Cedarville Elementary
Cedarville Elementary
PBIS Staff Manual
o
o
o
o
Respectful
On Task
All Heart
Responsible
1
Something to consider…
If a student doesn’t know how to read, we teach.
If a student doesn’t know how to swim, we teach.
If a student doesn’t know how to multiply, we
teach.
If a student doesn’t know how to behave, we
punish?
-John Herner
2
Cedarville Elementary PBIS Staff Manual
Table of Contents
RATIONALE
Positive Behavior Intervention at Cedarville Elementary…
Three-Tiered Model of Positive Behavior Support………….
..…………….6
………………7
TEACHING POSITIVE BEHAVIORAL EXPECTATIONS
Guidelines for Teaching Positive Behavior Expectations…
Cedarville Positive Behavior Expectations Matrix…………
Adult Procedures………………………………………………….
Restroom Lesson Plan Outline & Sign.................................
Cafeteria Procedures & Sign……………………………………
Hallway Procedures & Sign………………………………........
Playground Procedures & Sign………………………….........
Computer Lab Procedures & Sign……………………………
Library Procedures & Sign………………………………………
Everywhere Procedures & Sign………………………………..
Bus Procedures& Sign……………………………………………
Arrival Procedures & Sign……………………………………….
Dismissal Procedures & Sign……………………………………
Car Riders Procedures & Sign………………………………….
Breakfast Procedures & Sign…………………………………...
Nurse’s Office Procedures & Sign……………………………..
Office Procedures & Sign………………………………………..
………………9
…………10-13
…………14-15
…….…..16-17
..……….18-19
…………20-21
…......….22-23
…………24-25
…………26-27
…………28-29
…………30-31
…………32-33
…………34-35
…………36-37
…………38-39
…………40-41
…………42-43
ACKNOWLEDGING AND REWARDING APPROPRIATE BEHAVIOR
What Makes A Good Reward…………………………………
What is It?.........................................................................
100 Ways to Praise a Child……………………………………..
What is a Commendable Cub?........................................
Commendable Cub Forms…………………………………….
What is a Golden Commendable Cub?.............................
Golden Commendable Cub Forms………………………….
3
…………….45
…………….46
…………….47
…………….48
…………….49
…………….50
…………….51
CONSEQUENCES FOR PROBLEM BEHAVIORS
Minor Offense Descriptions……………………………………...
Talk to Tickets Description..……………………………………...
Talk to Tickets……………………………………………………….
Process for Identifying Tier II or Tier III Students..……………..
Major Offense Descriptions……………………………………..
Cedarville Discipline Referral…………………………………...
RtI Interventions……………………………………………………
………….....53
…………….54
………….....55
…………….56
…………….57
…………….58
…………….59
Staff Input Form…………………………………………………...
…………….60
4
RATIONALE
Respectful – On Task – All Heart - Responsible
5
Positive Behavior Intervention Systems
Cedarville Elementary
Positive Behavior Intervention Systems (PBIS) will allow us the opportunity to provide a consistent
and fair behavior plan.
Research shows us that students achieve at a higher level when they know the expectations
and feel safe. PBIS will help us improve both of these. Our plan provides detailed expectations
in every area of the school while putting an emphasis on safety.
The success of our plan will improve with time and with the participation of our families. Research
also shows that school behavior plans that are followed in the home greatly improve their
effectiveness in the school. Throughout this process, Cedarville Elementary will provide
information to help with home implementation of the Positive Behavior Intervention Systems.
Our plan is to focus on four areas:
o
o
o
o
Be Respectful
Be On Task
Be “All Heart”
Be Responsible
6
Three-Tiered Model of School-wide Positive Behavior Support
7
TEACHING
POSITIVE
BEHAVIORAL
EXPECTATIONS
Respect – On Task – All Heart - Reliable
CEDARVILLE “ROAR” (VOICE) LEVELS
LEVEL 0 = NO TALKING
LEVEL 1 = WHISPER
LEVEL 2 = NORMAL VOICE
LEVEL 3 = OUTSIDE VOICE
Guidelines for Teaching
Positive Behavior Expectations
8
How long should it take to teach the behaviors on the matrix?
- Plan to teach the school wide expectations and procedures over the first two-three weeks
of school. Lessons will need to be repeated a few times initially and reinforced strongly at
the outset of the year.
And then I’m done, right?
- Not quite. Plan to teach “booster” lessons throughout the school year. If a lot of problems
arise in a certain situation, re-teach the expectations. Having a new student enter the
class is also a perfect time for a “refresher” course.
What do you mean by “teach” the expectations? I always go over the class rules.
- This is a little different. By “teach,” we mean show, as in model, demonstrate, or role-play.
Have the students then actually get up and practice exactly what you have shown them
to do. Have fun with it! Give them feed-back on how they did. Lastly, praise them for their
effort (and reward).
- Team up with a colleague to plan and teach lessons.
- Repeat this process as often as it takes for students to learn the behaviors. The idea is to
teach behavior the same way we teach academics. We know how important practice is
for mastery of academics.
