PBIS Vision: Creating a positive culture that supports success for all.
R.O.A.R. – Respectful, Orderly, Accountable, Responsible
PBIS Lesson Plan to Teach Lowell Expectations
ROAR Expectation
Accountable – Being On Time to School
Area: All Classrooms
Time Frame: 30-45 minutes
Step 1: Identify & Provide Rationale/Purpose for teaching the stated behavior
It is important to be accountable for your actions. One way of demonstrating accountability is being on
time to school and classes each and every day. Arriving on time to school/class helps you learn
important information or assignments at the beginning of class. You and your teacher have so much to
complete each day, arriving on time assures you are up to date on information that is presented. Poor
grades may be linked to the information that was missed. Being on time can result in positive
reinforcements; being tardy can also result in consequences (refer to Behavior Matrix).
Step 2: Lesson Objective(s) (desired behavior both observable & measureable)
Accountable behavior:
Students will understand the importance of coming to school/class on time daily. Students will be able to
explain why it is important to show accountable behavior and how they can promote accountable
behavior by being on time to school/class.
Step 3: Examples and Non-examples of the desired behavior
*Choose students to model examples and non-examples, asking students how they felt in each simulation
Examples (look/sound like)
Non-examples (not look/sound like)
 Shows accountability by being in assigned
 Coming late to class because due to was watching
seat ready to begin and ready to learn.
cartoons
 Shows respect for learning by being present
 Late because student was hanging out/talking
when class starts.
with a friend
 Shows respect for learning and others by
 Student misses important information or
allowing teachers to start class on time.
assignments at the beginning of class.
 Shows respect for self by managing time
 Teacher might not have enough time to explain
well.
important information fully. Teacher and student
might react in a negative manner.
 Late to class because student stopped at
McDonalds for a café latte
Step 4: Practice/Role Play Activities
Model expected behavior (I do):
Teacher(s) says, “Today we are going to talk about being on time to class.”
 What are some reasons why we should be on time? Brainstorm ideas (e.g., less disruption, ready to
begin lesson, learn more, etc.) *See bottom of lesson plan for brainstorm template
 Ask students to define what being on time means in different classes. Brainstorm ideas and write on
white board
 Ask reasons why students/people are tardy. Brainstorm ideas and write on white board.
Lead students through behavior (We do/Practice):
Students will discuss/ role play the following examples and non-examples of accountable behavior
Debrief with students any questions: “Are there any questions you have about being accountable in the
morning and being on time to school?
Practice/Check for Understanding (You do):
Role play or discuss ways to prevent being late to school/class (e.g., walk directly from class to class,
quickly visit restroom, reduce conversations with friends/walk and talk) Students create posters/slogans
on the benefits of being on time (“Yo, it's time to go!”). Teacher(s) and other students will provide
feedback to peer groups. (Feedback must be specific to the expectation)
Review Questions:
 Why is it important to show accountability of being on time to school/class?
 How can you help promote being on time for school or class?
Assessment (aligned to Objective):
Students can write several sentences or a paragraph about reasons they need to be on time to class along
with the positive reinforcements/consequences that go along with being on time to school/class. Include
ways/strategies to prevent being tardy.
Additional Opportunities for Practice/Reteach:
 Students time themselves going from class to class.
 Problem solve ways to manage time in courtyard to ensure prompt arrival to classes.
 Teachers may issue “ROAR reward” to students with perfect attendance for a week/month/trimester.
 Teacher regularly models accountable behavior with examples and non-examples (e.g.,
starting/ending class at a specific time)
 Students can create a checklist of tasks to be completed in order to leave on time.
 Students can create goals for self and monitor improvements.
 In three weeks have students reflect upon questions regarding being on time. Student should answer
with “Always, sometimes, or never.”
1. Did I arrive to every class on time?
2. Did I arrive to school on time?
3. Did my on-time behaviors increase? (Student showed improvement).
4. What can I do to maintain or improve my on-time behaviors? (Constructed response).
5. Provide positive reinforcement for those students who are demonstrating expectation.
Vocabulary Practice:
 Accountable
 Tardy/tardies
 Prompt
 Reinforcements
 Consequences
Materials:
 Paper
 Pencils
 Chart paper
 Dry erase markers/chart markers
 Expectation Matrix/Behavior Matrix
PDF document: Use as appropriate, cut and paste and able to adjust size