Positive Behavioral Interventions & Supports PBIS GUIDE

Transcription

1 Positive Behavioral Interventions & Supports Ankeny Community School District Before & After School Program Updated July 2014 PBIS GUIDE BEHAVIOR MATRIX LESSON PLANS SUPERVISOR EXPECTATIONS ACKNOWLEDGEMENT MENU BEHAVIOR DEFINITIONS CONSEQUENCE MENU INTERVENTION/REFERRAL FORMS

2 Table of Contents Before & After School Program PBIS Guide PBIS Overview Page 3 PBIS Three-Tiered Model Page 3a Acknowledgement System Page 4 Acknowledgement System/Evaluation Plan Page 5 Shining Star Award certificate Page 6a Behavior Matrix Page 7 Attention-Getting Strategies Page 10 Active & Positive Supervision Page 11 PBIS Feedback Language Page 13 Supervision Self-Assessment Page 14a Lesson Plan: What is Respect? Page 15 Lesson Plan: With Great Power, Comes Great Responsibility Page 17 Responsibility Writing Prompt Page 18a Super Hero Template Page 18b Lesson Plan: Voice Level Page 19 Voice Level Poster Page 19a Hands-On Lesson Plan & Activity: Voice Level Expectations Page 20 Lesson Plan: Body Basics Page 22 Body Basics Poster Page 22a Lesson Plan: Line Basics Page 23 Lesson Plan: Hallway Page 24 Hands-On Lesson Plan & Activity: Hallway Expectations Page 26 Hallway Expectations Game Cards Page 27 Hallway Expectations Staff Page 28 Lesson Plan: Restroom & Water Fountain Page 29 Hands-On Lesson Plan & Activity: Restroom & Water Fountain Page 31 Germ Chart How Clean is Clean? Page 34 Restroom & Water Fountain Expectations Staff Page 35 Lesson Plan: AM Arrival Page 36 Lesson Plan: PM Arrival Page 37 AM & PM Arrival Expectations Staff Page 38 Lesson Plan: Snack Page 39 Hands-On Lesson Plan & Activity: Snack Page 40 Snack Expectations Staff Page 42 Lesson Plan: Playground Page 43 Hands-On Lesson Plan & Activity: Playground Page 45 Playground Expectations Staff Page 47 Lesson Plan: Transition Page 48 Hands-On Lesson Plan & Activity: Body Basics & Transition Page 49 Transition Expectations Staff Page 51 Lesson Plan: Classroom Page 52 Hands-On Lesson Plan & Activity: Classroom Page 53 Classroom Expectations Staff Page 54 Lesson Plan: Dismissal Page 55 Dismissal Expectations Staff Page 56 Lesson Plan: Emergencies Page 57 Incident Report: Minor & Major Behaviors Page 58 Primary Behavior Think Sheet Page 58a Intermediate Behavior Think Sheet Page 58b Continuum of Strategies to Respond to Appropriate & Problem Behaviors Page 59 1

3 Table of Contents Before & After School Program PBIS Guide, continued Minor Behaviors Page 60 Major Behaviors Page 61 Acknowledgement Ideas Page 62 PBIS Lesson Checklist Page 63 2

4 PBIS Overview What does PBIS stand for? What is PBIS? PBIS is an acronym for Positive Behavioral Intervention & Supports. PBIS is based on principles of applied behavior analysis and the prevention approach and values of positive behavior support. PBIS is a framework or approach for assisting school personnel in adopting and organizing evidence-based behavioral interventions into an integrated continuum that enhances academic and social behavior outcomes for all students. PBIS IS NOT a packaged curriculum, scripted intervention, or manualized strategy. PBIS IS a prevention-oriented way for school personnel to (a) organize evidence-based practices; (b) improve their implementation of those practices; and (c) maximize academic and social behavior outcomes for students. PBIS supports the success of ALL students. What are PBIS systems? PBIS emphasizes the establishment of organizational supports or systems that give school personnel capacity to use effective interventions accurately and successfully at the school, district, and state levels. These supports include (a) team-based leadership; (b) data-based decisionmaking; (c) continuous monitoring of student behavior; (d) regular universal screening; and (e) effective on-going professional development. What does PBIS have to do with school discipline and classroom management? How does PBIS respond to the use of consequences (i.e., suspension, timeout, verbal reprimands), especially for students with serious problem behavior? Effective classroom management and preventive school discipline are essential for supporting teaching and learning. PBIS goes further by emphasizing that classroom management and preventive school discipline must be integrated and working together with effective academic instruction in a positive and safe school climate to maximize success for all students. Although PBIS has no specific restrictions on the use of consequence-based strategies designed to reduce serious problem behavior, teaching-oriented, positive, and preventive strategies are emphasized for all students, to the greatest extent possible. The emphasis is on the use of the most effective and most positive approach to addressing even the most severe problem behaviors. Most students succeed when a positive school culture is promoted, informative corrective feedback is provided, academic success is maximized, and use of pro-social skills is acknowledged. When student problem behavior is unresponsive to preventive school-wide and classroom-wide procedures, information about the student s behavior is used to (a) understand why the problem behavior is occurring (function); (b) strengthen more acceptable alternative behaviors (social skills); (c) remove antecedents and consequences that trigger and maintain problem behavior, respectively; and (d) add antecedents and consequences that trigger and maintain acceptable alternative behaviors. 3

