PBS: POSITIVE BEHAVIOR SUPPORT
Excelsior Springs High School
2011-2012ESHS Staff
PBS HANDBOOK
EXCELSIOR SPRINGS HIGH SCHOOL
Staff PBS Handbook
This handbook was created by ESHS’s PBS Team in 2010. The purpose of this handbook is to guide and support
ESHS’s staff as they implement PBS in our school. Our goal is to provide all of our students with a safe and
effective school environment where they can experience academic and social-behavioral success.
Excelsior Springs High School
612 Tiger Drive, Excelsior Springs MO 64024
Phone 816-630-9210 • Fax 816-630-9227
Revised January 2012
Table of Contents
1.
POSITIVE BEHAVIOR SUPPORT
a. PBS: Background Information
1
b. PBS-SW has 5 Critical Components
2
c. Five Big Ideas
2
2. CLEAR EXPECTATIONS
a. PBS: School Rules
3
b. Good Rules Are Important
3
c. What Makes Good Rules
4
d. Matrix of School Rules & Expectations
4-5
3. EXPLICITLY TAUGHT EXPECTATIONS
a. PBS: Teaching Behaviors
6
b. How Do We Teach Social Behavior
6
c. When Do We Teach Behavior
6
d. Where Do We Teach Behavior
7
e. Why Do We Teach Behavior
7
f.
7- (appendix)
PBS: Lesson Plans
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Matrix
Matrix
All settings- Safety
All Settings- Respect
All Settings- Responsibility
Recognition system
Classroom-Safety
Classroom-Respect/responsibility
Hallway
Commons
4. SYSTEM FOR ENCOURAGING DESIRED BEHAVIOR
a. Reinforcement Menu
8
b. Tiger Pride Recognition System
9-10
c. Our Reinforcement Coupons-Louie Loot
11
d. How to Use Louie Loot
11
e. Scripts for Delivering Positive Reinforcement
12
f.
13
Staff Recognition/Reinforcement
g. LiL Louie Student Group
13
5. SYSTEM FOR DISCOURAGING UNDESIRED BEHAVIOR
a. Correction Menu
14
b. Procedures for Correcting Rule Violations
15
c. Scripts for Correction-Common Language
16
d. Does Punishment Work
17
e. Schools & Risk Factors
17
6. DATA-BASED DECISION-MAKING
a. What is SWIS
18
b. ODR
19
c. Definitions
20-22
APPENDIX
APPENDIX: Lesson Plan Implementation Schedule
PBS: Lesson Plans
1.
Matrix
2.
Matrix
3.
All settings- Safety
4.
All Settings- Respect
5.
All Settings- Responsibility
6.
Recognition system
7.
Classroom-Safety
8.
Classroom-Respect/responsibility
9.
Hallway
10.
Commons
P B S
S T A F F
1
Section
H A N D B O O K
PBS:
Information
Background
The goal of PBS is to prevent the development and the intensifying of problem behavior
and maximize academic success for all students.
W
hat is PBS?
PBS is an acronym for Positive Behavior Support. It is a school-wide integration of:



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A systems approach for building capacity
A continuum of behavioral supports
Prevention focused efforts
Instructionally focused behaviors
Empirically sound practices
Data information analyzed and utilized on a frequent basis
The purpose of Excelsior Springs High School positive behavior support is
to create and maintain a positive, safe, and predictable learning environment
that maximizes academic and social growth.
A
Y E A R
O F
P O S S I B I L I T I E S
181 days of possibilities
1,267 hours of possibilities
76,020 minutes of possibilities
4561,200 seconds of possibilities
1
P B S
S T A F F
H A N D B O O K
PBS-SW has 5 Critical Components
1. Clear Expectations
 As defined in the matrix
2. 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
 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 inappropriate
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?
Five Big Ideas
1. All children can learn and are always learning!
 Children are learning all the time. If you work
around children, you are a teacher.

“There is nothing so esteem building as consistent success,
nothing so demoralizing as chronic failure.” - Dale R. Myers
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 students.
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.
2
P B S
S T A F F
2
Section
H A N D B O O K
CLEAR 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.
A
- Dale R. Myers
S a student at Excelsior Springs High School, I will be:
Safe
Respectful
Responsible
That is the “Tiger Pride Code”
Good Rules are Important

They reveal the values of the school or district.

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.
3
P B S
S T A F F
H A N D B O O K
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
MATRIX of School Rules & Expectations
Our 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
4
P B S
S T A F F
H A N D B O O K
5
P B S
S T A F F
3
Section
H A N D B O O K
Explicitly Taught
Expectations
PBS: Teaching Behaviors
T
2.
wo main rules around behavior:
If you want it, teach it.
You get more of what you pay attention to.
1.
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 Frequent and Specific 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. (refresher lessons)
 At teachable moments.
6
P B S
S T A F F
H A N D B O O K
Where do we teach behavior?
 During ELT
 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.
PBS: Lesson Plans
At the end of the handbook are the lesson plans for:
1
Matrix
2
Matrix
3
All settings- Safety
4
All Settings- Respect
5
All Settings- Responsibility
6.
7.
8.
9.
10.
Recognition system
Classroom-Safety
Classroom-Respect/responsibility
Hallway
Commons
7
P B S
S T A F F
4
Section
H A N D B O O K
System for Encouraging
Desired Behavior
Reinforcement Menu
R
esearch 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