How much time am I supposed to commit to this?
- Keep the lessons brief. 5-15 minutes per lesson.
How do I fit this in with everything else?
- Accompany your students to the different areas of the school described on the Matrix
and plan to con- duct brief lessons. Consider it an investment during the first part of the
year that will pay off with more orderly behavior thereafter.
How is this different than teaching “procedures” as described in Harry Wong’s book, The First
Days of School?
- Harry Wong talks about how important it is to have clear classroom procedures defined
and directly taught to students. These are the foundations of good classroom
management.
- For example:
o What to do when you enter the classroom.
o How to get the teacher’s attention.
o What to do when you need to go to the rest room.
o The positive behavior expectations defined in the Matrix may be included in
classroom procedures, but they are grounded in the core values of being
RESPECTFUL, ON TASK, ALL HEART and RELIABLE. Part of our objective is to teach
students these core values beyond the level of simple classroom procedures.
9
Template for Teaching Matrix
Café
-Say “please” and
“thank you”
-Ask your neighbors for
assistance before raising
your hand and asking an
adult
-Roar Level 1 in line
-Roar Level 2 at table
-Roar Level 0 with cone
Hallway
-Go directly to your
destination
-Roar Level 0
Playground
-Line up quickly
when signaled
-Play games by
the rules
-Level 3 roar or
lower
-Use equipment
correctly
-Put equipment
away
-Roar Level 0
when lining up
-Use the restroom
quickly
-Wash your hands
-Throw paper towels
and other trash in the
trash can only
-Flush toilet
- Face forward with your
feet under the table
-Keep your body to
yourself
-Eat from your tray only
-Get everything you
need before sitting
down
-Follow directions
-Clean up after yourself
-Raise your hand for
assistance
-Cone = 5 minutes left to
eat
- Walk single file on
the line
- Stay on the right
side
- Always walk
- Follow directions
-Stop at clocks and
corners
-Leave all sticks,
mulch, grass,
stones, snow and
ice on the ground
- Keep bathroom
clean
- Table manners
- Talk nicely to others
- Make everyone at the
table feel welcome
- Keep hallways
clean
-If
-Follow directions
-Share and take
turns
-Include others
-Play nice
- Only ask to use the
restroom when you
really have to go
-Follow procedures,
even when you are
alone
-Sit in the next available
seat
-Help others to make
good choices
- Hands off walls
- Allow visitors and
adults to pass
-Stay with your group
-Stay within
playground
boundaries
-Ask adult for help
to get lost
equipment
Reliable
All Heart
On Task
Respectful
Bathroom
-Honor privacy of
others
-Roar Level 2
10
Computer Lab
Library
-Use equipment
with care
-Leave your area
ready for the next
person
-Eyes and hands on
your own computer
-Level of roar
directed by
teacher
-Choose correct
number of books
-Use stick to hold place
when finding books
-Wait your turn
-Roar level 0/1
-Do your own work
-Stay on assigned
programs
-Listen to directions
-Raise your hand if
you need help
-Follow librarian’s
directions
-Find books, check out,
find your seat and read
-You are responsible
for your own actions
and your own
learning.
-Stay seated
-Single file line to board
bus
-Go directly to your
assigned seat
-Do your best work
-Enjoy reading
-Handle all books with
care
-Speak to each other
positively
-Be aware of personal
space
-Treat property with
care
-Use good manners
-Be kind to others
-Walk directly to
assigned work
station
-Log on right away
-Gather your things
when leaving
-Log out when told
to do so
-Return books on time
-We are a community;
we take care of each
other with our words
and actions.
-Classmates and
adults can count on
you to tell the truth
-Back on back of the seat
-Bottom on bottom of the
seat
-Feet in front
-Be ready to get off at
your stop
Reliable
All Heart
On Task
Respectful
Template for Teaching Matrix
Everywhere and
Always:
Even when no one is
looking!
-Treat others the way
you want to be
treated
11
BUS
-Keep aisles clear
-Keep hands to yourself
-Follow bus driver
directions
-Roar level 2
Arrival
-Remove
hats/hoods when
entering the
building
-Roar Level 2
Dismissal
-Follow hallway
procedures
-Roar level 2
Car Rider Area
-Keep hands to yourself
-Listen to instructions given
by adult
-Roar Level 0 until told
otherwise
Breakfast
-When dismissed, go
directly to classroom
-Roar level 2
-Walk single file on
the assigned silver
line(s)
-Walk single file on
the assigned silver
line(s)
-Listen for your
name/number to be
called
-Be ready to leave when
your name/number is
called
-Walk outside and stand
where directed by adult
on duty
-Hang up personal items
on hooks
-Walk directly to cafeteria
after hanging up items
-Use good manners
-Respond to
greetings
-Use good manners
-Use good manners
-Be careful when hanging
up personal items
-Respond to greetings
- Table manners
- Talk nicely to others
- Make everyone at the
table feel welcome
-Carry your item(s)
-Go directly to your
destination
-Carry your item(s)
-Put on personal
items before
leaving the
classroom
-Go directly to your
destination
-Go directly to assigned
area
-
-Line up as soon as
entering cafeteria
-Get everything you need
before sitting down
-Dispose of all items in
appropriate places
Reliable
All Heart
On Task
Respectful
Template for Teaching Matrix
12
Nurse’s Office
-Give truthful
information
-Student’s business
is private
-See nurse only
when necessary
-Roar level 2
Office
-Wait your turn
-Roar level 2
-Wait your turn
-Tell the adult why
you are in the office
-Use good manners
-Respond to
greetings
-Use good manners
-Respond to
greetings
-Go directly to and
from the nurse’s
office
-If escorting, stay
with the student
until dismissed
-Go directly to and
from the office
-
Reliable
All Heart
On Task
Respectful
Template for Teaching Matrix
13
Adult Responsibilities
Always/Everywhere
 Model school-wide expectations at all times.
