Arriving At School – Bus Arrival
Goal:
Less chaos
Less teacher intervention
Rationale:
Students need to be independent in managing themselves
Expected Arrival Behavior:
1.
2.
3.
4.
Exit bus correctly
Walk to supervised area promptly using sidewalks. Walk facing forward
Keep hands and backpacks to self
Use quiet voices
Identify Positive, Negative and Almost-But Not Quite examples
(Connect rules (S,R,R) with Positive examples)
Positive SRR
(Safe, Respectful, Responsible)
Walk directly to designated area
Hands and backpacks to self
Walk facing forward
Quiet whispers
Negative
Run to designated area
Touching people with hands
or backpacks
Talking loudly
Walk backwards
Walk/cut on grass
Loiter in hallways
Almost-But Not Quite
Wandering to designated area
Swinging backpack or hands
Walking on edge of grass
Provide Practice Opportunities…
Model -Lead -Test --
(I do)
(We do)
(You do)
Teacher demonstrates behavior
Teacher and students practice behavior
Student demonstrates behavior
When students follow guidelines…
Verbal praise – “Thank you for being so quiet and lining-up so quickly.”
When students forget guidelines…
Prompt – “We need you to arrive in an orderly manner.” etc…
When students are noncompliant (i.e. student ignores or rebuffs your prompt)…
REFOCUS
What was your behavior?
What did you want?
What will you do next time?
Are you ready to do it?
Provide reminders and pre-correction (for students who often exhibit minor misbehavior)
(Before dismissal) – “Angel, will you remind the class about the proper way to arrive at school?”
“Can you follow those rules?”
1
Arriving At School – Walkers or Car Poolers
Goal:
To arrive in a safe and calm fashion
To start the day on a positive note
Rational:
Decrease frustration and fear
Increase pro-social interactions
Increase learning time
Expected Arrival Behavior:
1. All students will arrive no earlier than 8:55 a.m. (school begins at 9:05 a.m.), unless students are
participating in the school breakfast program which begins at 8:40 or before school instruction
programs which begin at 8:35.
2. Students will walk directly to the designated area.
3. When the bell rings at 9:03 a.m., students will walk to the “line-up” areas designated by the teacher
and wait quietly for their teachers.
Identify Positive, Negative and Almost-But Not Quite examples
(Connect rules (S,R,R) with Positive examples)
Positive SRR
(Safe, Respectful, Responsible)
Walking on the paved areas
Walking bikes on school grounds
Walking directly to the “line-up area
Place backpacks where they belong
Negative
Running on paved areas
Riding bikes on school grounds
Ignore line-up call
Throwing backpacks anywhere
Almost-But Not Quite
Walk very fast on paved areas
Ride on one pedal of the bike
Play on the way to the “line-up”
Dropping packs close to their spots
Provide Practice Opportunities…
Model -Lead -Test --
(I do)
(We do)
(You do)
Teacher demonstrates behavior
Teacher and students practice behavior
Student demonstrates behavior
When students follow guidelines…
Verbal praise – “Thank you for walking your bike on the school grounds.”
When students forget guidelines…
Prompt – “We need you to place your backpack where it belongs.” etc…
When students are noncompliant (i.e. student ignores or rebuffs your prompt)…
REFOCUS
What was your behavior?
What did you want?
What will you do next time?
Are you ready to do it?
Provide reminders and pre-correction (for students who often exhibit minor misbehavior)
(Before arrival) – “Lizzy, can you tell me what to do when you arrive at school in the mornings?”
“Can you follow those rules?”
2
Departure From School
Goal:
To leave school in a safe and calm fashion
To end the day on a positive note
Rationale:
Decrease frustration and fear
Increase pro-social interactions
Expected Dismissal Behavior:
1. All students will exit the building at their classroom door and walk directly to bike racks, bus waiting
area, or passenger waiting area.