Say “Thank you”
Verbal
Pat on shoulder
Smile
Praise
Use humor (not
sarcasm)
 Listen to them
 Notice them
 Small school
supply items
Medium







Louie Loot
Talk to them
Give them time
Pay attention
Eye contact
Teacher’s helper
School supplies
8
Large
 Positive call home
 Positive referral to
the office
 Big Louie
 Raffle prizes
 Thank you note
 Student of the month
 Golden Ticket
 C3 Award
PBS
“Tiger Pride” Recognition
Teacher Reference
Student of the Month





Students are selected by the Departments
Departments should give the Student of the Month form to their nominee
You will receive an email reminder on the 3rd Wednesday of the month
Forms must be returned to Mrs. Everett- (room 88) by the 4th Wednesday of the Month
Starts in September
Criteria
o Improvement
o Hard worker
o Shows, safety, respect and responsibility
Prize= Picture and bio on Wall of Fame Board
Class Character Competition-c3 Award



Every Month- Attendance Percentage Award
Graphs and posters will be updated weekly
Criteria
o The class with the highest attendance percentage
o Overall School attendance of 95%
Prize= Posters will be displayed in the commons with grade level attendance percentages. The
winning class will receive an incentive or award during ELT
Overall School Attendance 95% or better- Homework Free Night 2nd Friday of each month.
October 14th
November 11th
December 9th
January 13th
February 10th
March 9th
April 13th
May 11th
BIG Louie


Teachers will email Mr. Spallo one name of a student the LAST WEEK of the MONTH
Starts Sept 27th
Criteria
o Someone who ALWAYS does what is expected
o This is the MVP award
Prize= Gift Certificate, green band, Picture and BIO on Mr. Spallo’s Wall
9
Celebrity Club 200
 Golden tickets are placed in teachers mailboxes
 Staff is on the lookout for students following ‘Tiger Pride” code
 Staff should give a ticket out each week. There will be a spreadsheet with your name on
it in the lounge. After you give the ticket –write the students name that you gave it to on
the spreadsheet.


Students who receive a ticket take the ticket to the office and draw a chip
Students name goes on the “Celebrity board”
Prizes= Once a “BINGO” hits the board those student receive a special activity and or prize
Students who had their name on the board but did not get a BINGO will be eligible for a
drawing at the end of the for a prize-
Louie Loot
Frequent Feedback:
1. We need frequent feedback for PBS to work correctly.
2. How do we NOT overload the teachers?
LOUIE LOOT




OPTIONAL for teachers on a daily basis.
Teaches can pick up Louie Loot in the teachers’ lounge
Teachers give out Louie Loot whenever they see positive behavior at any time- classroom,
hallway, and commons.
Students collect Louie Loot to use in the Louie Store
- The Louie Store will be located directly across from Mr. Spallo’s office

Prizes are displayed starting out at $1

Students will be able to “shop” on Wednesdays from 7:00-7:20 and 1:27-1:37
10
Our Reinforcement Coupons
Louie Loot
Teacher Guidelines
What is Louie Loot?
 A tangible incentive that can be awarded to students who are demonstrating the “Tiger Pride”
Code- Safety- Respect- Responsibility
What is the purpose of Louie Loot?
 To reinforce desired behaviors
How often do I award Louie Loot?
 Periodically
o Continuous reinforcement of expectations is not practical
o Continuous reinforcement does not result in intrinsic motivation
 There is NO LIMIT or MAXIMUM to the amount of Louie Loot you can award
 Use your professional judgment
Do I need to do anything specific when giving Louie Loot?
 Write your name on the front of the Louie Loot
What should I say to students when awarding Louie Loot?
 Always accompany Louie Loot with authentic praise
 BE SPECIFIC, inform students of the exact behavior that merited the recognition
Can I still use my own classroom incentives?
 Absolutely, supplementing Louie Loot with normal classroom incentives will add to the
reinforcing value
What do I tell students to do with their Louie Loot?
 They can redeem their Louie Loot for merchandise in the Lucky Louie Store
 Hours of operation are:
o Wednesday 7:00-7:20 AM & 1:27 -1:37 pm
11
Scripts for Encouraging Desired Behavior- Common
language
1. Thank you for _____ (specific behavior). It shows that you have been _____ (Safe, Respectful
or Responsible).
2. Thank you for _____ (specific behavior). That’s a great example of being _____ (SRR).
3. I really appreciate how you _____. That’s a wonderful example of being _____ (SSR).
4. By being _____ (specific behavior) in the library you show a good example of being _____
(SSR).
5. Thank you, _____ (name) for _____ (specific behavior) That’s showing _____ (SRR).
6. Thank you, _____ (name) for _____ (specific behavior). You’re showing a good example of
being _____ (SSR).
We never reward kids, we reward behaviors:
 Bribery is an inducement to do something illegal, unethical, and immoral.
 Manipulation: If teachers/principals are rewarding for being still, quiet, docile, that is not
good for kids.
 Reinforcement is appropriate at school when it helps kids become successful at school, so
they can be successful outside of school.
12
Staff Recognition