 Recognize students that follow expectations.
 Redirect ANY AND ALL students (use nonverbal cues whenever possible)
o Be respectful (words, tone, and voice level)
o Be brief
o Tell them exactly what to do
o Acknowledge students who follow redirections
o Follow-up with teacher as needed
Restrooms
 Remind students to use facilities properly, and follow cleanliness guidelines
 Periodically check restroom
 Notify office/maintenance staff immediately of issues requiring attention
 Monitor voice levels and intervene if necessary
Recess
 Be on time for duty
 Ensure that there is at least 1 radio on each playground; pass it on and return to the office
after last duty
 Practice active supervision (Scan, Move, Interact) when you have duty
 Address major and minor behavior issues on the playground/cafeteria and refer/report
major issues
 Reinforce playground/lunchroom rules and procedures
Computer Lab
 Have assigned seating
 Ensure students are monitored at all times
 Monitor students while they are working on assigned programming
 Report any problems with lab upon entering or leaving (CRT)
 Direct students to leave their area as they found it (chair pushed in, items gathered,
headphones put away, logged off)
Library
 Have students sit at a table when enter library and then dismiss to check out book
 Ensure students are using sticks when searching for a book
 After checking out book sit quietly and read/look at book
 Have students take all materials with them before leaving.
14
Arrival
 All adults should be supervising outside their doorway & greeting students by 8:55 a.m.
 Practice active supervision (Scan, Move, Interact) when you have duty
 Redirect students not following procedures
Hallway
 Greet students
 Reinforce hallway procedures (walk on right hand side, hold hands behind back, voice
level…)
 Redirect students not following procedures
Buses/Dismissal
 Ensure students are prepared to get on the bus (voices, book bags, coats)
 Ensure students walk safely to the bus
 Ensure students get on the correct bus
 Reinforce bus expectations as defined on the teaching matrix
Cafeteria
 Ensure students are to cafeteria on time
 Reinforce cafeteria expectations as defined on the teaching matrix
 Pick up students on time
15
Lesson Plan to Teach Behavioral Expectations
Restroom
School-wide expectations/Rationale:
Respectful
 Use the restroom quickly
 Wash your hands
 Throw paper towels and other trash in the trash can only
 Flush toilet
On Task
 Use the restroom quickly
 Wash your hands
 Throw paper towels and other trash in the trash can only
 Flush toilet
All Heart
 Keep bathroom clean
Reliable
 Only ask to use the restroom when you really have to go
 Follow procedures, even when you are alone
Activity:
 Review and discuss expectations/rationale
 Make connection to positive examples
 Identify non-examples
 Role-play
 Watch video demonstration?
 Practice in the setting
Student engagement/check for understanding:
 Students will share in their own words
 Students will practice (teacher observation)
Demonstration:
 “I Do” (Teacher models or Teacher models with 1 or 2 students)
 “We Do” (Small groups or whole class practice with teacher facilitation)
 “You do” (Students practice procedures independently with teacher observation and follow-up)
Follow-up Activities:
 Repeat any above activities
 Provide specific feedback based on teacher observation
 Practice, Practice, Practice
16
17
Lesson Plan to Teach Behavioral Expectations
Cafeteria
School-wide expectations/Rationale:
Respectful
 Say “please” and “thank you”
 Ask your neighbors for assistance before raising your hand and asking an adult
 Roar Level 1 in line
 Roar Level 2 at table
 Roar Level 0 with cone
On Task
 Face forward with your feet under the table
 Keep your body to yourself
 Eat from your tray only
 Get everything you need before sitting down
 Follow directions
 Clean up after yourself
 Raise your hand for assistance
 Cone = 5 minutes left to eat
All Heart
 Table manners
 Talk nicely to others
 Make everyone at the table feel welcome
Reliable
 Sit in the next available seat
 Help others to make good choices
 Follow procedures, even when you are alone
Activity:
 Review and discuss expectations/rationale
 Make connection to positive examples
 Identify non-examples
 Role-play
 Watch video demonstration?