5 4 PBIS Tier I: Universal Interventions School-wide Positive Behavioral Interventions & Supports: Three-Tiered Model

6 Before & After School Program Acknowledgement System Main form of acknowledgement: Reward bucks o All adults acknowledge all students; not just the students with whom the adult is working o The reward buck must be accompanied with descriptive feedback. An example would be, You showed to be responsible (PBIS expectation) by lining up on the playground (setting) as soon as I blew the whistle (observable behavior). That helped everyone get the next activity quickly. Guiding Principle: Aligns to PBIS lessons Location Program-Wide: Individual Student Reward Bucks Program-Wide: Site Goal Reward Bucks Program-Wide Friday Feature: Shining Star Certificate Description All staff acknowledge student behavior by distributing reward bucks Students write their name on the back of the reward bucks earner and put them in the site s reward buck container Every Monday, staff will draw one to two reward bucks from the container. The students whose names are drawn will receive something from the Acknowledgement Ideas List (see back of guide). The site leader/staff may give the recipients two to three options from which to choose or select one acknowledgement that all students will receive when their name is drawn. All staff acknowledge student behavior by distributing reward bucks The site will set a site-wide reward buck goal The site will create a visible display of the site goal so that all students are aware of what the site is working to earn (i.e., thermometer, star chart, etc.) Once the site-wide goal is reached, the site will celebrate by receiving something as a group from the Acknowledgement Ideas List (see back of guide). Staff will select students bi-weekly who have been exemplifying positive behavior to be the program s Friday Feature and receive the Shining Star certificate award. The number of students selected is based on the program enrollment criteria below. o Programs with 25 students or less select one student bi-weekly o Programs with students select two students bi-weekly o Programs with students select three students bi-weekly o Programs with students select four students bi-weekly o Program with 100 or more students select five students bi-weekly The student will receive a certificate and be recognized by program staff using descriptive feedback in front of students in the program, as well as have their picture taken and be interviewed by another student/employee (see Important Reminders section) to be featured on the district website. Staff Decrease use of reward bucks as students comply with behavioral expectations May receive acknowledgement from Site Leader/Coordinator for being a model employee and/or the exemplary use of PBIS in the Before & After School Program 4

7 Acknowledgement System/Evaluation Plan Identify what you will do to review expectations and behaviors for each setting and ensure a 5:1 ratio of positive acknowledgements versus corrective behavior statements in each setting. Teachers (or the activity leader) will review expectations, using CHAMPs as a guide, before beginning any activity or transition this occurs for every Location on the Behavior Matrix All staff will reinforce positive behaviors observed in each location Students will reflect on Friday, recording positive choices they made and set a goal for the following week Staff collect reflective data to determine successes and areas in need of improvement Site Leaders will evaluate the who, what, where, and when of the minor and major behavior referrals to determine what program locations (i.e., playground, cafeteria, etc.) reward buck distribution needs to be increased due to a high frequency of minor and major behavior referrals or decreased due to lack of referrals o Goal: decrease use of reward bucks as students comply with behavioral expectations Important Reminders PBIS is an all-day, every-day system All adults acknowledge all students; not just the students with whom they are working Descriptive verbal praise and reward bucks will be the way we acknowledge positive behavior The reward buck must be accompanied with descriptive feedback. An example would be, You showed to be responsible (PBIS expectation) by lining up on the playground (setting) as soon as I blew the whistle (observable behavior). That helped everyone get the next activity quickly. If a student earns a reward buck, they keep the reward buck. Reward bucks cannot be taken away for future non-positive behaviors. Develop a site acknowledgement system that includes the site goal. Review the acknowledgement menu in the PBIS Handbook and have a visible display of the site goal so that all students are aware of what the site is working to earn. The B/ASP will provide reward bucks and a site reward buck storage container o Student names should be written on the back of each reward buck before it s added to the container o Each Monday, one to two reward bucks are drawn. The student(s) whose name is on the back of the reward buck will be awarded an individual acknowledgement (see Acknowledgement Ideas list at the back of the guide). Site staff teams will choose a bi-weekly Friday Feature student to receive the Shining Star Award. Students will receive an acknowledgement certificate and be recognized using descriptive feedback in front of all of the program students. The recognized student has his/her picture taken and is interviewed by another student or employee (consider drawing a name from the reward buck storage container to conduct the interview; an adult may need to help a younger student). Recognized student pictures and interviews will be posted on the district website. * The award is based on students displaying positive behaviors as taught 5

