Be Responsible
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Be Responsible Be Respectful Be There, Be Ready Follow Directions Table of Contents Item Locating the Form 1. 2. 3. 4. 5. 6. 7. 8. Welcome Letter Expectations and Settings Matrix School-Wide Recognition Matrix Caught-Being-Good (postcard sample) Good-News-Referral Help Referral Behavior Referral Form (& Vocabulary Key) Student Behavior-Log 9. Student Behavior Management Process Flowchart. Continuum of Consequences Planning Tool and Sample Self Assessment Classroom Management Resources Study Hall Expectations for Teachers. 10. 11. 12. 13. 14. Study Hall Expectations: for Students. 15. Sample Lesson Plans for Teaching Expectations Liberty HS 0 Main Office Main Office Email Jill Buday Main Office Faculty Lounge File drawer Page 1 2 3 4 5 6-7 8-9 10 11 Cindy Nolan 12-13 Cindy Nolan 14 15 16 Email C DellaPenta Email C DellaPenta 17 18-19 PBIS Manual Be Responsible Be Respectful Be There, Be Ready Follow Directions Welcome! 9/08 Dear Fellow Staff Member, The 2007-08 school year saw our lowest rate of office discipline referrals since the beginning of PBIS data keeping. Congratulations! We believe that this accomplishment is due, in part, to increased consistency in recognizing when students do, and do not, meet our behavior expectations. Increasing consistency will continue to be a focus for this school year. The most powerful tool we have at our disposal for teaching appropriate behavior is the feedback we give students when they do and do not meet our expectations. If we do not consistently recognize those behaviors we expect, then we have no business continuing to expect them. It is equally important to understand that if we do not consistently recognize those behaviors we do not expect, then we have no business expecting that they will change. Consistently addressing students when they do, and do not, meet our behavior expectations will increase compliance, provide them with greater structure, and clarify expected behavior. The objective is not necessarily to get tough, but to get real. The feedback we provide occurs within the context of a relationship; the better the relationship the more effective the feedback. Students may not remember what we teach them but they will remember how we teach them. During a recent focus survey of faculty and students, a common concern was highlighted. Both groups lamented that it was rare that the other made eye contact, smiled, and just said hi. Surely this is a behavior that we can model and students will adopt. It will improve the overall climate and lay a foundation for building relationships with kids that will pay dividends in the future. Together, through consistency and positive relationships, we will improve the behavior of all students. Thank you. LHS PBIS Committee: Staff: Kathie Aberman Erin Alvord Linda Argentati Julie Babson Amy Black Jill Buday Maureen Crescitelli Carol DellaPenta Liberty HS Carol Flynn Donna Harness Linda Krokus Laurie Burke-Maier Dan McConnell Paul Minton Cindy Nolan Michelle Nunez Cindy Spielmann Deb Stolow 1 Administration: Jack Strassman Tony Sinacore Shirley Weigand Parent: Tracy Merklin Technical Assistant: Tom Ellison PBIS Manual Be Responsible Be Respectful EXPECTATIONS AND SETTINGS MATRIX Be There, Be Ready Follow Directions EXPECTATIONS Be Responsible Setting Auditorium Bathroom Before/After School Arrive & leave quickly and quietly Clean up after yourself Respect others’ privacy Observe time limits Listen & respond politely to adult directions Use good hygiene Report any concerns Maintain a clean, smoke & graffiti free environment Be polite to everyone Be prepared for activity Walk to your destinations Be at pick-up point 5 minutes prior to pickup time. Listen & respond to driver/ monitor’s directions. Sit in assigned seat. Report any concerns Push in chair Clean up after yourself Classroom Follow homework policy Computer Lab Arrive with work to do. Keep things in working order & report problems Hallway/Lobby Pick up after yourself Eat & drink only in cafeteria Study Hall Follow Directions Respect the participants of the event Arrive on time to activity Leave the area clean Clean up after yourself. Cafeteria Be There, Be Ready Observe proper etiquette Be in homeroom by 7:45am Bus Be Respectful Bring a pre-signed tracker Be conscious of other activities in session Respect others' property Respect Driver’s responsibilities. Use appropriate language & voice level, 0-2 Use appropriate language & tone of voice (2-3) Respect others & their space. Be polite to everyone Respect others' space Use appropriate Language & tone of voice (0 - 2). Follow classroom guidelines Leave food or drink out of computer lab. Respect equipment Use appropriate language & tone of voice (0-2) Respect