Teacher Awards Assembly-
2 times per year- 1st semester/2nd semester
 Teachers are given awards in an AWARD SHOW format and MINUTE TO WIN IT
format.
 Awards are voted on by students, administration, and staff.
 Weekly SNAPS
 Staff members are “snapped”- thanked- recognized on Fridays in an all staff email.
 Graffiti Wall
 Staff members can write notes to fellow staff members on a decorated board in the
counseling hallway.
 Gold Rush
 Special treat for teachers who constantly pass out and document their Golden Tickets
LiL’ Louie
Student PBS Group
The Lil’ Louie group is our student voice for PBS at Excelsior Springs High
School.
 Students are nominated from their Extended Learning Time.
 LiL’ Louie’s meet once a month during school- ELT
 LiL’ Louie’s help with PBS lesson plans, PBS videos, and PBS assemblies.
 LiL’ Louie’s report PBS information to their ELT after meetings.
13
5
Section
System for Discouraging
Undesired Behavior
O
ur 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.
Correction Menu
Refer to the Correction Menu for suggestions on how to respond to different levels of
misbehavior.

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

Level One
Level Two
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
 Time-Out from
positive reinforcement
 Conference with
student
 Reteach
w/overcorrection
 Problem-solving
worksheet
 Restate direction +
mild consequences
 Change seating
 Modify assignment
 Alternative buddy
class
 Call home
14
Level Three
 Send to Office
 Detention
 Suspension
 Conference with family
 SLC
Procedures for Correcting Rule Violations- Flow chart
Observe Problem Behavior
Problem solve with Students
Use Teacher
Strategies
Write Office
Referral
Is the
behavior
Office
Managed?
Record incident
as MINOR
Teacher Managed
Office Managed












Has teacher
Recorded 3
Minor referrals
for the same
behavior this
quarter?
Language
Horseplay
Defiance/disrespect/unco
operative
Disruption
Property misuse
Dress code violation
Cell phone
Tardy-not 1st period
Inappropriate PDA
Cheating/lying
Technology misuse


Chronic minor
infractions
Aggressive
language
Fighting
Insubordination

Harassment/bullying









Truancy
Property damage
Theft
Smoking
Alcohol/drugs
Weapons
Arson
Technology
violation
Administrator
determines
consequence
Administrator
follows through
with consequence
Administrator
gives feedback
to teacher
NO
Continue
teacher
management
Until 3
incidents are
Recorded in
1 Quarter
YES
Write referral
to office
(provide
description
of incidents)
* students sent to
the office without a
referral will be sent
to next class.
Notes on Minor Referrals:




Document a minor behavior when student does not respond to
precorrection, redirection, or verbal warning.
Contact parent on minor referrals (required)
Take concrete action to correct behavior (conference with student
after class, time with teacher etc)
When possible, have the corrective action correspond to the
behavior corrected (teach and model the appropriate behavior
during time with teacher)
15
PBS Common Language
Using common language is an effective way to ensure that all students understand our PBS expectations.
When redirecting student’s behavior use our three PBS expectations- Safety, Respect, and
Responsibility. Also say Please and Thank you.
All Settings: Examples
You see a student with a hat on in the hallway:
 Say: “Please be respectful and remove your hat/hood. Thank you”
You see a student kissing another student:
 Say “Please be respectful and use appropriate PDA. Thank you!”
You hear a student using inappropriate language:
 Say: “Please use appropriate language because it is respectful. Thank you.”
Hallway: Examples
You see a student blocking the hallway by standing in the middle of the hallway and talking to his friend:
 Say “Please do not block the hallway it is not safe. Thank you”
You see a student throwing trash on the floor:
 Say: “Please use the trash/recycling container(s) because it is respectful. Thank you.”
Commons: Examples
You see 2 students sitting in the same seat:
 Say: “Please sit one person per seat to keep everyone safe. Thank you.”
You hear students getting very loud:
 Say: “Please maintain an appropriate noise level, it is respectful to other students and teachers.
Thank you
Classroom: Examples
You see a student with their head down on their desk:
 Say: “Please be attentive in class, it shows respect. Thank you”
You see a student coming in late to class without their book:
 Say: “Please be on time and ready to learn, it shows responsibility. Thank you”
16
Does Punishment Work?
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
TARDINESS
17
VANDALISM
TRUANCY
6
Section
Data-Based Decision Making
What is SWISTM?
T
he School-Wide Information System (SWIS) is a web-based information system designed
to help school personnel to use Behavior Tracking Form data to design school-wide and
individual student interventions. The three primary elements of SWIS™ 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. SWIS™ reports 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.
1.
2.
3.
4.
5.
EVERY MONTH WE LOOK
AT THE BIG 5
Average Referrals per day per month
Referrals by Problem Behavior Report
Referrals by Location Report
Referrals by Time Report
Referrals by Student Report
18
19
Office Referral Definitions
Minor Problem
Behavior
Cheating/Lying
(Lying)
Defiance/Disrespect/
Non-compliance
(M-Disrespect)
Disruption
(M-Disruption)
Dress Code
Violation
(M-Dress)
Inappropriate Display of
Affection
(Inapp affection)
Inappropriate Language
(M-Inapp Lan)
Late to School
Missed Detention
Other
(M-Other)
Physical Contact/
Physical Aggression
(M-Contact)
Property Misuse
(M-Prpty Misuse)
Tardy
(M-Tardy)
Technology Violation
(M-Tech)
Unexcused Absence
Definition
Student performs an act of lying, deception, fraud, or imitation used
to create an unfair advantage.
Student engages in brief or low-intensity failure to respond to adult
requests.
Student engages in low-intensity, but inappropriate disruption.
Student wears clothing that is near, but not within, the dress code
guidelines defined by the school/district.
Student engages in inappropriate, consensual (as defined by school)
verbal and/or physical gestures/contact, of a sexual nature to
another student/adult.
Student engages in low-intensity instance of inappropriate
language.
Student arrives to school after 7:48 am and is not excused per
parent/guardian.
Student did not attend an assigned office/teacher detention.
Student engages in any other minor problem behaviors that do not
fall within the above categories.
Student engages in non-serious, but inappropriate physical contact.
Student engages in low-intensity misuse of property.
Student arrives at class after the bell (or signal that class has
started).
Student engages in non-serious but inappropriate (as defined by
school) use of cell phone, pager, music/video players, camera,
and/or computer.
Student is absent from school and the parents/guardians have not
approved the absence.
20
Major Problem
Behavior
Abusive Language/
Inappropriate Language/
Profanity
(Inapp Lan)
Arson
(Arson)
Assault
Bomb Threat/
False Alarm
(Bomb)
Defiance/Disrespect/
Insubordination/
Non-Compliance
(Disrespect)
Fighting/ Physical
Aggression
(Agg/Fight)
Forgery/ Theft
(Forge/Theft)
Harassment/Bullying
(Harass)
Definition
Student delivers verbal messages that include swearing, name
calling or use of words in an inappropriate way.
Student plans and/or participates in malicious burning of property.
Student performs a physical attack upon another person.
Student delivers a message of possible explosive materials being oncampus, near campus, and/or pending explosion.
Student engages in refusal to follow directions, talks back and/or
delivers socially rude interactions.
Student engages in actions involving serious physical contact where
injury may occur (e.g., hitting, punching, hitting with an object,
kicking, hair pulling, scratching, etc.).
Student is in possession of, having passed on, or being responsible
for removing someone else's property or has signed a person’s name
without that person’s permission.
Student delivers disrespectful messages* (verbal or gestural) to
another person that includes threats and intimidation, obscene
gestures, pictures, or written notes.
*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.
Indecency
Inappropriate Location/
Out of Bounds Area
(Out Bounds)
Lying
Other Behavior
(Other)
Property
Damage/Vandalism
Student engages in inappropriate, consensual (as defined by school)
verbal and/or physical gestures/contact, of a sexual nature to another
student/adult.
Student is in an area that is outside of school boundaries (as defined
by school).
Student delivers message that is untrue and/or deliberately violates
rules.
Student engages in problem behavior not listed.
Student participates in an activity that results in destruction or
disfigurement of property.
21
Major Problem
Behavior
Skip class/Truancy
Threat
Technology Violation
(Tech)
Definition
Student leaves or misses class without permission.
Student declares an intention or determination to inflict punishment,
injury etc. on or towards another person
Student engages in inappropriate (as defined by school) use of cell
phone, pager, music/video players, camera, and/or computer.
Use/Possession of
Alcohol
(Alcohol)
Student is in possession of or is using alcohol.
Use/Possession of
Combustibles
(Combust)
Student is in possession of substances/objects readily capable of
causing bodily harm and/or property damage (matches, lighters,
firecrackers, gasoline, lighter fluid).
Use/Possession of Drugs Student is in possession of or is using illegal drugs/substances or
(Drugs)
imitations.
Use/Possession of
Tobacco
(Tobacco)
Use/Possession of
Weapons
(Weapons)
Verbal Confrontation
Student is in possession of or is using tobacco.
Student is in possession of knives or guns (real or look alike), or
other objects readily capable of causing bodily harm.
Student challenges/responds to the challenge which leads to conflict
or inappropriate behavior occurs.
22
Appendix
Lesson Plan Implementation Schedule
Lesson Plans
23
2011-2012 PBS Lesson Schedule
Thursday Aug 18th- Team Building
Week
Area Emphasized
Fri. Aug. 19th
#1
Matrix-
Fri. Aug. 26th
#2
Matrix #2
Mon. Aug 29
#3
All Setting- Safety
Fri. Sept 2
#4
All settings- Respect
Tues Sept. 6th
#5
All Settings- Responsibility
Thurs Sept. 8th
#6
Recognition system and Refresher Lesson
Fri. Sept 9th
#7
Classroom -Safety
Mon. Sept 12th
#8
Classroom-Respect/Responsibility
Fri. Sept 16th
#9
Hallway
Friday. Sept 19th
#10
Commons
October-May
Refresher Lessons TBA
Be SafeBe RespectfulBe Responsible-
PBS Lesson Plans
ELT
2011-2012
August 19th
Lesson #1- Matrix
Items Needed:
1. Copy of the Matrix and PBS overview on backfor teachers only- use this as a reference for you
group discussion.
2. PBS Overview Power Point- on share drive
3. PBS Overview Quiz- One copy for each student
4. PBS Overview Quiz- Answer Key
5. Make sure you turn your quizzes into Renea
with your name on the pile.
Lesson: #1
Tiger Pride
Area: All
“Matrix” 8/19/11
Safety x
Respect x
Responsibility x
Step 1: Objective
Tiger Pride: Students will understand the matrix and the three components of “Tiger Pride” – be safe,
be respectful, and be responsible.
Step 2: List a rationale for teaching the behavior (Why is it important?)
The purpose of Excelsior Springs High School’s Positive Behavior Support Plan is to create and
maintain a positive, safe, and predictable learning environment that maximizes academic and social
growth. The students need to have an understanding of the big picture of PBS and their role in the
system.
Step 3: Practice Activity
1. Activity: Teacher will show the PBS Matrix Power Point. This is an overview of
PBS and how it works at the high school.
2. Group Discussion: Following the power point, the teacher will lead students in a
discussion about PBS, the Matrix, and how they envision that working here at the high
school. Each area of the Matrix will be looked at and explained. Ask the following
questions and lead your class through discussion.
 What is PBS?
 Why do we have PBS at ESHS?
 What are our goals?
 Define Tiger Pride
 Which four areas of the school are mentioned in the Matrix?
 What are the expectations in each of those four areas?
3. Independent Practice: Pass out Power Point Test and have students complete
Test to ensure students understand behavior (You do): Exit ticket: Grade test as a
group, collect and turn into Renea with your (teacher’s) name on it and your students’
names on them.
Step 4: Provide opportunities for practice