8 through the PBIS lessons based on the behavioral expectations defined. As a result, the same student may receive more than one Shining Star Award. Some students may show exemplary behavior in the before school program and struggle in the after school program. However, they too are eligible for this award. o Programs with 25 students or less select one student bi-weekly o Programs with students select two students bi-weekly o Programs with students select three students bi-weekly o Programs with students select four students bi-weekly o Program with 100 or more students select five students bi-weekly Sample Interview Questions What is your favorite subject? Who is in your family? What do you want to be when you grow up? What makes you happy? Tell me the five best things about you. What is your favorite food? What are the three characteristics that make a good teacher? What are the qualities that make a good friend? What is your favorite toy? Name someone you admire. Why? What is the most enjoyable thing your family has done in the past year? What is the nicest thing a friend has ever done for you? What do you think is beyond the stars? What have you done in school, sports, or otherwise that you are especially proud of? Why? What is the grossest thing you can think of? What is your favorite vegetable? What would you do if you were invisible for a day? What is your favorite animal? If you could be a super hero, who would you be? Why? If you could be a candy bar, who would you be? Why? REQUIRED Questions What is your name? What is your grade? What is your favorite part of the Before & After School Program? Why? How do you feel about receiving the Friday Feature? Why? 6

9 District Coordinator, Before & After School Program Date Site Leader, Before & After School Program Date

10 Before & After School Program Behavior Matrix Location I am SAFE I am RESPECTFUL I am RESPONSIBLE Arrival - AM * Check in with office assistant * Walk directly to cafeteria using line basics * Check in with the site leader * Ask permission to leave area * Voice level 2 * Use kind words and actions say Good Morning * Wait turn, always walk * Hands, feet & objects to self * Place personal belongings in designated space * Stand in appropriate group line; join activity * Avoid conflict don t join in; report to B/ASP employee later Arrival - PM * Walk directly to cafeteria using line basics * Raise hand when name is called for attendance * Raise hand and ask permission to move * Voice level 1 * Use kind words and actions say Hello and How are you? * Wait turn, always walk * Keep hands, feet & objects to self * Place personal belongings in designated space * Sit at assigned table using body basics, only facing toward the table * Avoid conflict don t join in; report to B/ASP employee later Hallway * Use Line Basics * Walking on the right side * Stop & look at corners * Carry materials securely & quietly or hands behind back * One step at a time on stairs * Voice level 0 or 1 * Use kind words and actions * Wait turn, always walk * If need to leave line, rejoin at the end * Line leaders hold the door for everyone else, rejoin at the end * Hands, feet & objects to self * Keep hallways clean * Stand in appropriate group line * Take all materials with you * Avoid conflict don t join in; report to B/ASP employee later Restroom * Report problems to an adult * Use stalls and toilet appropriately * Only 3 students in the restroom at one time * Wash hands appropriately * Eyes, hands & feed to self * Respect privacy of others * Voice level 1 * Use kind words and actions * Be accompanied by an adult * Go * Flush * Wash - Take 2 & throw away towel in trash * Leave Water Fountain * Mouth only touches water, not any part of fountain * Keeps hands out of the water * Voice level 1 * Use good manners wait turn * Line up with hands and feet to self * If filling a water bottle, go to the end of the line * Done in the count of five Snack * Wash hands before & after eating * Line up when table is called * Wait in line following line basics * Sit at tables facing forward with both feet on the floor * Hold milk and snack with both hands * Always walk * When dismissed, walk to trashcan, wait turn to dump trash make sure trash gets into the trashcan * Stay seated * Raise hand for help * Use good manners * Use utensils appropriately * Eat only your own food * Voice level 2 * Keep area clean * Use kind words & actions say please, thank you, excuse me * Respect others with food allergies * Keep hands, feet, objects & food to self * Stop all talking when asked * Take only one milk or none * Take only one snack or none * Have everything you need before leaving the line * Wait in line until your name has been recorded * Return to seat quickly * Clean up after yourself Check the table Check the floor * When dismissed, go directly to line and follow Line Basics 7