others' space Use appropriate language & tone of voice (0-2) Use appropriate language & tone of voice (0 - 1) Be 15 feet off road prior to bus pick-up. Arrive & leave quickly and quietly Have ID/ swipe card ready Be In class before bell. Bring required materials every day. Listen & respond politely to adult directions Remain within color line until bell rings Listen & respond politely to adult directions Ask when in doubt Return signed Acceptable Use Policy promptly Follow guidelines of AUP Upon dismissal bell, move toward next destination with supplies Listen & respond politely to adult directions Be prepared to work Walk on the right side Listen & respond politely to adult directions Bring work to do 0 – No Talking Liberty HS 1 – Whisper Voice Level Key 2 – Normal Speaking 3 - Slightly Raised 2 4 – Outside 5 – Emergency PBIS Manual Be Responsible Be Respectful Be There, Be Ready School-Wide Recognition Matrix Type High Frequency “GOTCHAS” What Raffle Ticket Where Any area of building or grounds: for following expectations on campus. Examples: Halls: walking on right, appropriate voice level, etc. Cafeteria: cleaning up after self. Post Cards Unpredictable Intermittent “BOOSTERS” Good News Referral Qtr 3 Qtr 4 Barbecue Qtr 2 Liberty HS Any area. School store coupon Ice Cream Sundaes Cookies Qtr 1 Celebrations Targeted areas and behaviors TBA (e.g., hallway, appropriate language, etc.) When Follow Directions HS Tangible Recognition 1st full week in Oct. Ticket 1st full week in Dec. Raffle (small items, e.g., poster, HW pass, etc.) 1st full week in Feb. March 30April 3 1st full week in May Grand Raffle (large items, e.g., movie ticket, free song download, etc.) Week prior to June Exams Whenever Monthly appropriate drawing for students and staff who When a received or student wrote a post shows card and /or progress in GNR. following expectations. GNR sent Students who home, copy to consistently admin; admin. do the right meets with thing. student. Immediately after each quarter. Who Each staff member receives 8-10 tickets & writes his/her name on each. Receiving student will write name on back as well and place in jar at welcome desk. Staff member will also be acknowledged. Students who exhibit the expected behavior and/or follow expectations in targeted areas. Recognize student who always follow expectations. Recognize students showing improvement. Students who meet Participation in criteria (no referrals for that quarter). planned activity. Final celebration: all students who are detention-free 3 PBIS Manual Be Responsible Be Respectful Be There, Be Ready Follow Directions Caught-Being-Good Postcard (sample) To be filled out when you “catch” a student following a school expectation. Return to main office for mailing. . Liberty HS 4 PBIS Manual Be Responsible Be Respectful Be There, Be Ready Follow Directions LIBERTY HIGH SCHOOL GOOD NEWS REFERRAL Student: ______________________ Grade: _____________ Referring Staff: _________________ Incident Location: _______________ CHECK ONE: ___Was Responsible ___Was Respectful Date: _____________ Home Room: _______________ Day of Week: ________________ Time of Incident:____________ ___Was There and Ready ___Followed Directions Brief Description of Incident: ________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ TEACHER ACTION TAKEN: ______Conference with Student _______Conference with Parent ______Called Parent _______Consulted Counselor ADMINISTRATIVE CONTACT: (Note date) _____Contact with Student _______Contact with Parent _____Contact with Teacher/Staff Person Liberty HS 5 PBIS Manual Be Responsible Be Respectful Be There, Be Ready Follow Directions “HELP” REFERRAL: CST/ TARGETED TEAM Request for Teacher Assistance Student’s Name: ___________________________ Grade: _______ Person making Referral: _____________________ Date: ________ Prep period days/ times (that you would be available to attend the meeting): __________________________________________________________ I. Is the concern about this student primarily: ____ academic ____ behavioral II. Briefly summarize the nature of the concern: ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ Return this form to Jill Buday in Guidance This referral will be forwarded to either the Child Study Team or the PBIS target team. You will be notified of the meeting day and time and are encouraged to attend. ***Please complete the checklist on reverse*** Liberty HS 6 PBIS Manual Be Responsible Be Respectful Be There, Be Ready Follow Directions HELP REFERRAL CHECKLIST What have you already tried to solve this student’s academic problems? Environmental Modifications: ___ quiet work area ___ proximity to teacher/ preferred seating ___ other: _______________________________________________________ Modified Instruction: ___ provide extra examples/ models ___ reduce copying from the board or textbook ___ provide outlines for notes ___ provide study guides ___ rephrase or simplify instructions ___ other: ____________________________ Modify Assignments: ___ shorten assignments ___ highlight directions/ key terms ___ reduce difficulty level ___ other: _____________________________ Modify Test Taking: ___ allow extra time ___ rephrase directions ___ monitor and redirect as necessary ___ fewer problems on a page ___ other: _______________________________ What steps have you already taken to change this student’s behavior? ___ provide reminders of expected behaviors [see PBIS Expectations Matrix] ___ recognize other student’s positive behavior ___ Develop an oral or written contract ___ communication with home through phone calls, letters or e-mail ___ Implement a reward system for this student or entire class ___ planned ignoring ___ send to T1 ___ office referral ___ private meeting with student ___other:________________________________________________________________ For Guidance use only ____ copy of referral given to Guidance Counselor ______________________________ *Please bring the student’s permanent folder with current grades and attendance information to the meeting. Referral forwarded to : 1. ___Child Study Team Meeting scheduled for : ___________________________ Staff invited: ____________________________________________________________ 2. ____ PBIS Target team Liberty HS Meeting scheduled for: ____________________________ 7 PBIS Manual Be Responsible Be Respectful Be There, Be Ready LIBERTY HIGH SCHOOL BEHAVIOR REFERRAL FORM Student’s Name: _____________________________________________ Grade: _____ Follow Directions Today’s Date: ______________ Incident Date: __________ Incident Place: ___________________ Period: _______ Referrer’s Name: ________________________ EXPECTATIONS BE THERE, BE READY, BE RESPONSIBLE, Level I ____ Academic Misconduct ____ Bus Disturbance ____ Cafeteria Misbehavior ____ Classroom Disruptions ____ Cutting Class ____ Dress, Appearance, Book Bag ____ Electronic Equipment ____ Excessive Visits to T1 ____ Forging a Pass or Note ____ Inappropriate Behavior ____ Inappropriate Display of Affection ____ Indirect Profanity ____ Late to Class (3 or More Times) ____ Leaving Class without Permission ____ No Show Detention ____ Parking Violation ____ Tardy to Class BE RESPECTFUL, FOLLOW DIRECTIONS! Level II Level III ____ Computer Misconduct ____ Continuation of Unmodified Level I Misbehavior ____ Directed Profanity to Another Student ____ Disobeying a Direct Order, Insubordination ____ Disrespect to Staff ____ Failure to Identify Oneself ____ Fighting/Physical Contact ____ Harassment, Bullying ____ Leaving School Grounds without Permission ____ Loitering ____ Plagiarism ____ Possession or Use of Tobacco ____ Refusing to Leave Class ____ Sending, Receiving, or Displaying Offensive or Obscene Language or Pictures ____ Truancy ____ Vandalism ____ Arson ____ Assault, Severe Fighting ____ Bomb Threat or False Emergency Alarm ____ Continuation of Unmodified Level II Misbehavior ____ Criminal Mischief ____ Directed Profanity to Staff ____ Extortion ____ Possession, Use, or Transfer of Fireworks & Dangerous Weapons or Instruments ____ Gambling ____ Inciting a Fight, Riot, or Demonstration ____ Physical Abuse, Contact, or Threat of Staff ____ Sale, Possession or Use of Alcohol, Drugs, or Drug Paraphernalia ____ Sexual Harassment ____ Theft, Possession, or Sale of Stolen Property ____ Vandalism (Aggravated) EXPLANATION: _________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________ TEACHER/STAFF ACTION TAKEN: (Must be completed for all classroom referrals. Include dates & times) __________ Conference with Student __________ Parent Contact __________Teacher Removal (§3214) __________ Consulted Counselor __________ Detention Assigned __________ Behavior Log RESULTS OF TEACHER ACTION: ___________________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________________ ADMINISTRATIVE ACTION ASSIGNED/TAKEN: ___ Conference with Student ___ Referral to Guidance: ___ # Detentions Assigned ___ Privileges Restricted/Suspended ___ Behavior Contract or Weekly Report ___ T-2 Assigned ___ Parent Call or Conference ___ Parent/Teacher Meeting ___ Suspended Out of School ___ Other ___ Mediation ___ Supt. Hearing Requested ___ Other (Counselor discretion) EXPLANATION: ______________________________________________________________________________________________________________ ______________________________________________________________________________________________________________ Administrator’s Signature White – File Date Pink – Guidance Canary - Parent Gold – Teacher H:\Forms and Worksheets\2006-2007 Behavior Referral FORM.doc Liberty HS 8 PBIS Manual Be Responsible Be Respectful Be There, Be Ready Follow Directions Vocabulary Key: Discipline Referral Procedures 1. Forms can only be acted upon when all sections, including “Teacher Action Taken” are completed. 