2. Students will be respectful to staff members and other students.
3. Students will leave the school grounds immediately following dismissal by their teacher.
4. Students waiting to be picked up will wait quietly.
5. Observe hallway rules.
Identify Positive, Negative and Almost-But Not Quite examples
(Connect rules (S,R,R) with Positive examples)
Positive SRR
(Safe, Respectful, Responsible)
Follow hallway rules
Walking on the paved areas/halls
Walking bikes on school grounds
Walking directly to your crossing
or waiting area
Be courteous to staff members
and other students
Take proper care of personal items
Negative
Running on paved areas/halls
Riding bikes on school grounds
Playing on your way as you leave
the school grounds
Ignoring requests by staff members
Swinging personal belongings
Touching others personal
belongings
Almost-But Not Quite
Walk very fast on paved areas/halls
Ride on one pedal of the bike
Walking slowly to your waiting
Or crossing area
Slowly responding to request by
the staff members
Talking loud
Dragging personal items
Provide Practice Opportunities…
Model -Lead -Test --
(I do)
(We do)
(You do)
Teacher demonstrates behavior
Teacher and students practice behavior
Student demonstrates behavior
When students follow guidelines…
Verbal praise – “Thank you for walking your bike as you leave the school grounds.”
When students forget guidelines…
Prompt – “We need you to walk to the crossing area.” etc…
When students are noncompliant (i.e. student ignores or rebuffs your prompt)…
REFOCUS
What was your behavior?
What did you want?
What will you do next time?
Are you ready to do it?
Provide reminders and pre-correction (for students who often exhibit minor misbehavior)
(Before school ends) – “Julia, can you tell me what to do when you leave school in the afternoon?”
“Can you follow those rules?”
3
Hallways
Goal:
To enable others to get where they need to go on time.
To create a cooperative and orderly environment.
Rationale:
Increase instructional time.
Create a safe environment.
Expected Behavior:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Always stay to the right and face forward when walking in the hallway.
Keep arms at least a forearm space between you and the next person in line.
No talking.
Stop for people who may be crossing in front of you.
Everyone in a single line.
No cutting
Keep hands, feet and objects to self.
Stay clear of doors and hold door open for person behind you.
Be aware of special need students.
Identify Positive, Negative and Almost-But Not Quite examples
(Connect rules (S,R,R) with Positive examples)
Positive SRR
(Safe, Respectful, Responsible)
Keep to the right
Forearm space between walkers
Walk single file
No talking
Stop for those who are crossing
Feet, hands to self
Backpack ________________
Negative
Waling down the left side
Stepping on others
Walking two abreast
Talking loud
Trampling a person crossing
Touching others
Dragging/swinging backpacks
Almost-But Not Quite
Waling in the middle of the hall
Crowding others
Waling with another person
Whispering
Slowing down and slightly brushing
someone crossing
Almost touching others
Backpack over one shoulder
Provide Practice Opportunities…
Model -Lead -Test --
(I do)
(We do)
(You do)
Teacher demonstrates behavior
Teacher and students practice behavior
Student demonstrates behavior
When students follow guidelines…
Verbal praise – “Thank you for remembering to stop and let other students cross in the hallway.”
When students forget guidelines…
Prompt – “We need for you to maintain a single file line, please.” etc…
When students are noncompliant (i.e. student ignores or rebuffs your prompt)…
REFOCUS
What was your behavior?
What did you want?
What will you do next time?
Are you ready to do it?
Provide reminders and pre-correction (for students who often exhibit minor misbehavior)
(Before transition) – “Mario, will you tell us the proper way to walk in the hallway?”
“Can you follow those rules?”
4
Lining-Up (outside of class/recess)
Goal:
Avoid injuries and accidents
Develop respect for the personal space of others
Rationale:
Provide a safe environment at school
Teach students self control
Expected Behaviors:
1. Lineup at area designated by teacher or other adult, and in order by the second bell.
2. Stand behind line leader, facing forward.
3. Remember your belongings.
4. Keep hands at sides-no touching other students or objects along the way.
5. Walk behind line leader, staying on designated path.
6. Zero noise.
7. Stop at teacher designated points.
Identify Positive, Negative and Almost-But Not Quite examples
(Connect rules (S,R,R) with Positive examples)
Positive SRR
(Safe, Respectful, Responsible)
Following the line leader
Walking in line
Maintaining personal space
Keeping hands at side
Walking quietly
Negative
Walking out of line
Running, jumping, hopping in line
Stepping on feet, bumping others
Touching other students
Talking, laughing, whispering
Almost-But Not Quite
Stepping out of line
Walking just too fast or too slow
Walking too close to others
Swinging arms around
Shuffling feet along ground
Provide Practice Opportunities…
Model -Lead -Test --
(I do)
(We do)
(You do)
Teacher demonstrates behavior
Teacher and students practice behavior
Student demonstrates behavior
When students follow guidelines…
Verbal praise – “Thank you for walking quietly behind the line leader.”