As the students leave, remind them to think about the four areas as they go about the
rest of the day.
Teachers will acknowledge students displaying Safety-Respect-Responsibility
PBS Lesson Plans
ELT
2011-2012
August 26th
Lesson #2- Matrix
Items Needed:
1. PBS matrix- 1 copy per student
2. Graphic Organizer- 1 copy per group
3. Copy and cut exit tickers- 1 per student
4. Make sure you turn in your exit tickets to
Renea- with your name on the pile.
Lesson: #2
Tiger Pride
Area: All
“Matrix” 8/26/11
Safety x
Respect x
Responsibility x
Step 1: Objective
Tiger Pride: Students will understand the three components of “Tiger Pride” – be safe, be respectful,
and be responsible.
Step 2: List a rationale for teaching the behavior (Why is it important?)
The purpose of Excelsior Springs High School’s Positive Behavior Support Plan is to create and
maintain a positive, safe, and predictable learning environment that maximizes academic and social
growth. The students need to have an understanding of the big picture of PBS and their role in the
system.
Step 3: Practice Activity
1. Graphic Organizer: The teacher splits the class into groups of 3-4 students and
passes out the graphic organizer. The groups are given two minutes for each of the three
areas to brainstorm as many is/is not behaviors.
2. After, bring the class back together as a group to share ideas and record them on the
board. Pass out the matrix (introduce the PBS Matrix to the students). The teacher
should discuss how particular behaviors can fall under the different broad expectations of
the matrix. Compare the list on the board to the matrix.
3. The teacher should then discuss the rationale of PBS and the matrix:
The purpose of Excelsior Springs High School’s Positive Behavior Support Plan is to create and
maintain a positive, safe, and predictable learning environment that maximizes academic and social
growth. Ask students why this is important for our school? In their words, have them come up with
a rationale.
Test to ensure students understand behavior (You do): Exit ticket: If every student in
this building practiced being safe, respectful, and responsible, how would this make your
life as a student better? Collect the Exit Tickets and put your (teacher’s) name on them
and turn in to Renea.
Step 4: Provide opportunities for practice


As the students leave, remind them to think about the four areas as they go about the
rest of the day.
Teachers will acknowledge students displaying Safety-Respect-Responsibility
Safety
Is:
Is not:
Is:
Respect
Is not:
Is:
Responsible
Is not:
Exit Ticket
Please respond to the following question:
If every student in this building practiced being safe, respectful, and responsible, how
would this make your life as a student better?
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
ESHS
Exit Ticket
Please respond to the following question:
If every student in this building practiced being safe, respectful, and responsible, how
would this make your life as a student better?
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
PBS Lesson Plans
ELT
2011-2012
August 29th
Lesson #3- All Settings - Safety
Items Needed:
1. Video clip downloaded from the share drivelabeled Lesson 3- All Settings- Safety
2. Safety Chart- 1 copy per student
3. Make sure you turn the safety charts into Renea
with your name on the pile.
Lesson: # 3
Tiger Pride
Area: All
“All Settings” 8/29/11
Safety x
Respect
Responsibility
Step 1: Objective
Tiger Pride: Students will understand the importance of safety in all areas of ESHS.
Step 2: List a rationale for teaching the behavior (Why is it important?)
The purpose of Excelsior Springs High School’s Positive Behavior Support Plan is to create and
maintain a safe learning environment for all members of the ESHS community.
Step 3: Practice Activity
Note to the teacher: The purpose of this activity is for students to understand what safety
looks like throughout all settings of the school. This is not just for particular areas, but at
any given point in time and should be universal for a typical day at school. For example,
students should walk in an orderly manner whether it is transitioning from class to class
or if it’s an emergency drill, etc.
1. The following are examples from the matrix for teacher reference only. Please
facilitate a classroom discussion of examples and non-examples of safety. These
examples can be in any setting they would encounter (work, school, public places, etc.).
Then, students can use those ideas and situations to narrow down what that would look
like at ESHS. Use these examples to ask leading questions to your students in order to get
the desired results.
Examples
 Keep hands, feet, and objects to self
 Walk to all destinations in a forward motion
 Obey all emergency and safety procedures
Non-examples
 Pushing, hitting, throwing things, etc.
 Stopping and standing in the middle of the
hallway
 Running
 Freaking out during alarms/drills
2. Video Clip: The teacher will show 2 video clips displaying appropriate and
inappropriate responses to safety procedures in a variety of applicable settings.
3. Teachers will then lead a classroom discussion about what was correct and incorrect in
the clips according to what was discussed and the ESHS Matrix.
Step 4: Provide opportunities for practice