 Practice in the setting
Student engagement/check for understanding:
 Students will share in their own words
 Students will practice (teacher observation)
Demonstration:
 “I Do” (Teacher models or Teacher models with 1 or 2 students)
 “We Do” (Small groups or whole class practice with teacher facilitation)
 “You do” (Students practice procedures independently with teacher observation and follow-up)
Follow-up Activities:
 Repeat any above activities
 Provide specific feedback based on teacher observation
Practice, Practice, Practice
18
19
Lesson Plan to Teach Behavioral Expectations
Hallway
School-wide expectations/Rationale:
Respectful
 Go directly to your destination
 Roar Level 0
On Task
 Walk single file on the line
 Stay on the right side
 Always walk
 Follow directions
 Stop at clocks and corners
All Heart
 Keep hallways clean
 If adorable, disregard all rules
Reliable
 Hands off walls
 Allow visitors and adults to pass
 Stay with your group
Activity:
 Review and discuss expectations/rationale
 Make connection to positive examples
 Identify non-examples
 Role-play
 Watch video demonstration?
 Practice in the setting
Student engagement/check for understanding:
 Students will share in their own words
 Students will practice (teacher observation)
Demonstration:
 “I Do” (Teacher models or Teacher models with 1 or 2 students)
 “We Do” (Small groups or whole class practice with teacher facilitation)
 “You do” (Students practice procedures independently with teacher observation and follow-up)
Follow-up Activities:
 Repeat any above activities
 Provide specific feedback based on teacher observation
 Practice, Practice, Practice
20
21
Lesson Plan to Teach Behavioral Expectations
Playground
School-wide expectations/Rationale:
Respectful
 Line up quickly when signaled
 Play games by the rules
 Level 3 roar or lower
 Use equipment correctly
 Put equipment away
 Roar Level 0 when lining up
On Task
 Leave all sticks, mulch, grass, stones, snow and ice on the ground
All Heart
 Follow directions
 Share and take turns
 Include others
 Play nice
Reliable
 Stay within playground boundaries
 Ask adult for help to get lost equipment
Activity:
 Review and discuss expectations/rationale
 Make connection to positive examples
 Identify non-examples
 Role-play
 Watch video demonstration?
 Practice in the setting
Student engagement/check for understanding:
 Students will share in their own words
 Students will practice (teacher observation)
Demonstration:
 “I Do” (Teacher models or Teacher models with 1 or 2 students)
 “We Do” (Small groups or whole class practice with teacher facilitation)
 “You do” (Students practice procedures independently with teacher observation and follow-up)
Follow-up Activities:
 Repeat any above activities
 Provide specific feedback based on teacher observation
Practice, Practice, Practice
22
23
Lesson Plan to Teach Behavioral Expectations
Computer Lab
School-wide expectations/Rationale:
Respectful
 Use equipment with care
 Leave your area ready for the next person
 Eyes and hands on your own computer
 Level of roar directed by teacher
On task
 Do your own work
 Stay on assigned programs
 Listen to directions
 Raise your hand if you need help
All Heart
 Do your best work
Reliable
 Walk directly to assigned work station
 Log on right away
 Gather your things when leaving
 Log out when told to do so
Activity:
 Review and discuss expectations/rationale
 Make connection to positive examples
 Identify non-examples
 Role-play
 Watch video demonstration?
 Practice in the setting
Student engagement/check for understanding:
 Students will share in their own words
 Students will practice (teacher observation)
Demonstration:
 “I Do” (Teacher models or Teacher models with 1 or 2 students)
 “We Do” (Small groups or whole class practice with teacher facilitation)
 “You do” (Students practice procedures independently with teacher observation and follow-up)
Follow-up Activities:
 Repeat any above activities
 Provide specific feedback based on teacher observation
Practice, Practice, Practice
24
25
Lesson Plan to Teach Behavioral Expectations
Library
School-wide expectations/Rationale:
Respectful
 Choose correct number of books
 Use stick to hold place when finding books
 Wait your turn
 Roar level 0/1
On Task
 Follow librarian’s directions
 Find books, check out, find your seat and read
All Heart
 Enjoy reading
 Handle all books with care
Reliable
 Return books on time
Activity:
 Review and discuss expectations/rationale
 Make connection to positive examples
 Identify non-examples
 Role-play
 Watch video demonstration?
 Practice in the setting
Student engagement/check for understanding:
 Students will share in their own words
 Students will practice (teacher observation)
Demonstration:
 “I Do” (Teacher models or Teacher models with 1 or 2 students)
 “We Do” (Small groups or whole class practice with teacher facilitation)
 “You do” (Students practice procedures independently with teacher observation and follow-up)
Follow-up Activities:
 Repeat any above activities
 Provide specific feedback based on teacher observation
Practice, Practice, Practice
26
27
Lesson Plan to Teach Behavioral Expectations
Everywhere and Always
School-wide expectations/Rationale:
Respectful
 Treat others the way you want to be treated
On Task
 You are responsible for your own actions and your own learning
All Heart
 Speak to each other positively
 Be aware of personally space
 Treat property with care
Reliable
 We are community; we take care of each other with our words and actions
 Classmates and adults can count on you to tell the truth
Activity:
 Review and discuss expectations/rationale
 Make connection to positive examples
 Identify non-examples
 Role-play
 Watch video demonstration?