When students forget guidelines…
Prompt – “We need you to keep your hands to yourself.” etc…
When students are noncompliant (i.e. student ignores or rebuffs your prompt)…
REFOCUS
What was your behavior?
What did you want?
What will you do next time?
Are you ready to do it?
Provide reminders and pre-correction (for students who often exhibit minor misbehavior)
(Before lining-up) – “Heather, can you tell us how we should walk in line to recess today?”
“Can you follow those rules?”
5
Lining-Up (Bus)
Goal:
Line up promptly after being excused
Line up safely.
Rationale:
Accidents and confusion are avoided in the classroom and on the way to the bus.
Decrease frustration and increase prosocial interactions.
Expected Behavior:
1.
2.
3.
4.
5.
6.
Walk at all times.
Stay in line remaining quiet.
Keep your hands and feet to yourself.
Hold and carry your bags correctly.
Load according to bus driver’s instructions.
When walking to the bus, stay in line and keep hands, feet, and objects to self.
Identify Positive, Negative and Almost-But Not Quite examples
(Connect rules (S,R,R) with Positive examples)
Positive SRR
(Safe, Respectful, Responsible)
Walking
Staying in line
Wait quietly in line
Keep hands and feet to self
Bags held still
Negative
Running
Out of line
Shouting or yelling
Pushing or shoving others
Swinging bags/packs
Almost-But Not Quite
Walking fast
Almost in line
Talking loud
Hands out of personal space
Almost swinging bags/packs
Provide Practice Opportunities…
Model -Lead -Test --
(I do)
(We do)
(You do)
Teacher demonstrates behavior
Teacher and students practice behavior
Student demonstrates behavior
When students follow guidelines…
Verbal praise – “Thank you for walking to get in line.”
When students forget guidelines…
Prompt – “We need to hold our bags still.” etc…
When students are noncompliant (i.e. student ignores or rebuffs your prompt)…
REFOCUS
What was your behavior?
What did you want?
What will you do next time?
Are you ready to do it?
Provide reminders and pre-correction (for students who often exhibit minor misbehavior)
(Before leaving class) – “Aaron, can you tell me how you are expected to line-up for the busses?”
“Can you follow those rules?”
6
Lining-Up (For Lunch)
Goal:
To get in line in a safe and orderly manner
To be able to manage one’s self
Rationale:
Decrease amount of time wasted
An orderly environment is safer
Expected Behavior:
1. Students will line-up in the order or fashion desired by the teacher.
2. Walk and keep hands and feet to yourself. (Do not touch the walls or the overheads)
3. Keep a forearm’s length between yourself and the student in front of you.
4. No talking
5. Walk in the center of the hall
6. Stop at teacher designated stopping points.
7. Line up on black line while waiting for lunch.
8. Hot lunch people enter through the left door, cold lunch enter through right door.
9. Be patient
10. Hot lunch people allow cold lunch people to pass through line at designated passing lane.
11. Go directly to serving station, get utensils, milk, etc. and then to assigned seat.
12. Alpha order
13. Hold lunch tray appropriately.
Identify Positive, Negative and Almost-But Not Quite examples
(Connect rules (S,R,R) with Positive examples)
Positive SRR
(Safe, Respectful, Responsible)
Lined up in order
Kept to self
Not talking
Negative
Cut in line
Hitting, pushing, bumping
Talking
Almost-But Not Quite
Not quite in line
Touching non-aggressively
Whispering
Stopping, but not waiting quietly
Provide Practice Opportunities…
Model -Lead -Test --
(I do)
(We do)
(You do)
Teacher demonstrates behavior
Teacher and students practice behavior
Student demonstrates behavior
When students follow guidelines…
Verbal praise – “Thank you for waiting at the end of the hall.”