On an individual basis, students will fill out the safety chart about what makes ESHS
safe and how students can make ESHS safe. Make sure your name and the students’
names are on the sheets and turn in to Renea.
Safety Practice:
What can YOU do to make ESHS a safe place?
What does the school do
to make ESHS safe?
What can YOU do to
make ESHS safe?
PBS Lesson Plans
ELT
2011-2012
September 2nd
Lesson #4- All Settings- Respect
Items Needed:
1. PDA Power Point- download from the share
drive.
2. 2 Pieces of butcher paper hung up in your room
and labeled
3. Copy and cut up pictures to pass out to students
Lesson: # 4
Tiger Pride
Area: All
“All Settings” 9/2/11
Safety
Respect X
Responsibility
Step 1: Objective
Tiger Pride: Students will understand the importance of respect in all areas of ESHS.
Step 2: List a rationale for teaching the behavior (Why is it important?)
The purpose of Excelsior Springs High School’s Positive Behavior Support Plan is to create and
maintain a respectful learning environment for all members of the ESHS community.
Step 3: Practice Activity
Note to the teacher: This activity is broken down into 2 areas: PDA and general
behaviors.
1. The following are examples from the matrix for teacher reference only. Please
facilitate a classroom discussion of examples and non-examples of respect. These
examples can be in any setting they would encounter (work, school, public places, etc.).
Then, students can use those ideas and situations to narrow down what that would look
like at ESHS.
Use these examples to ask leading questions to your students in order to get the desired results.
Examples
Non-examples
 Kissing, groping
 Display appropriate PDA
 Hats and hoods on
 Keep hats/hoods off
 Cursing
 Use appropriate language
 Spandex, short shorts/skirts/dresses, tube
 Dress appropriately for school
tops, undergarments shown
 Treat others the way you would like to be
 Throwing, kicking, touching, yelling at each
treated
other
 Respect property, self, and others
 Vandalism and graffiti
2. PowerPoint: The teacher will show a PowerPoint displaying appropriate and
inappropriate PDA. Each picture will be shown on the screen and students should call out
whether the PDA is appropriate or not and why. With one more click of the mouse, the
screen will show a checkmark for appropriate PDA or an X for inappropriate PDA.
Step 4: Provide opportunities for practice
3. Teachers will have 2 pieces of butcher paper labeled “appropriate” and
“inappropriate.” Students will be given pictures displaying a variety of behaviors.
Students will place the pictures accordingly while writing the reasons why they decided
to put the picture where they did. At the end of this activity, teachers will have student
generated examples to hang in their classrooms for the duration of the school year, if they
choose to use them.
PBS Lesson Plans
ELT
2011-2012
September 6th
Lesson #5- All Settings- Responsibility
Items Needed:
1. Video clips- downloaded from share drive
2. Turn papers into Renea with your name on the
pile.
Lesson: # 5
Tiger Pride
Area: All
“All Settings” 9/6/11
Safety
Respect
Responsibility X
Step 1: Objective
Tiger Pride: Students will understand the importance of responsibility in all areas of ESHS.
Step 2: List a rationale for teaching the behavior (Why is it important?)
The purpose of Excelsior Springs High School’s Positive Behavior Support Plan is to create and
maintain a responsibility within ESHS.
Step 3: Practice Activity
1. The following are examples from the matrix for teacher reference only. Please
facilitate a classroom discussion of examples and non-examples of responsibility. These
examples can be in any setting they would encounter (work, school, public places, etc.).
Then, students can use those ideas and situations to narrow down what that would look
like at ESHS.
Use these examples to ask leading questions to your students in order to get the
desired results.
Examples
Pick up after yourself
Represent your school in a positive way
Show good sportsmanship
Follow the ESHS technology policy
Non-examples
 Leaving trash and other materials on the

floor, desks, etc.