11 Location I am SAFE I am RESPECTFUL I am RESPONSIBLE Playground Transition Classroom Bus Assembly or Large Event * Use equipment properly * Stay within designated areas where an adult can see you * Re-enter building only with an adult * Be alert & aware * Keep hands, feet, & objects to self * Wash hands after reentering the building * Hands, feet & objects to self * Line-up in designated area * Follow classroom rules * Hands, feet & objects to self * Resolve conflicts using an I Message * Keep Four on the Floor * Walk on the sidewalk to the bus using Line Basics * Board the bus when the person in front of you is on the top step * Sit using Body Basics * Save snacks for later * Always walk * Enter & exit using Line Basics * Keep hands, feet, & objects to self * Listen and follow directions & game rules * Use appropriate language * Share and take turns on equipment * Include everyone who wants to play * Follow Peaceful Playground guidelines * Resolve conflict appropriately & avoid it when possible by walking away * Use kind words and actions * Listen & follow directions * Use kind words & actions * Actively listen to & follow directions * Respond appropriately * Respect others space & property * Use kind words & actions * Voice level 1 * Only talk to seat-mate; no seat-make, remain quiet * Listen & follow directions of bus driver, B/ASP staff * Use kind words & actions * Thank the bus driver when exiting * Listen to & follow teacher/speaker directions *Sit using Body Basics & look at the speaker * Listen quietly, politely, & attentively * Applaud appropriately * Ask questions at the right time & on topic * Respond appropriately to the speaker s information * Report instead of tattling * Be honest * Return equipment to proper area * Report broken equipment * Accept consequences without arguing or complaining * Stop what you re doing & line up as soon as the whistle blows * Dress appropriately for the weather * Line-up promptly * Come prepared to learn & actively participate * Take care of materials * Give effort to do your best * Keep classroom clean * Clean up after activity * Manage personal belongings * Board quickly and take your seat * Pick up trash or other items * Avoid conflict don t join in; report to bus driver, B/ASP later * Manage personal belongings 8

12 Location I am SAFE I am RESPECTFUL I am RESPONSIBLE Dismissal Emergencies * Hands, feet & objects to self * Be alert & aware * Stay in your designated area * Teacher will walk class to front door * Ask permission and be escorted if forgot something * Stay seated and wait for name to be called by B/ASP staff to leave * Leave only through front doors * Enter and exit using line basics * Use body basics * Stay with teacher and class at all times * Listen & follow directions * Use kind words & actions * Voice level 0 or 1 * Politely wait for others to pass in hallway * Listen & follow all directions * Voice level 0 * Manage personal belongings * Line up immediately * Use line basics * Follow trained procedures Voice Levels 0 = No Talking 1 = Soft, Whisper Voice 2 = Table Talk 3 = Strong Speaker 4 = Outside Voice Line Basics (standing in line) Face forward, single-file Hands, feet, & objects to self Voice level 0 Maintain your pace & space Body Basics Eyes watching Ears listening Body still and to self Appropriate voice level Brain thinking 9

13 Before & After School Program ATTENTION-GETTING Strategies Purpose: The purpose of an attention-getter is to gain student attention quickly, using positive strategies. Attentiongetters allow the teacher to keep students moving with a purpose and remain on task, as well as allow the teacher to catch and release the students several times throughout an activity. What are attention-getters? Attention-getters are a consistent way the teacher asks for student attention without raising his/her voice or having to ask for student attention multiple times without student response. Attention-getters typically include a prompt given by the teacher with an echoed response by the students. How to create a successful attention-getting environment: Select an attention-getter that is fun and appropriate for students Explain the attention-getter to the students and gain input of why the students think it s important for the teacher to be able to gain their attention Demonstrate and practice the attention-getter with the students Consistently use the same attention-getter Do not raise your voice when using the attention-getter If you decide to change the attention-getter, revisit the first step to ensure students understand when you re trying to gain their attention After the students gain a firm understanding of one attention-getter, the teacher may add another and use them interchangeably to keep the students more focused If the attention-getter is given more than three times to gain the group s attention in one setting, it is important to stop and reteach why it s important for all of the students to stop what they re doing, put their eyes on the teacher, and hug a bubble in their mouth (stop talking) as soon as they hear the attention-getter Attention-Getter Strategies If you can hear my voice, clap once students echo with one clap if you can hear my voice, clap twice students echo with two claps continue until you gain the attention of all students Clap pattern clap a pattern students echo clap pattern One, two, three, eyes on me students respond: One, two, eyes on you! Raise hand students raise hand too Ba da ba ba ba students respond: I m lovin it! Hocus Pocus students respond: Everybody focus! Chicka, Chicka students respond: Boom! Boom! Macaroni and cheese students respond: Everybody freeze! Ready to rock? students respond: Ready to roll! All set? - students respond: You bet! Holy moly! students respond: Guacamole! Tootsie Roll, Lollipop - students respond: We ve been talking, now let s stop! Hands on top - students respond: That means stop! and put hands on top of their head Other Strategies To determine how many more minutes students need to finish a task, step, or project Show me on fingers how much more time you need to finish. Teach students how to get attention in positive ways o Model nice things they can say to you and other adults have them practice o Suggest that students shake your hand when they enter the program o Suggest that students ask employees how they re doing when they enter the program Be positive, be energetic YOU set the tone! B/ASP culture: Every day staff will greet students with excitement, high-fives, and ask students about their day. 10