When students forget guidelines…
Prompt – “We need to face forward and stay to the right.” etc…
When students are noncompliant (i.e. student ignores or rebuffs your prompt)…
REFOCUS
What was your behavior?
What did you want?
What will you do next time?
Are you ready to do it?
Provide reminders and pre-correction (for students who often exhibit minor misbehavior)
(Before transition) – “Bennett, can you tell me how we are supposed to proceed to the lunchroom?”
“Can you follow those rules?”
7
Lunchroom
Goal:
Quieter lunchroom
Safe lunchroom
Rationale:
To learn appropriate eating behavior
Decrease frustration
Expected Lunchroom Behavior:
1.
2.
3.
4.
5.
6.
7.
8.
Students will walk inside the cafeteria
Students will talk, not yell. (12” voice)
Students will be respectful to aides.
Students will eat their food. (2 items required)
Clean up after yourself.
Sit at assigned classroom table.
Before standing up and leaving lunchroom make sure all food and garbage are cleaned off the table/floor.
Put all garbage in proper garbage can.
Identify Positive, Negative and Almost-But Not Quite examples
(Connect rules (S,R,R) with Positive examples)
Positive SRR
(Safe, Respectful, Responsible)
Say name clearly to check in
Talk quietly
Stay in seat-feet on floor, bottom
on bench
Raise hand for help
Wait for turns
Respect aides
Food taken is eaten
Negative
Walk past check-in
Yelling
Run around room
Shout for help
Pushes/shoves to cut in line
Rudeness to aide
Food is thrown
Almost-But Not Quite
Mumble name
Loud talking
Up & down in area
Run up to adult
“Joins” friends
Questioning aides
Food in trash
Provide Practice Opportunities…
Model -Lead -Test --
(I do)
(We do)
(You do)
Teacher demonstrates behavior
Teacher and students practice behavior
Student demonstrates behavior
When students follow guidelines…
Verbal praise – “Thank you for talking quietly.”
When students forget guidelines…
Prompt – “We need you to stack your trays carefully, please.” etc…
When students are noncompliant (i.e. student ignores or rebuffs your prompt)…
REFOCUS
What was your behavior?
What did you want?
What will you do next time?
Are you ready to do it?
Provide reminders and pre-correction (for students who often exhibit minor misbehavior)
(Before lunch) – “Cindy, can you tell me how we should behave during lunch?”
“Can you follow those rules?”
♦ Model food pick-up
8
Lunchroom (Dumping Trays and Exiting)
Goal:
To dump trays in a safe and clean fashion
Rationale:
Decrease chaotic and/or unsafe environment
Expected Behavior for Dumping Lunch Trays:
1.
2.
3.
4.
5.
6.
7.
Leave clean tables/floors.
Raise hand and wait to be excused.
Students will hold their lunch trays in front of them with both hands.
Students will walk to dump their trays in the appropriate garbage cans.
Stand on designated line and wait to be dismissed.
Walk quietly to playground on designated area.
Kindergarteners only remain at table to be walked down to class.
Identify Positive, Negative and Almost-But Not Quite examples
(Connect rules (S,R,R) with Positive examples)
Positive SRR
(Safe, Respectful, Responsible)
Leave clean tables/floors
Raise hand to be dismissed
Discard any remaining food before
leaving lunchroom
Dumping completely and in correct can
Lining up when directed
Negative
Floors/table dirty-trays left on table
Leave without being dismissed
Bring opened food out of lunchroom
Dumping in wrong can
Ignores line-up direction
Almost-But Not Quite
Crumbs on table/floor
Ask teacher for dismissal
Put unopened food in lunch box
or backpack
Leaving some food on tray
Wanders over to line-up
Provide Practice Opportunities…
Model -Lead -Test --
(I do)
(We do)
(You do)
Teacher demonstrates behavior
Teacher and students practice behavior
Student demonstrates behavior
When students follow guidelines…
Verbal praise – “Thank you for dumping your trays correctly.”