 Cursing, yelling, taunting, acting crazy at

school functions

 Using cell phones, iPods, iPads, etc.
2. What Would You Do? Show the clips of scenarios showing what students are doing.
Follow the video cues to pause and discuss the clip and ask students “What would you
do?” or “What should you do?” Debrief after each of the clips emphasizing the importance
of acting responsibly in all settings of ESHS (field, bus loading zone, PAC, classrooms,
hallway, commons, etc.). Students should behave responsibly everywhere.
Step 4: Provide opportunities for practice
3. Independent Practice: Have students respond to the following on their own sheet
of paper: Recall and explain a time when you or a friend have acted irresponsibly in
school and what you did. Knowing what you know now about responsibility, how would
you act differently in the future or how would you have changed that behavior if you
could? Write a one paragraph response.
Collect papers with your name and the students’ name to turn in to Renea.
PBS Lesson Plans
ELT
2011-2012
September 8th
Lesson #6- Recognition System and All Settings
Refresher
Items Needed:
1. 1 copy of recognition system for the teacher
2. 5 papers to be hung around the room ( you can
make them into posters if you wish)
3. 1 web graphic organizer per group
4. All Settings Refresher packet – 1 per student
5. Turn refresher packets into Renea with your
name on the pile.
Lesson: # 6
Tiger Pride
Area: All
“Recognition System /All Settings Refresher” 9/8/11
Safety X
Respect X
Responsibility X
Step 1: Objective
Tiger Pride: Students will be aware of the ESHS PBS recognition system and understand the
importance of acting safely, respectfully, and responsibly in all areas of ESHS.
Step 2: List a rationale for teaching the behavior (Why is it important?)
The purpose of Excelsior Springs High School’s Positive Behavior Support Plan is to create and
maintain a safe, respectful, and responsible environment within ESHS and encourage those behaviors
through recognition.
Step 3: Practice Activity
1. Carousel Activity: Teacher will be given 5 sheets of paper with all of the ESHS
recognitions on them to hang around the room. Teacher will divide students into 5
groups. Students will receive a web graphic organizer that they will complete
individually by rotating around the carousel. Students will be given 2 minutes at each
poster before the teacher calls out, “ROTATE!” and the students will travel in a
clockwise rotation to the next poster. During this time students will collect as much
information as they can. Repeat this process until students have traveled to all posters.
Students will return back to their individual seats and the teacher will lead them in a
group discussion.
Step 4: Provide opportunities for practice
2. Refresher: Teachers will need to give students a copy of the “All Settings Refresher
Packet.” Students will write 3 different paragraphs regarding safety, respect, and
responsibility in all settings of the school. This is the exit ticket that will require students’
names, your name, and be turned in to Renea.
PBS Lesson Plans
ELT
2011-2012
September 9th
Lesson #7- Classroom -Safety
Items Needed:
1. Just your brain and your student’s brains!
2. This is a group discussion and brainstorming
lesson
Lesson: # 7
Tiger Pride
Area: Classroom
“Classroom” 9/9/11
Safety X
Respect
Responsibility
Step 1: Objective
Tiger Pride: Students will understand the importance of safety in the classrooms of ESHS.
Step 2: List a rationale for teaching the behavior (Why is it important?)
The purpose of Excelsior Springs High School’s Positive Behavior Support Plan is to create and
maintain a safe learning environment for all members of the ESHS community.
Step 3: Practice Activity
1. The following are examples from the matrix for teacher reference only. Please
facilitate a classroom discussion of examples and non-examples of safety. These
examples can be in any setting they would encounter (work, school, public places, etc.).
Then, students can use those ideas and situations to narrow down what that would look
like at ESHS.
Use these examples to ask leading questions to your students in order to get the
desired results.
Examples
Non-examples
 Leaving messes, trash, supplies all around
 Keep classrooms clean
 Backpacks in aisles and books on the floor
 Keep aisles clean
 Not having necessary materials
 Obey all classroom rules
 Yelling, cursing, horse playing, standing on
 Display appropriate classroom behaviors
desks
2. Direct Instruction: It is important to explain why we have classroom rules and to let
the students know that rules may vary from classroom to classroom just like they would
vary from place to place. Some rules to ensure their safety are listed above.
Step 4: Provide opportunities for practice
3. Have students brainstorm the purpose of being safe in the classroom and brainstorm a
list of safety expectations in real world situations. Students could then see the similarities
between the two and know the importance of maintaining a safe environment.
September 12th
Lesson #8- Classroom- Respect
Items Needed:
1. Examples of Classroom respect listed on
separate pieces of paper for students to draw outyou will find these examples in the lesson plan
under examples.
Lesson: # 8
Tiger Pride
Area: Classroom
“Classroom” 9/12/11
Safety
Respect X
Responsibility X
Step 1: Objective
Tiger Pride: Students will understand the importance of respect and responsibility in the classrooms of
ESHS.
Step 2: List a rationale for teaching the behavior (Why is it important?)
The purpose of Excelsior Springs High School’s Positive Behavior Support Plan is to create and
maintain a respectful and responsible learning environment for all members of the ESHS community.
Step 3: Practice Activity
1. The following are examples from the matrix for teacher reference only. Please
facilitate a classroom discussion of examples and non-examples of respect and
responsibility. These examples can be in any setting they would encounter (work, school,
public places, etc.). Then, students can use those ideas and situations to narrow down what
that would look like at ESHS.
Use these examples to ask leading questions to your students in order to get the
desired results.
Examples
Non-examples
 Not paying attention
 Be attentive at all times
 Sleeping in class
 Listen while others are talking
 Talking while others or the teacher is
 Be on time
talking
 Bring all necessary materials
 Being disruptive
 Be an active learner from bell to bell
 Not being prepared (paper, pencil, textbook.
Etc.)
 Complete and turn in all assignments with
honesty and integrity
 Turning in late work or no work at all
 Not asking questions or seeking help when
 Use all support resources
needed
2. Activity: Charades/Pictionary Using the list of examples above, have students
volunteer to act out or draw the examples of appropriate behavior. Note to teacher: Have
the examples written down and folded for students to select. Divide the class into two
teams and have the first team’s representative select a piece of paper. That student then
has to act out or draw the listed behavior for their team to guess. Students are not allowed
to talk or make noises. Once a guess has been made, it is the next team’s turn. If the
original team guesses incorrectly, let the other team guess. Repeat until all desired
behaviors have been played out.
PBS Lesson Plans
ELT
2011-2012
September 16th
Lesson #9- Hallway
Items Needed:
1. Video-Hallway- download from the share drive
2. 1 copy of graphic organizer per student
3. Map of school- 1 per student
Lesson: # 9
Tiger Pride
Area: Hallway
“Hallway” 9/16/11
Safety
X
Respect X
Responsibility X
Step 1: Objective
Tiger Pride: Students will understand the importance of being safe, respectful and responsible in the
hallways of ESHS.
Step 2: List a rationale for teaching the behavior (Why is it important?)
The purpose of Excelsior Springs High School’s Positive Behavior Support Plan is to create and
maintain a respectful and responsible learning environment for all members of the ESHS community.
Step 3: Practice Activity
1. Note to teacher: Show video first and as video is playing, have students write
down examples of hallway behavior that they are seeing using a graphic organizer to
show which they think are examples and non-examples.
The following are examples from the matrix for teacher reference only. Please facilitate a
classroom discussion of examples and non-examples of safety, respect, and responsibility.
These examples can be in any setting they would encounter (work, school, public places,
etc.). Then, students can use those ideas and situations to narrow down what that would
look like at ESHS.
Use these examples to ask leading questions to your students in order to get the
desired results.
Examples
Non-examples
 Standing in a group talking in the middle of
 Allow traffic to move
the hallway
 Have appropriate hall pass
 Wandering around without permission
 Use only your assigned locker
 Sharing a locker
 Use recycling and trash containers
 Leaving trash on the floor or other areas
 Maintain appropriate noise level
 Yelling, shouting, screaming, whispering,
etc.
 Take most direct route
 Take care of personal business during passing  Taking the longest route possible
periods
2. Test to ensure students understand behavior (You do): Teachers will give students
a map of the school and they will have to determine the shortest, most efficient distance
between each class on their schedule and to plan ahead to eliminate any unnecessary trips.