14 Before & After School Program ACTIVE & POSITIVE SUPERVISION What is Active Supervision? Active supervision requires focused attention and intentional observation of children at all times. What is Positive Supervision? Positive supervision requires staff to use a variety of contact forms and have at least five positive contacts for every one negative contact with a student. What does active supervision look like? MOVE around the activity/assigned area continuously for maximum visibility o Constant movement move 30 feet per minute o Avoid standing with your back to the students o Monitor proximity to students for quick response o Make obvious, yet unpredictable movement throughout the activity space o Interact with students o Planned and purposeful movement to target Areas Activities Individuals Groups SCAN the area continuously to observe all students in the assigned area o Body language: head up, make eye contact, overt body position o Look for appropriate behaviors o Anticipate possible conflicts and/or problems monitor problem areas o Listen for possible conflict o Look for student withdrawal from an activity/space, bullying, etc. o Pay attention o Follow up o Be proactive POSITIVELY INTERACT & ACKNOWLEDGE frequently with most students o Use a variety of interaction types o Positively acknowledge preferred behaviors using descriptive feedback o Ensure positive interaction is noticeable to the student to promote continued positive behavior o Interact and acknowledge a variety of students no favorites! o Use social positives and program-wide acknowledgement system o Ensure acknowledgements are individualized, informative, and sincere o Ensure acknowledgements and interactions are appropriate Handle MINOR RULE VIOLATIONS efficiently o Address situation and student(s) quickly, privately, and neutrally o Follow up with a positive response Follow program-wide expectations and procedures for handling MAJOR RULE VIOLATIONS o Address situation and student(s) quickly o Follow procedures o Be professional, focus on the facts and procedures for handling o Disengage o Pre-correct for the next occurrence 11

15 KNOW PROGRAM-WIDE EXPECTATIONS Conduct safety checks of space and equipment; report and/or remove hazards Inform other employees if post is left vacant at no time and for no reason should students be left unsupervised Why is active supervision important? Active, quality supervision promotes a safe and welcoming environment The visible presence and positive adult interactions prompts desired behaviors and deters problem behaviors We are a team that supports one another We are committed to protecting the quality of programming and will not let common area issues deter from high quality instruction and programming It is important that students understand that we take pride in actively managing our program Active supervision provides us with an opportunity to build meaningful relationships with all students When is active supervision important? 100% of activity and program time Teachers report that when students are greeted by an adult, it takes less time to complete opening routines and get instruction started. 12

16 Before & After School Program PBIS FEEDBACK LANGUAGE Instead of saying this Thank you for walking. Good job using your red voice. Nice line! You are so polite! Don t run! Keep your voices down! Thank you for walking so nicely. In the Hallway Say this Thank you for respecting others by Walking in a single line on the right side. Going in the green door. Greeting others with a smile & a wave. Using orange voices before & after school. Using a red voice during the school day. Thank you for respecting yourself by Walking to your classroom quickly, quietly & safely. Walking with hands at sides and feet on the floor. Nice job not swinging your backpack. Thank you for being kind. Instead of saying this Thank you for not playing in the bathroom. Good job using voice level 1. Thank you for walking so nicely. Nice work! Good job at keeping the bathroom clean. Thank you for using only two pumps of soap. Instead of saying this Thank you for walking. Good job using voice level 2. You have nice manners. Thank you for respecting property by Keeping your hands and feet to yourself. Keeping your backpack still on your back. In the Restroom Say this Thank you for respecting others by Keeping your hands, feet, & eyes to yourself. Going quickly so others may. Using voice level 1. Thank you for respecting yourself by Using bathroom appropriately. Washing hands. Walking back to class quickly, quietly, & safely. Thank you for respecting property by Making sure toilet flushes. Using 2 pumps of soap. Keeping area clean. During Snack Say this Thank you for respecting others by Walking. Using kind words and manners. Keeping your hands and feet to yourself. Using orange voices. 13