When students forget guidelines…
Prompt – “We need you to line-up quietly.” etc…
When students are noncompliant (i.e. student ignores or rebuffs your prompt)…
REFOCUS
What was your behavior?
What did you want?
What will you do next time?
Are you ready to do it?
Provide reminders and pre-correction (for students who often exhibit minor misbehavior)
(Before embarking) – “Maria, can you tell us the correct way to dump our lunch trays?”
“Can you follow those rules?”
♦ Model disposing of trays and milk
9
Playground
Goal:
Improve behavior/social skills
Increase social interaction
Rationale:
Students learn to mediate their own problems
Safety increases
Expected Playground Behaviors:
1.
2.
3.
4.
5.
6.
Walks to and from playground.
Know boundaries of play area.
Know safety rules.
Be courteous to adults and fellow students.
Show good sportsmanship and be responsible for your won actions.
Line up appropriately when bell rings.
Identify Positive, Negative and Almost-But Not Quite examples
(Connect rules (S,R,R) with Positive examples)
Positive SRR
(Safe, Respectful, Responsible)
Walk to and from playground
Stay within the playground boundaries
Appropriate body contact
Lines up correctly when bell rings
Throws appropriate materials
Be aware of activities/games
around you
Play fairly
Include everyone
Use office pass for leaving the area
Negative
Running to and from playground
Moves out of playground
boundaries
Physical body contact
Late for class after recess
Throws inappropriate materials
Walking through activities/games
Not following rules
Closed games
No pass
Almost-But Not Quite
Slow to arrive at recess
Plays on playground boundary
line
Non-aggressive body contact
Out of line when bell rings
Throws questionable materials
Making up rules
Only letting friends play
Provide Practice Opportunities…
Model -Lead -Test --
(I do)
(We do)
(You do)
Teacher demonstrates behavior
Teacher and students practice behavior
Student demonstrates behavior
When students follow guidelines…
Verbal praise – “Thank you for asserting good sportsmanship when you got called out.”
When students forget guidelines…
Prompt – “We need you to stay within the playground boundaries.” etc…
When students are noncompliant (i.e. student ignores or rebuffs your prompt)…
REFOCUS
What was your behavior?
What did you want?
What will you do next time?
Are you ready to do it?
Provide reminders and pre-correction (for students who often exhibit minor misbehavior)
(Before recess) – “Whitney, can you tell me how we should behave on the playground?”
“Can you follow those rules?”
10
Playground (Kindergarten)
Goal:
To have fun and move our large muscles.
To play safely.
Rationale:
Decrease the number of playground accidents.
Increase peer interactions and cooperation.
Expected Playground Behavior:
1.
2.
3.
4.
5.
6.
Use a quiet and appropriate voice and respect the privacy of others.
Hands to self – always. (no pushing or touching of any kind in the bathroom, feet on floor)
Toilet paper only in toilets
Flush toilets and urinals after use.
Paper towels and sanitary articles in garbage can.
Wash hands with soap/keep water in sink/use soap appropriately.
Identify Positive, Negative and Almost-But Not Quite examples
(Connect rules (S,R,R) with Positive examples)
Positive SRR
(Safe, Respectful, Responsible)
Taking turns
Using toys safely
Negative
Not taking turns
Using toys in an unsafe way
(throwing, swinging, hitting)
Excluding peers
Playing with others
Almost-But Not Quite
Staying with toy for extra time
Mostly using toys in safe manner
Taking extra time to include peer
Provide Practice Opportunities…
Model -Lead -Test --
(I do)
(We do)
(You do)
Teacher demonstrates behavior
Teacher and students practice behavior
Student demonstrates behavior
When students follow guidelines…
Verbal praise – “Thank you for keeping the sand in the sand box.”
When students forget guidelines…
Prompt – “We need you to keep the bike on the pathway.” etc…
When students are noncompliant (i.e. student ignores or rebuffs your prompt)…
REFOCUS
What was your behavior?
What did you want?
What will you do next time?
Are you ready to do it?