2. Please complete all referrals within 48 hours. 3. You may mark a referral “FYI” to inform an administrator of an incident. You may ask that s/he contact/ do not contact the student. Location When infraction occurs in Study Hall, please list location as Study Hall (not a room number) Lates “Late” is defined as less than 5 minutes late to class. A referral shall be written after 3 lates. Check Late-To-Class (3 or more times); also list dates late. Tardy “Tardy” is defined as 5 or more minutes late to class. A referral should be written for every tardy. Inappropriate Behavior A behavior or action that impacts the student’s own learning ability and does not affect others (ex: sleeping, doing HW from another class, writing personal notes, etc.) Disrupting a class Behavior or action that affects the education of others (ex: yelling, passing notes) Disrespect to staff Student uses word or actions that convey disrespect in personal interactions with staff. Insubordination Student refuses to follow a staff member’s direction and/ or school-wide expectations and policies (Also includes problems outside a classroom, like halls & bathrooms). Liberty HS 9 PBIS Manual Be Responsible Be Respectful Be There, Be Ready STUDENT BEHAVIOR LOG Student: _________________ Teacher: _________________ DATE Liberty HS Follow Directions 2007/08 Phone#: _______________ Rm ______ Subject: ________________ INCIDENT INTERVENTION 10 PARENT CONTACT PBIS Manual Be Responsible Be Respectful Be There, Be Ready Follow Directions Student Behavior Management Process Observe problem behavior Problem solve with student Use classroom consequences NO Is behavior office managed? NO Continue problem-solving techniques with student. Record in student log. YES Write an Office Referral. Submit Help Referral to guidance. YES Write office referral Document incident in student behavior log Does the student have 3-5 incidents in the same quarter? Classroom Managed: Office Managed: Language Lateness Preparedness Calling Out Put Downs Refusing to work Minor dishonesty Touching Tone/ attitude Inappropriate comments Electronic devices Food or drink Dress code Tapping Minor disruption Talking, hat, coat, book bags Plagiarism? Weapons Fighting Aggressive physical contact Threats Harassment Truancy/ late to class (3) Cutting Smoking Vandalism Alcohol Drugs Gambling Inappropriate Dress Directed Profanity Administrator determines consequences Administrator provides teacher with feedback. POSSIBLE CLASSROOM MANAGED INTERVENTIONS (to be recorded in Student Behavior Log) Change / re-assign seat Conference with student outside of room Pre-correct student before entering room Contract with student Detain student after school Conference with other staff members to find out what works Use available classroom management resources (see reverse side) Liberty HS 11 PBIS Manual Be Responsible Be Respectful Be There, Be Ready Follow Directions Classroom Continuum of Consequences Planning Tool Teacher name: ___________________________ Date completed: _______________ General, Proactive Supports: 1. 2. 3. 4. Continuum process: (Privately delivered whenever possible) 1. Remind/prompt expected behavior 2. Provide choice (Put it on the student to make a decision) 3. 1st Classroom consequence 4. 2nd Classroom consequence 5. Office-managed consequence Liberty HS 12 PBIS Manual Be Responsible Be Respectful Be There, Be Ready Follow Directions Classroom Continuum of Consequences Planning Tool SAMPLE Teacher name: John Smith Date completed: 9/2/08 General, Proactive Supports: 1. Classroom behavioral expectations are clear, positively stated & posted. 2. Classroom routines are clear, taught to students & prompted by teacher. 3. Students are greeted by teacher as they enter classroom. 4. Teacher has at least 4 positives for each negative student contact. (class or student) Continuum process: (Privately delivered whenever possible) 1. Remind/prompt expected behavior 2. Student conference-provide choice (Put it on the student to make a decision)- problem solve, reassign seat, etc. 6. 1st Classroom consequence- Time after school with teacher. Phone call to parent. 7. 2nd Classroom consequence- Teacher assigned detention, call to parent, help referral. 