17 Instead of saying this Thank you for raising your hand. Don t share food! I like the way you raise your hand for help. Good job at keeping floor clean. During Snack Say this Thank you for respecting yourself by Staying in your seat with feet under the table. Raising hands for help. Eating your own food. Thank you for respecting property by Keeping your area clean. Instead of saying this Thank you for playing safely. I like the way you are taking turns. Good job at following the rules of the game! Thank you for playing safely. On the Playground Say this Thank you for respecting others by Taking turns. Following game rules. Following directions from adult supervisors. Using appropriate language. Asking before going into the school. Thank you for respecting yourself by Ignoring, asking to stop, walking away, reporting, etc. I like the way you returned the jump ropes after you were finished playing. Thank you for respecting property by Going feet first down the slide. Returning equipment. 14

18 Supervision Self-Assessment Name: Setting: Hallway Entrance/Exit Cafeteria Other: Tally each Positive Student Contact: Total # Tally each Negative Student Contact: Total # Playground Date: Time Start: Time End: Ratio 2 of Positives to Negatives: : 1 1. Did I have at least 4 positive contacts for every negative contact? Yes No 2. Did I move throughout the area I was supervising? Yes No 3. Did I frequently scan the area I was supervising? Yes No 4. Did I positively interact with most of the students in the area? Yes No 5. Did I handle minor rule violations quickly and quietly? Yes No 6. Did I follow school procedures for handling major rule violations? Yes No 7. Do I know the school-wide expectations? Yes No 8. Did I use behaviorally specific praise to acknowledge at least five students for following the school-wide expectations? Yes No Overall active supervision score: 7-8 Yes = Super Supervision 5-6 Yes = So-So Supervision <5 Yes = Improvement Needed # Yes: 2 To calculate, divide # positives by # of negatives. George Sugai & Geoff Colvin Permission granted by George Sugai (10/08)

19 HANDS-ON: WHAT IS RESPECT? Objectives TLW demonstrate understanding what respect looks like and sounds like TLW build community through team building activities Materials Book, Limu The Blue Turtle by Kimo Armitage or The Crayon Box that Talked by Shane Derolf Chart paper Markers Crayons Index cards plain Scotch tape Background/Pre-Set TTW introduce the word respect to the students and create a t-chart, similar to that to the right, with the students showing what respect looks like and sounds like (remember, the teacher is the facilitator; let the students do the thinking!) Next, TTW show the students the cover of one of the books listed above in the Materials section and introduce the title and author. After introducing the title and author, TTW conduct a picture walk of the book, asking all of the students to sit quietly, look at the pictures, and draw conclusions about what the story is about as the teacher slowly turns the pages. Once the teacher reaches the end of the book, TTW read the book aloud, stopping to define words, if necessary. After reading the book, TTW lead a class discussion about the characters feelings and what happened to them during the story. TTW ask the students to share who they think was the main character in the story (depending on the age of students, the teacher may need to define main character ) and turn to their elbow partner (classmate sitting directly next to him/her on either side) and talk about what the main character may be thinking or feeling and why they think the character is feeling this way. After a few minutes of discussion, TTW return the students to whole group and ask a few students to share their thoughts. TTW help students make a personal connection by thinking out loud about a time they (the teacher) was treated badly by someone because they were different than them. (This is very important in helping children understand differences and begin to build a sense of tolerance for others.) TTW ask the students if anyone wants to share about a time when they were treated badly because they were different. (The teacher should not require students to share if they are not comfortable.) Hands-On Activity Next, TTW create an anchor chart about the word respect, similar to the example to the left. Using the t-chart, TTW ask the students to create a kid-friendly definition for the word respect (a definition of courtesy) and write the definition at the bottom of the chart paper under the heading Our word means. After creating a kid-friendly definition, ask the students to stand in a large circle. TTW read different sentences aloud that showcase similarities and differences, such as students with older/younger siblings, those who enjoy sports, or those with parents in the military, and ask students who feel the sentence represents them, walk into the middle of the circle. After 5-10 seconds, TTW ask the 15