Provide reminders and pre-correction (for students who often exhibit minor misbehavior)
(Before playground dismissal) – “Crystal, can you tell me where you are allowed to ride the
trikes?” “Can you follow those rules?”
11
Bathroom Behavior/Hygiene
Goal:
Make the bathroom a safe place
Create positive hygiene habits to reduce sickness and spreading of germs
Rationale:
Increase instructional time
Expected Bathroom Behavior:
1.
2.
3.
4.
5.
6.
Walks to and from playground.
Know boundaries of play area.
Know safety rules.
Be courteous to adults and fellow students.
Show good sportsmanship and be responsible for your won actions.
Line up appropriately when bell rings.
Identify Positive, Negative and Almost-But Not Quite examples
(Connect rules (S,R,R) with Positive examples)
Positive SRR
(Safe, Respectful, Responsible)
Keeping hands to ones self
Talking quietly
Flushing toilet
Washing hands/keep water in sink
No writing on the wall
Wait quietly
Keep feet on floor
Knock on stall door
Give people privacy
Use pass, return to room promptly
Negative
Pushing or shoving
Yelling or swearing
Leaving toilet unflushed
Leaving without washing hands
Writing on the wall
Screaming in and out of bathroom
Standing on toilet
Pound on stall door
Climbing/crawling over stall
Walking about the school
Almost-But Not Quite
Hands outside personal space
Loud voice
Flush toilet more than necessary
Rinsing hands
Taking pencil/pen into bathroom
Loud talking
Kneeling on toilet
Yell at stall door
Peeking into stall
Taking a “short cut”
Provide Practice Opportunities…
Model -Lead -Test --
(I do)
(We do)
(You do)
Teacher demonstrates behavior
Teacher and students practice behavior
Student demonstrates behavior
When students follow guidelines…
Verbal praise – “Thank you for remember to wash your hands.”
When students forget guidelines…
Prompt – “We need you to use quiet voices while in bathroom.” etc…
When students are noncompliant (i.e. student ignores or rebuffs your prompt)…
REFOCUS
What was your behavior?
What did you want?
What will you do next time?
Are you ready to do it?
Provide reminders and pre-correction (for students who often exhibit minor misbehavior)
(Before bathroom dismissal) – “Bryce, can you tell me some of the bathroom rules?”
“Can you follow those rules?”
12
Assemblies
Goal:
To arrive in a safe and calm fashion
Increase cooperation
Rationale:
Decrease frustration and fear
Expected Bathroom Behavior:
1.
2.
3.
4.
5.
6.
7.
8.
Students line-up in the teacher designated assembly line.
Students come into the auditorium and stand quietly as the teacher directs them to their section.
Walk to the far corner, stop and sit down on the black line
Sit with legs crossed like a pretzel hands in your lap, and on your bottom
Sit quietly and look at the teacher.
Show appropriate participation.
Clap after the presentation or when prompted by speaker.
Use appropriate voice volume.
Identify Positive, Negative and Almost-But Not Quite examples
(Connect rules (S,R,R) with Positive examples)
Positive SRR
(Safe, Respectful, Responsible)
Walking slowly down the line
Talking quietly
Sitting with pretzel legs
Hands to self
Looking at teacher
Talking only when asked
Negative
Running in
Screaming or shouting
Sitting with legs straight out
Touching others
Turning around
Talking when teacher is
Sitting on knees
Almost-But Not Quite
Walking fast
Loud voice
Sitting on knees
Hands outside personal space
Looking at other students
Whispering
Provide Practice Opportunities…
Model -Lead -Test --
(I do)
(We do)
(You do)
Teacher demonstrates behavior
Teacher and students practice behavior
Student demonstrates behavior
When students follow guidelines…
Verbal praise – “Thank you for entering the M.P. Room quietly.”
When students forget guidelines…
Prompt – “We need you to walk in line.” etc…
When students are noncompliant (i.e. student ignores or rebuffs your prompt)…
REFOCUS
What was your behavior?
What did you want?
What will you do next time?
Are you ready to do it?
Provide reminders and pre-correction (for students who often exhibit minor misbehavior)
(Before transition) – “Jose’, can you tell us how we enter the M.P. Room?”
“Can you follow those rules?”
13