8. Office-managed consequence- Referral written, may include removal from class if behavior does not allow instruction to continue. Liberty HS 13 PBIS Manual Be Responsible Be Respectful Be There, Be Ready Follow Directions Effective Classroom Management & Instructional Strategies Self Assessment Classroom Management Strategies 1. Classroom structure is organized to support typical activities and smooth transitions with sufficient space to move around class and access all materials. Rating Yes No 2. Classroom behavioral expectations are clear, positively stated & posted. Yes No 3. Classroom routines are clear, taught to students & prompted by teacher. Yes No 4. Students are greeted by teacher as they enter classroom. Yes No 5. Teacher has at least 4 positives for each negative student contact. (class or student) Yes No Yes No Yes No Yes No 6. 7. 8. Class begins with a review of key points from previous lesson(s). Including but not limited to a “get started” activities that all students can complete successfully. Teacher states objective(s) of lesson prior to beginning teaching. Teacher continuously and actively supervises (moves, interacts, & scans with head up) throughout the instructional activity. 9. Teacher handles most minor rule violations quickly and discreetly 10. Teacher uses precorrection to prevent predictable student problem behaviors. 11. Teacher follows school procedures for handling major rule violations. 12. Transitions before, during, and after the activity are smooth and efficient. Yes (NA) Yes No No Yes (NA) Yes No 13. Teacher appears prepared for the activity (e.g., clear outcome/ objective, materials are easily accessed, instructional plan). Yes No 14. Teacher begins activities with a clear explanation of the outcome/objective of the activity. Yes No 15. Most (>80%) of the allocated time is utilized for instruction & active student engagement. (time is not wasted on administrivia) Yes No 16. Instruction actively engages students in observable ways (writing, participating). Yes No 17. Each student has multiple opportunities to actively respond and participate. Yes No 18. Teacher frequently checks for student understanding. Yes No 19. Teacher ends activities knowing how many students met learning outcome and provides specific feedback about student academic and social performance. Yes No 20. Follow-up activities are provided for developing fluency in any new concepts that were taught. Yes No No Effective Educational Practices, LLC 2005 Liberty HS 14 PBIS Manual Be Responsible Be Respectful Be There, Be Ready Follow Directions Classroom Management Resources Available in HS Library (Ask Mr. Spataro) Videos: 1. Using Nine Powerful Motivations in the Classroom 2. Mastery Teaching: 16 Lessons 3. Putting Standards into Action 4. Education in the Decade of the Child 5. Learning in NY, “School Improvement: Quality and Equity, One School at a Time.” 6. “Not in My School, Not in my Community” 7. Teaching Strategies and Techniques that Encouraged Learning. 8. The Effective Teacher by Harry Wong Video Set: a. The effective teacher b. The first days of school c. Procedures and Routines d. Cooperative Learning and Culture Lessons Mastery e. The Professional Educator f. Positive Expectations 9. Diffusing Anger and Aggression: Safe Strategies for Secondary Educators Audio Tapes: 1. Self Esteem and School 2. Motivating for Teaching and Learning Liberty HS 15 PBIS Manual Be Responsible Be Respectful Study Hall: Be There, Be Ready TEACHER Follow Directions Expectations Definition according to Daniel Webster: Study hall. n (1846) 1: a room in a school set aside for study. 2: a period in a student’s day set aside for study and homework. (Webster’s Ninth New Collegiate Dictionary). The operative word is study. A study hall is to be used in a constructive way. One may do homework, study for a test or quiz, complete a project, make up a missed class, go to the library, or other similar school related work. It is not a free period to hang out and talk with one’s friends. Teacher Expectations: 1. Classroom rules apply: Everyone should use appropriate language and voice level. Items to be left in locker by students: headgear, electronic devices, walkmans, etc. 2. Students should be engaged in constructive work. Be prepared for those who have “nothing” to do. Have on hand: markers, scissors, drawing paper, magazines, crossword puzzles, and/or chess set. 3. Keep an “In/Out Log Book” at all times. 4. Limit student bathroom trips to 3 minutes. One student to BR at a time. 5. Check for library closings. 6. Senior lounge privileges: Check email for updated list. Place copy in In/Out Log book. 7. Student Study Hall Expectations should be copied and handed out just as in a regular class. Liberty HS 16 PBIS Manual Be Responsible Be Respectful Study Hall: Be There, Be Ready STUDENT Follow Directions Expectations Definition according to Daniel Webster: Study hall. n (1846) 1: a room in a school set aside for study. 