20 students to return to their previous spot. (See below for a list of sample sentences.) After the last sentence, TTW ask all of the students to return to their seat next to the anchor chart. TTW ask the students to share how they felt doing the last activity and discuss if they knew so many people in the class were so similar. The class will also discuss how even though everyone is different, likes different things, and comes from different families and backgrounds, we also have a lot in common and it s important to respect each other s differences because we can always find something in common with someone else. TTW also discuss that what s on the inside is more important that what s on the outside. Next, TTW ask the students to make a plan for how they are going to show respect for others. As the students are giving ideas, TTW write their ideas in the section of anchor chart titled, We can draw it!. After a discussion about ways to show respect, TTW give each student an index card, markers, and crayons and ask the students to draw a picture of themselves being respectful. As the students complete their pictures, TTW tape the picture over the top of the brainstorm session to showcase student work. TTW give the anchor chart to the site leader to display and keep for the teacher to revisit with the students, when necessary. Check for Understanding ask quality questions, give adequate response time, tie to objectives/tlws TTW ask students to give their definition of respect. TTW ask students to share different ways they can show others respect in the Before & After School Program. TTW ask students what it looks like to be respectful. Sample Sentences I have older siblings. I celebrate my birthday in the summer. I like to swim. I live on a farm. I like the Cyclones. I like to read. I like to play sports. I want to go to college when I grow up. My mom or dad is in the military. My mom or dad works during the day while I m at school. I like to stay up late. I have lived in another state. I have younger siblings. I am in boy or girl scouts. I like to go to the dentist. 16

21 HANDS-ON: WITH GREAT POWER, COMES GREAT RESPONSIBILITY Objectives TLW demonstrate understanding what being responsible looks like and sounds like TLW build community through team building activity Materials Book, What If Everybody Did That? By Ellen Javernick or If Everybody Did by JoAnn Stover Super Hero template 1 per student Responsibility writing prompt 1 per student Pencils, sharpened 1 per student Markers Crayons Glue sticks Scissors Construction paper ½ sheet per student Chart paper Background/Pre-Set TTW introduce the word responsible and ask the students if they have ever let somebody else take the blame for something they did. What happened? How did the other person feel about it? How did it make them feel? Next, TTW ask the students if they have ever chosen not to follow directions even when they knew what they were supposed to be doing and knew they were doing something wrong. What happened? How did it make them feel? TTW create a circle map, similar to the picture above, and lead a discussion for students to give words, actions, or scenarios that describe being responsible. Next, TTW show the students the cover of one of the books listed above in the Materials section and introduce the title and author. After introducing the title and author, TTW conduct a picture walk of the book, asking all of the students to sit quietly, look at the pictures, and draw conclusions about what the story is about as the teacher slowly turns the pages. Once the teacher reaches the end of the book, TTW read the book aloud, stopping to define words, if necessary. After reading the book, TTW lead a class discussion about the characters actions and choices and what happened during the story. TTW ask the students to share who they think was the main character in the story (depending on the age of students, the teacher may need to define main character ) and turn to their elbow partner (classmate sitting directly next to him/her on either side) and talk about what the main character may have been thinking or feeling and why they think the character was making the choices he/she made. After a few minutes of discussion, TTW return the students to whole group and ask a few students to share their thoughts. TTW ask the students to think about some of the choices the main character made in the story and how they relate to being in school or the Before & After School Program. What would happen? What if we all threw paper on the floor and didn t pick it up? What if we all shared our food when we were only supposed to eat our own? TTW help students make a personal connection by thinking out loud about a time they (the teacher) did not act responsibly. (This is very important in helping children understand how being responsible for our own actions and choices applies to everyday life.) TTW ask the students if anyone wants to share about a time when they were not responsible. (The teacher should not require students to share if they are not comfortable.) Next, TTW revisit the circle map and ask the students if there is anything else they want to add after reading and discussing the story. 17

22 TTW ask the students to create a kid-friendly definition for the word responsibility and write the definition at the bottom of the circle map under the heading Our word means. Hands-On Activity TTW ask the students who each of us are responsible for (ourselves). TTW also ask the students to think about who has the power over their choices and actions (themselves) and reinforce that all of us are responsible for our own choices and actions and that we need to make good choices so we are all safe and able to have fun. Next, TTW ask the students to make a plan for how they are going to be responsible. As the students are giving ideas, TTW write their ideas on the outside of the circle map border. After a discussion about ways to show responsibility, TTW remind each student that with great power over our own choices, comes great responsibility and explain that they are going to create their own super hero and show them the picture to the right as an example. TTW give each student a responsibility writing prompt sheet, pencils, markers, and crayons and ask the students to write a definition of responsibility and then write or draw three ways they are going to show responsibility in the Before & After School Program. Kindergarten students may choose to copy the class definition from the circle map while older students write their own definition (strongly encouraged to check for understanding and display comprehension). Once students complete their writing prompt, TTW provide them with a half sheet of construction paper to glue the prompt to, if they choose, along with a super hero template to color, decorate, and cut out. Students may also design their own super hero, if they choose. After students have completed their super hero design, TTW help the students attach their writing prompt to their super hero and select up to five top writing samples to send to the Central B/ASP Office for display. Be sure to include student names for recognition and to return to the students. NOTE: this activity may take more than one class to complete. Be sure student names are on all pieces of work and store they in the class folder until the next class. Check for Understanding ask quality questions, give adequate response time, tie to objectives/tlws TTW ask students to give their definition of responsibility and what is means to be responsible. TTW ask students to share different ways they can show they are being responsible in the Before & After School Program. TTW ask students what it looks like to be responsible. 18