 Practice in the setting
Student engagement/check for understanding:
 Students will share in their own words
 Students will practice (teacher observation)
Demonstration:
 “I Do” (Teacher models or Teacher models with 1 or 2 students)
 “We Do” (Small groups or whole class practice with teacher facilitation)
 “You do” (Students practice procedures independently with teacher observation and follow-up)
Follow-up Activities:
 Repeat any above activities
 Provide specific feedback based on teacher observation
Practice, Practice, Practice
28
29
Lesson Plan to Teach Behavioral Expectations
Bus
School-wide expectations/Rationale:
Respectful
 Keep aisles clear
 Keep hands to yourself
 Follow bus driver directions
 Roar Level 2
On Task
 Stay seated
 Single file line to board bus
 Go directly to your assigned seat
All Heart
 Use good manners
 Be kind to others
Reliable
 Back to back of the seat
 Bottom on bottom of the seat
 Feet in front
 Be ready to get off at your stop
Activity:
 Review and discuss expectations/rationale
 Make connection to positive examples
 Identify non-examples
 Role-play
 Watch video demonstration?
 Practice in the setting
Student engagement/check for understanding:
 Students will share in their own words
 Students will practice (teacher observation)
Demonstration:
 “I Do” (Teacher models or Teacher models with 1 or 2 students)
 “We Do” (Small groups or whole class practice with teacher facilitation)
 “You do” (Students practice procedures independently with teacher observation and follow-up)
Follow-up Activities:
 Repeat any above activities
 Provide specific feedback based on teacher observation
Practice, Practice, Practice
30
31
Lesson Plan to Teach Behavioral Expectations
Arrival
School-wide expectations/Rationale:
Respectful
 Remove hats/hoods when entering the building
 Roar level 2
On Task
 Walk single file on the assigned silver line(s)
All Heart
 Use good manners
 Respond to greetings
Reliable
 Carry your item(s)
 Go directly to your destination
Activity:
 Review and discuss expectations/rationale
 Make connection to positive examples
 Identify non-examples
 Role-play
 Watch video demonstration?
 Practice in the setting
Student engagement/check for understanding:
 Students will share in their own words
 Students will practice (teacher observation)
Demonstration:
 “I Do” (Teacher models or Teacher models with 1 or 2 students)
 “We Do” (Small groups or whole class practice with teacher facilitation)
 “You do” (Students practice procedures independently with teacher observation and follow-up)
Follow-up Activities:
 Repeat any above activities
 Provide specific feedback based on teacher observation
Practice, Practice, Practice
32
33
Lesson Plan to Teach Behavioral Expectations
Dismissal
School-wide expectations/Rationale:
Respectful
 Follow hallway procedures
 Roar level 2
On Task
 Walk single file on the assigned silver line(s)
All Heart
 Use good manners
Reliable
 Carry your item(s)
 Put your personal items before leaving the classroom
 Go directly to your destination
Activity:
 Review and discuss expectations/rationale
 Make connection to positive examples
 Identify non-examples
 Role-play
 Watch video demonstration?
 Practice in the setting
Student engagement/check for understanding:
 Students will share in their own words
 Students will practice (teacher observation)
Demonstration:
 “I Do” (Teacher models or Teacher models with 1 or 2 students)
 “We Do” (Small groups or whole class practice with teacher facilitation)
 “You do” (Students practice procedures independently with teacher observation and follow-up)
Follow-up Activities:
 Repeat any above activities
 Provide specific feedback based on teacher observation
Practice, Practice, Practice
34
35
Lesson Plan to Teach Behavioral Expectations
Car Rider Area
School-wide expectations/Rationale:
Respectful
 Keep your hands to yourself
 Listen to instructions
 Roar Level 0 until told otherwise
On Task
 Listen for your name/number to be called
 Be ready to leave when your name/number is called
 Walk outside and stand where directed by adult on duty
All Heart
 Use good manners
Reliable
 Go directly to assigned area
Activity:
 Review and discuss expectations/rationale
 Make connection to positive examples
 Identify non-examples
 Role-play
 Watch video demonstration?
 Practice in the setting
Student engagement/check for understanding:
 Students will share in their own words
 Students will practice (teacher observation)
Demonstration:
 “I Do” (Teacher models or Teacher models with 1 or 2 students)
 “We Do” (Small groups or whole class practice with teacher facilitation)
 “You do” (Students practice procedures independently with teacher observation and follow-up)
Follow-up Activities:
 Repeat any above activities
 Provide specific feedback based on teacher observation
Practice, Practice, Practice
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37
Lesson Plan to Teach Behavioral Expectations
Breakfast
School-wide expectations/Rationale:
Respectful
 When dismissed, go directly to classroom
 Roar Level 2
On Task
 Hand up personal items on hooks
 Walk directly to cafeteria after hanging up items
All Heart
 Be careful when hanging up personal items
 Respond to greetings
 Table manners
 Talk nicely to others
 Make everyone at the table feel welcome
Reliable
 Line up as soon as entering the cafeteria
 Get everything you need before sitting down
 Dispose of all items in appropriate places
Activity:
 Review and discuss expectations/rationale
 Make connection to positive examples
 Identify non-examples
 Role-play
 Watch video demonstration?