2: a period in a student’s day set aside for study and homework. (Webster’s Ninth New Collegiate Dictionary). The operative word is study. A study hall is to be used in a constructive way. One may do homework, study for a test or quiz, complete a project, make up a missed class, go to the library, or other similar school related work. It is not a free period to hang out and talk with one’s friends. 1. Be responsible a. Be prepared to work, that is, arrive with work to do. b. If you wish to leave SH: Bring your tracker pre-signed by another teacher. c. Library Protocol: If you wish to go to the library during a SH, you must i. Go to the library between periods and get a Library Pass prior to SH. ii. Present the Library Pass to your SH teacher at the beginning of the period. iii. Sign-out in the SH teacher’s In/Out Log book. 2. Be Respectful: Use appropriate language and voice level 0-1. 3. Be there, be ready a. Be prepared to work by arriving with work to do. b. Bring a pre-signed tracker or Library Pass if you wish to leave SH. 4. Follow directions: listen and respond politely to adult directions. Liberty HS 17 PBIS Manual Be Responsible Be Respectful Be There, Be Ready Follow Directions Sample Lesson Plans for Teaching School-Wide Expectations BE RESPONSIBLE Definitions and examples Being accountable for your choices and actions Setting goals Appearance/ uniforms Positive choices for actions Show effort Do what you are supposed to do Always do your best All school expectations Discussion: Secondary discussion: 1. Do you consider yourself to be a responsible person? Why? In what ways? 2. What does responsibility mean to you? 3. So you consider it important for your friends and family members to be responsible? Why? 4. Think about somebody you know who is very responsible. How does that person demonstrate responsibility? Does that make you respect him/her more? 5. Why would you take responsibility for something nobody saw you do? 6. What is the relationship between blaming and responsibility? Think about what some of your biggest problems are in school. Do you blame anyone for those problems? 7. It’s been said that “There are no rights without responsibility, and there is no responsibility without rights.” What does that mean? Do you agree? What is the relationship between rights and responsibilities? 8. Mike said we need to separate problems into three categories: ones we have no control over, ones we have some influence over, an ones we have total control over. Ho would it help resolve our problems to look at them in this way? BE RESPECTFUL Respect is a critical element in all healthy relationships. When students respect others, they treat people with consideration and courtesy and do not violate them physically or verbally. Respect for others is a fundamental character quality that prepares students to live productive lives a s they relate to work and with others. Objectives: Students will see the importance of treating themselves wit respect (self-respect) Students will see the benefits of obeying their parents, teachers, and other adults on campus (respect for authority). Students will understand the importance of having respect for others (respect for others). Students will see the importance of respecting and accepting people who are different from themselves (tolerance). Liberty HS 18 PBIS Manual Be Responsible Be Respectful Be There, Be Ready Follow Directions BE THERE BE READY Being on time: to school to class to after school activities 1. Have students write or discuss as a class what life would be like without clocks. 2. Students may make a list on what steps to take the day before school to make sure they’re on time the next morning. 3. Practice use of an agenda by writing specific time slots for their daily activities. 4. Create timelines for a day, incorporating their school schedule. The teacher may make a skeleton outline for the school day and the students each make one for the morning and evening activities. Being Prepared: Discuss definitions and example: Being ready Planning ahead Turning assignments in on time Studying for tests Being organized Using assignment books, making lists Discussion questions: How do you feel when you haven’t finished your homework on time? When you haven’t studied for a test? How can you prevent this from happening? Why do we plan? What do you need to think about in order to plan? What happens when things don’t go according to your plan? Where can you go for help? FOLLOW DIRECTIONS Objectives: Student will build community Students will practice following directions Following Directions Worksheet Students will be given a worksheet giving specific directions such as “read all directions first”; put an x in right corner of pages, etc. The last line says put your name on the top of this page and don’t do another thing. Most students will be very surprised to see that they have done many things that they did not need to do. Liberty HS 19 PBIS Manual
