hall behavior. [Procedures from the

PBIS Handbook follow.]

a) Groups of students will travel in building only with adult supervision.

b) Students will respond to the “Clam Up” signal by making eye contact with the adult, imitating the signal for

several seconds, and proceeding in silence.

c) The student leading the group must stop at pre-set locations and await a “go-ahead” signal from the teacher.

Stopping points include: corners where a turn must be made, stairs, doorways, and class entries.

d) Students traveling to the nurse, office, guidance counselor, or other location must have a hall pass specifying

their destination.



a. “In the restroom, what would a visitor see or hear that would show we are being safe?”

b. “In the restroom, what would a visitor see or hear that would show we are being responsible?”

c. “In the restroom, what would a visitor see or hear that would show we are being respectful?”

7. Say, “Let’s compare our list of examples with the chart (found on hallway walls—teachers may want to bring a chart

into the classroom). Were there any important examples of being safe, responsible, and respectful in the restroom

that we missed?”

8. Have a student or pair of students demonstrate the procedures for asking to use restroom, signing out from

classroom, waiting (if necessary) to use restroom, returning to classroom, etc. [From the PBIS handbook: “Each

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classroom (grades 1-5) will maintain a restroom signout sheet which includes student name, time leaving, and time

returning (grade one may use “morning” and “afternoon” sections in lieu of specific times). A new signout sheet

should be started each school day.”]


respectful in the hallways and restroom.

Playground


important, c) give examples of what the rules look or sound like on the playground, and d) demonstrate all playground

procedures.

Lesson location: Begin in cafeteria (where rules are posted), during a quiet time, then continue on playground.

Materials Needed: Playground and All Settings rules charts, chart paper/markers, playground folders, play

equipment/balls

1. Display “clam up” signal. Praise/thank students who quickly imitate the signal and become silent. Remind

remaining students of this expectation. Practice, as necessary.




a. “On the playground, what would a visitor see or hear that would show we are being safe?”

b. “On the playground, what would a visitor see or hear that would show we are being responsible?”

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c. “On the playground, what would a visitor see or hear that would show we are being respectful?”

4. Say, “Let’s compare our list of examples with the chart (found on wall of cafeteria). Were there any important

examples of being safe, responsible, and respectful on the playground that we missed?”

5. Walk students through the procedures for entering the playground and stopping play. Complete step #6 below,

then practice procedures for leaving playground. [Procedures from the PBIS Handbook follow.]

a. When entering the playground area, students will stand in separate lines by classroom. Any necessary

reminders or instructions will be given at this time.

b. Students will play only approved games/activities. During the year, the PBIS team will introduce new game

ideas monthly. Once established, games must be played using “Hicks Canyon Cooperative Game Rules”

(see following pages). Students will also need to be taught rules concerning use of specific pieces of play

equipment; for example, only one person at a time may be on a slide.

c. The All Settings rule, “Keep to own space” (see above), is especially important on the playground and must

be enforced.

d. The following whistle signals will be used: One long whistle- all students stop and crouch in place. Two

shorter whistles- all students return to classroom lines.

e. The whistle to line up will be blown 5 minutes prior to the scheduled recess end time. This will ensure that

students are back in classes at the scheduled time. Grades that require longer times to make this transition

will need to end recess earlier.

6. Ask, “What are cooperative game rules? Why would we have those at Hicks Canyon?” (The rules are designed to

a) keep larger number of students actively involved, b) minimize body contact in order to increase safety, and c)

make the games more enjoyable for all students) Have groups of students demonstrate rules of the games (see

the playground folder or PBIS Handbook for specific game rules).

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7. Review: Play Thumbs-Up, Rewind, or other game to help students recognize examples and nonexamples of safe,

responsible, and respectful behavior at recess.


respectful on the playground.

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Another lesson format is shown below. The previous and following lesson formats can be adapted for any PBIS location lesson.

Lesson Plan to Address Behavior

Step 1: Identify the desired behavior and describe if in observable, measurable terms.

Example

Respectful behavior: Students will use appropriate language around peers and adults. They will use kind

words solve conflicts. Students will keep hands and feet to themselves. Students will listen to

instructions given by adults the first time.

Step 2: List a rationale for teaching the behavior (Why is it important?)

Example

It is important to be respectful to your peers and adults in school. Using words or actions to harass,

tease or bully another student is inappropriate and can hurt others. Negative interactions in school

interfere with learning and can cause problems at school and in the community.

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Step 3: Identify examples and non-examples of the desired behavior (What would the behavior

look/sound like? What would the behavior not look/sound like?)

Examples Non-examples

Apologizing

Offering to help

Appropriate language

Asking an adult to help when a conflict

can’t be resolved

Hands and feet to self (stay in your own

physical space)

Unkind words (cursing)

Teasing

Put downs

Pushing/shoving

Yelling

Getting into a person’s physical space

Littering

Step 4: Practice/Role Play Activities

Example

Model expected behavior (I do): Teacher(s) model or read following scenarios. The teacher discusses

why second scenario is an example of respectful behavior.)

Tina bumped into Kristin in the hallway and her books fell to the ground. Kristin was upset because she

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would be late for class and called Tina a “crazy fool”. Tina got angry and told Kristin she was ugly and

stupid. Tina walked away and Kristin was late for class. Kristin was mad and began to spread untrue

rumors about Tina to her friends.

Tina bumped into Kristin in the hallway and her books fell to the ground. Kristin was upset because she

would be late for class and started to call Tina names. Tina recognized that she was not paying

attention, apologized to Kristin and helped her pick up her books. Tina’s teacher gave both students a

“school buck” for resolving the conflict with respect.

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Lead students through behavior (We do): Teacher(s) present following scenario. Students will discuss

why second scenario is an example of respectful behavior.

Several students were sitting together at a table eating lunch in the cafeteria. Denyse spilled milk on

Kim’s new dress. Kim called Denyse a “clumsy ox” and took her milk and poured it into Denyse’s food.

Both girls began to scream at each other with tears in her eyes. The cafeteria monitor witnessed this

and escorted the girls to the principal’s office.

Several students were sitting together eating lunch in the cafeteria. Denyse spilled milk on Kim’s new

dress. Denyse apologized and got a wet paper towel from the cafeteria monitor and helped Kim clean

her dress. Kim thanked Denyse for helping her. The cafeteria monitor witnessed this event and gave

both girls “school bucks” for resolving a potential conflict respectfully.

Test to ensure students understand behavior (You do): With a peer, students are asked to come up with

their own scenario. Student groups will act out appropriate, respectful behavior for their scenario.

Teacher and other students will provide feedback to peer groups.

Step 5: Provide opportunities for practice

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Example

Weekly scenarios

Publicly recognizing students who display respectful behavior

Teacher regularly models respectful behavior

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