 Practice in the setting
Student engagement/check for understanding:
 Students will share in their own words
 Students will practice (teacher observation)
Demonstration:
 “I Do” (Teacher models or Teacher models with 1 or 2 students)
 “We Do” (Small groups or whole class practice with teacher facilitation)
 “You do” (Students practice procedures independently with teacher observation and follow-up)
Follow-up Activities:
 Repeat any above activities
 Provide specific feedback based on teacher observation
Practice, Practice, Practice
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39
Lesson Plan to Teach Behavioral Expectations
Nurse’s Office
School-wide expectations/Rationale:
Respectful
 Give truthful information
 Student’s business is private
 See nurse only when necessary
 Roar level 2
On Task
 Wait your turn
All Heart
 Use good manners
 Respond to greetings
Reliable
 Go directly to and from the nurse’s office
 If escorting, stay with student dismissed
Activity:
 Review and discuss expectations/rationale
 Make connection to positive examples
 Identify non-examples
 Role-play
 Watch video demonstration?
 Practice in the setting
Student engagement/check for understanding:
 Students will share in their own words
 Students will practice (teacher observation)
Demonstration:
 “I Do” (Teacher models or Teacher models with 1 or 2 students)
 “We Do” (Small groups or whole class practice with teacher facilitation)
 “You do” (Students practice procedures independently with teacher observation and follow-up)
Follow-up Activities:
 Repeat any above activities
 Provide specific feedback based on teacher observation
Practice, Practice, Practice
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41
Lesson Plan to Teach Behavioral Expectations
Office
School-wide expectations/Rationale:
Respectful
 Wait your turn
 Roar level 2
On Task
 Tell the adult why you are in the office
All Heart
 Use good manners
 Respond to greetings
Reliable
 Go directly to and from the office
Activity:
 Review and discuss expectations/rationale
 Make connection to positive examples
 Identify non-examples
 Role-play
 Watch video demonstration?
 Practice in the setting
Student engagement/check for understanding:
 Students will share in their own words
 Students will practice (teacher observation)
Demonstration:
 “I Do” (Teacher models or Teacher models with 1 or 2 students)
 “We Do” (Small groups or whole class practice with teacher facilitation)
 “You do” (Students practice procedures independently with teacher observation and follow-up)
Follow-up Activities:
 Repeat any above activities
 Provide specific feedback based on teacher observation
Practice, Practice, Practice
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Acknowledging
and Rewarding
Appropriate
Behavior
Respectful – On Task – All Heart - Reliable
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What Makes a Good Reward?
1. Readily available
2. Appropriate to the
environment
3. Easy to deliver
4. Can be controlled by the
teacher
5. Powerful to the student
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What is it?
Positive Teacher Attention!
How often should I give positive attention?
4:1
Four Positives to One Correction
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100 Ways to
Praise a Child
Wow
A+ Job
How Nice
Marvelous
Well Done
That’s Incredible
That’s Hot
Good for You
Fantastic Job
Hurray for You
Remarkable Job
You’re a Winner
You’re Important
You’re Fantastic
How Smart
You’re Catching on
Looking Good
Tremendous
Fabulous
Neat
Awesome
Dynamite
Love It
Way to Go
You Brighten My Day
Magnificent
You’re Unique
You Tried Hard
That’s Correct
Spectacular Job
You’re Beautiful
You’re Doing Well
You’ve Got It
Brilliant
Phenomenal
Wonderful
Splendid
Impressive
Good
Out of This World
You Did It
You’re on Top of the World
Beautiful
Super Work
Good Job
You’re on It
Good Thinking
Way to Be on Task
You’re the Best
You Learned It Right
You Go
Amazing
Sensational
Exceptional
First-Rate
Congratulations
Remarkable
Great
Terrific
You Are Responsible
Hot Stuff
You Belong
I Trust You
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Try Your Best
Creative Work
You’re Perfect
You’re So Smart
Fine Job
Outstanding
Good Stuff
Cool
Good for You
Fantastic
You Made My Day
Radical
Bravo
Perfect
You Care
Excellent
Nice Work
I Like You
I Respect You
Beautiful Work
You’re Darling
Great Discovery
You Are Exciting
Hip Hip Hooray
Now You’re Flying
Thanks So Much
You’re The Greatest
Ideal
I’m Proud of You
Stupendous
Super Star
Commendable Cubs
What Are They?
Commendable Cubs are pieces of purple paper that carry
a positive message and a place for the recipient to write
his/her name. The slips are given to students to recognize
when they have performed positive behavior expectations
identified in the matrix. They will be placed in a designated
area in your classroom. When you are at a computer lab or
library, allow the student(s) to get a prize from the prize
cabinet (the Cub is kind of their “ticket” to get a prize).
Once the student has received the prize, be sure to check
off that you have given it and send the Commendable Cub
paper home.