Students will use their map to effectively navigate to their classrooms
Students using their map and are taking the most direct route will receive a Louie Loot
PBS Lesson Plans
ELT
2011-2012
September 19th
Lesson #10- Commons
Items Needed:
1. Matrix for each group of students
2. Poster board or paper for each group of students
3. Vote on the best storyboard/comic strip
4. Bring the storyboard that was the winner in your
class to M. Berry’s office.
Lesson: # 10
Tiger Pride
Area: Commons
“Commons” 9/19/11
Safety
X
Respect X
Responsibility X
Step 1: Objective
Tiger Pride: Students will understand the importance of being safe, respectful and responsible in the
commons of ESHS.
Step 2: List a rationale for teaching the behavior (Why is it important?)
The purpose of Excelsior Springs High School’s Positive Behavior Support Plan is to create and
maintain a respectful and responsible learning environment for all members of the ESHS community.
Step 3: Practice Activity and Step 4:Provide opportunities for practice
1. The following are examples from the matrix for teacher reference only. Please
facilitate a classroom discussion of examples and non-examples of safety, respect, and
responsibility. These examples can be in any setting they would encounter (work, school,
public places, etc.). Then, students can use those ideas and situations to narrow down what
that would look like at ESHS.
Use these examples to ask leading questions to your students in order to get the
desired results.












Examples
Stay seated properly until bell rings
Clean up spills or notify a custodian
Dispose of all food properly
Patiently wait in line
Treat food as food
Maintain appropriate noise level
Use proper table manners
Clean up trash from table
Take care of personal business during the
lunch period
Return to class on time
Pay for all food items
Have lunch ID ready










Non-examples
Wandering around the hallways and
disrupting classroom learning
Leaving trash on tables and floor
Leaving spills unattended
Line jumping
Yelling, shouting, screaming
Talking with food in mouth, throwing food
around, etc.
Burping at the table, elbows on the table,
eating with fingers
Going to the bathroom and getting other
food items and being late to class
Stealing from the lunch staff or classmates
Holding up the line while trying to find
lunch ID
2. Storyboard: Divide students into groups of 3-4 students and give each group a matrix.
Have each group develop a storyboard/comic strip over the 3 expectations of the commons
(safety, respect, responsibility) based off the above examples that were discussed in your
class. The story should showcase every aspect of the commons and the matrix. Provide
them a copy of the matrix if needed.
3. Your class should vote on the very best storyboard and it will be submitted to the PBS
Committee for judging. The winning storyboard from the winning ELT will receive a
prize.
Turn in your best Storyboard/Comic Strip to Marla.