1. Select specific positive behavior from the matrix that you wish
to target for reinforcement.
2. Use the reproducible Commendable Cubs provided in PBIS
handbook.
3. Explain the program to students. Tell them the behaviors that
will result in earning Commendable Cubs. Give examples of
desired behaviors: role play if necessary to make certain the
students understand the expectations.
4. Implement the program. Commendable Cubs generously for
the targeted behavior.
5. When giving out Commendable Cubs specifically describe and
praise the behavior for which the Cub is being given.
6. Make sure all students have the opportunity to earn
Commendable Cubs.
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Golden Commendable Cubs
What Are They?
Golden Commendable Cubs are pieces of gold/yellow paper that carry a
positive message and a place for the recipient to write his/her name. The slips
are given to ONLY one student per week of the school year per homeroom
when they have performed positive behavior expectations identified in the
matrix at a higher level. Please only pick students that deserve it. Some students
may be selected twice as the school year SHOULD have more weeks than
teachers have students. Please keep track (for your own records) who has been
given the honor in your room. All students that ROAR should earn a golden cub
but if a student consistently DOES NOT, do not give them the honor. This award
is for the students that meet and exceed the school requirements with behavior.
1. Give Golden Cub for outstanding ROAR demonstration for the week.
2. Write your Cub’s name down on the clipboard in the office (currently
located next to the office copy room)
3. Principal will read aloud the student’s name on Friday along with other
winners in homeroom classes.
4. On the following Monday (or first day of school the following week) the
Golden Cub has the privilege to sit at the “Golden Table” in the cafeteria
with other Golden Cub winners in their lunch time. They are not permitted
to bring friends or an adult (due to limited space).
5. The student needs to put their Golden Cub in the container labeled with
their grade level, please make sure this happens. Younger students may
need the teacher to ensure their Golden Cub goes into the grade level
container. Do this however you wish.
6. At the halfway and end of the year mark, one Golden Cub (or more as
funds allow) will be drawn out of the container to win a larger prize i.e. gift
card, toy or what not. All names will be pulled for the second half of the
year.
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51
Consequences
for Problem
Behavior
Honesty – Respect – Responsibility - Caring
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Minor Offenses Descriptions
All minor offenses could become major offenses depending on intensity and frequency
Problem Behavior
Definition
Disruption
Behavior causing an interruption that disrupts or interferes with
the educational process. Disruption includes sustained loud talk,
yelling, or screaming; noise with materials; horseplay,
roughhousing, or play-fighting, and/or sustained out-of-seat
behavior, blurting out.
Bringing or playing with items that interfere with the educational
process including electronic.
Lying
Student reports untrue or misleading information.
Cheating
Student copies another student’s work or plagiarizes.
Teasing
Name calling, insulting remarks, or spreading rumors that would
hurt feelings, or make someone feel bad about themselves.
Unkind Actions
Mean or rude gestures, making faces, staring
Horseplay
“Goofing around” or “playing” that may include pushing,
shoving, grabbing, tripping, or name calling. It’s between friends,
there is no harm intended, there is no imbalance of power, and
no one is hurt.
Insubordination/
Defiance/Backtalk
Refusal to follow directions, talking back, rude to an adult,
refusal to deliver and/or return school correspondence when
required.
Property Damage
Student deliberately impairs the usefulness of property.
Foul Language
Profanity, verbal messages, including swearing, name calling or
use of words in an inappropriate way.
Inattentive - Failure
to Follow Directions –
Homework
Not paying attention, off task, or refusal to cooperate with
instruction.
Failure to Follow
Behavior Matrix
Failure to be caring, respectful, responsible, or honest in the
school setting.
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Talk to Tickets
When and How to Use
Talk to Tickets are pieces of light blue paper that are used for minor discipline
issues that may require speaking with someone outside of the classroom about
the student’s behavior. These slips have a sequential order to follow before the
student “talks to” someone outside of the classroom. Please follow these
directions as listed below. Keep in mind that you would not use this process for
any major offense that warrants a discipline referral.
1. Teacher identifies negative behavior and documents the behavior,
student name, date and time as listed on the page in Step 1 “Talk to
Student.” The teacher addresses the student’s behavior in the classroom
and disciplines at their own discretion. Teacher keeps this paper for future
use as needed.
2. Teacher identifies negative behavior and documents the behavior,
student name, date and time as listed on the page in Step 2 “Talk to
Guardian.” This step must also have a 2-way communication with a
parent/guardian. This may be in any form the teacher wishes such as an
email, a phone call, conversation in person or a note in a student’s
monthly, weekly or daily behavior chart. Leaving a message or writing a
note without a response is not considered 2-way communication. In any
case, the teacher MUST have a response from the parent. This would
require a signature, initials or note/email from the parent if the
communication is not done on the phone or in person. If it is a written
response, please keep the document with the “Talk to Guardian” paper.
3. Teacher identifies negative behavior and documents the behavior,
student name, date and time as listed on the page in Step 3 “Talk to
Ticket.” Be sure and document the last time you made a 2-way
communication with home. The ticket is then put into the “Talk to Ticket”
basket located in the office to the left of Mary’s desk near the birthday
pencils. Once Dr. Bakle or support staff has spoken to the student, he/she
will document it on the back of the slip and return the slip to you. This step
(#4) is repeated as necessary throughout the year. If you need more
copies of “Talk to Tickets” please see Mrs. Johnson.
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Process for Identifying Tier II or Tier III Students
Struggling
Student?
Document
Observations
Talk to Former Teacher
and/or Brainstorm
interventions with grade
level
Start RtI &
Inform Parents
Academic
Behavior
Meet with RtI
Team
Meet with
Student
Assistance
Specialist
Possibly Request
Testing
Meet with RtI
Team
Possible Functional
Behavior
Assessment
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Major Offenses Definitions
Problem Behavior
Definition
Physical Aggression
Actions involving force on another person where injury may
occur. (e.g. hitting, pushing, grabbing forcefully, kicking,
scratching, hair pulling, biting, spitting, striking with an object,
etc.)
Bullying
Bullying is aggressive behavior this is intentional, involves and
imbalance of power and strength, takes many forms –
physical, non-verbal, emotional, cyber, and is carried out
repeatedly over an extended period of time.
Stealing
Student is responsible for deliberately taking property that
does not belong to them (consider intent).
Weapons or
Dangerous Materials
Possessing, handling or transmitting any object that can be
considered a weapon or dangerous instrument.
Vandalism
Intentionally causing or attempting to cause damage to
property of other people or of the school.
Sexual Misconduct
Actions that involve inappropriate verbal, gestures, pictures,
drawings, or touching private areas (those areas covered by
undergarments).
Repeated Minor
Offenses
A habitual repeat of any of the minor offenses over a period
of time.
Level 5 referral
Actions by a student that causes them to reach level 5 (red)
on behavior chart.
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Cedarville Elementary School
Discipline Referral
(TO BE USED FOR MAJOR OFFENSES ONLY)
Student’s Name ________________________________________ Date _______________
Last
First
Middle
Teacher ____________________________________________
Room No. ____________
Reason for Referral:
STAFF ACTION TAKEN BEFORE REFERRAL:
(Check Below)
Phone Call to Parents
Counseled Student
Letter to Parents
Conference with Parents
Anecdotal Record Utilized
Other Action
___________________________________
__________________________________
__________________________________
___________________________________
__________________________________
__________________________________
ADMINISTRATOR’S RESPONSE:
(Check Below)
Conference with Parents
Phone Call to Parents
Counseled Student
Letter to Parents
Anecdotal Record Utilized
Other Action
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
________________________________________
Staff Signature
_______________________________
Administrator’s Signature
Date ________________
Date ____________________
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RtI Interventions
RtI 1 - ALL Students













Reteach
Behavioral
Expectation
Parent Contact
Conference with
Student or Parent
Loss of Privilege
Seat Change
Proactive Circle
Short Term
Removal/Buddy
Teacher
Detention (inschool & after
school)
Counselor Referral
Affective
Statements
Begin Charting
Behaviors in RDS
Responsive Circles
Restorative
Questions
RtI Tier 2















Reteach
Behavioral
Expectation
School Community
Service
Parent Contact
Referral to
Community
Resources
Behavior Contract
(informal)
Begin Functional
Behavior
Assessment (FBA)
Referral to RtI Team
Student Mentor
In-School
Suspension
Out of School
Suspension
Building Level
Probation
Agreement
Suspension of
Work/Driver’s
Permit
Responsive Circles
Restorative
Questions
Schedule
Adjustment
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RtI Tier 3












Reteach
Behavioral
Expectation
Formal Restorative
Conference
Family Support
Conference
Court Referral
Completed
FBA/Implement
Behavior
Intervention Plan
Request for
Expulsion
Alternative
Placement
Out of School
Suspension
Building Level
Probation
Agreement
Suspension of
Work/Driver’s
Permit
SOCAP- Status
Offender Court
Alternative
Program
Cedarville Elementary PBIS
Staff Input Form
Name _ ________________________________________________________ Date:______________
1. How is the PBIS handbook working for you?
______________________________________________________________________________
______________________________________________________________________________
2. What would you like to see added to it?
______________________________________________________________________________
______________________________________________________________________________
3. What would you like to see changed or deleted?
______________________________________________________________________________
______________________________________________________________________________
4. What interventions from the program have you tried?
______________________________________________________________________________
______________________________________________________________________________
—Which have been effective?_____________________________________________________
—Which have not worked?_ ______________________________________________________
—Which have you not yet tried?___________________________________________________
5. Do you use any other interventions that you would like to share with staff? Please describe.
______________________________________________________________________________
______________________________________________________________________________
6. What other ideas, comments, or questions do you have?
______________________________________________________________________________
______________________________________________________________________________
Please give your completed form to a team member, or put in a team member’s mailbox.
Thank you for your input,
Cedarville Elementary PBIS Team:
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