23 With Great Power, Comes Great Responsibility! Responsibility is... With Great Power, Comes Great Responsibility! Responsibility is...

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25 Before & After School Program VOICE LEVEL Lesson Plan Objective: TLW learn and practice different voice levels State Expectation(s): See B/ASP Behavior Matrix, Voice Levels Provide Rational (communicate to students why we need this expectation by discussing importance): There are many students that share this space. What would it look like if we all ran around yelling? (Allow students time to process and share thoughts with the group.) It is important to follow voice level expectations so that all students can hear the directions and everyone can stay engaged in their activity. Define/Explain the Expectation(s) (use operational terms, communicate what it looks like within the routine): 1. Voice level 0 = no talking 2. Voice level 1 = soft, whisper voice 3. Voice level 2 = table talk 4. Voice level 3 = strong speaker 5. Voice level 4 = outside voice Teaching Plan I DO: Model/Demonstrate (Demonstrate behaviors through skits, games, or role play. Define expectations and behaviors; show examples and non-examples; and make it fun, realistic, and meaningful.) Use voice level poster Examples - Appropriate Behavior (involve students): 1. Using voice level 2 while working as a team 2. Not making any noise on voice level 0 3. Using strong speaker voice level 3 when talking to the entire group 4. Using outside voice level 4 when playing a game on the playground Non-Examples (teacher only demo): 1. Talking when it is voice level 0 2. Changing voice level without permission 3. Yelling or using another inappropriate voice or language while inside the building Teaching Plan WE DO: Practice & Check for Understanding (Identify how you will ensure students actively practice the behaviors/examples.) 1. Hands-On: TLW practice the correct behaviors staff provide verbal praise or corrective feedback 2. Ask several students to explain the expectations TTW remind students of the voice level expectation before beginning any activity Staff provide specific praise or corrective feedback (specific to observable behavior, using PBIS language): Thank you for being so responsible by walking in the hallway and following voice level 1. (judgment/personal observation) You helped our group understand the game rules by being respectful and following the voice level expectation in the gym. You have followed the voice level expectations every day this week in the gym. That is an improvement from last week. (inference/quantifiable data) Thank you for being respectful by following the voice level expectation during snack. That helps you and the students around you to eat your whole snack in the allotted time. (descriptive/reflective feedback) Reinforce/Acknowledge (what is provided to students demonstrating behavioral expectations) Descriptive, verbal compliments & fist bumps Reward bucks Friday Feature site & website recognition Follow-Up TTW review expectations before beginning each activity, using CHAMPs as a guide All staff will reinforce positive student behaviors observed 19

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27 HANDS-ON: VOICE LEVEL Expectations Objectives TLW practice and understand PBIS voice level expectations Materials Voice Level poster Background/Pre-Set TTW review the voice level poster and expectations lesson plan with the students. TTW ask the students if they ve ever been doing an activity or playing a game when the teacher is trying to give more instructions, but others around them were yelling or continuing to run around and they couldn t hear the instructions. (Likely, yes.) TTW ask the students if that made them frustrated. TTW ask the students how they knew what they needed to do next when they couldn t hear. TTW ask the students if they think it s better to stop and listen as soon as the teacher asks or if it s better to keep doing the activity while the teacher and the rest of the class wait for everyone to listen. Which way lets the students continue to do fun things quicker? TTW explain the attention-getter he/she will consistently use to gain the group s attention when they re doing activities. The attention-getter should have a mimic for the students so the teacher can easily see which students are ready to listen (see Attention-Getter Ideas in this packet). TTW explain to the students that as soon as they hear the attention-getter, they should stop what they re doing, have their hands free (no items in them), eyes watching, ears listening, and mouth holding a bubble (no talking). TTW demonstrate the attention-getter and give the students several opportunities to practice their response. TTW consistently use the attention-getter when he/she wants to gain the students attention. If the teacher chooses a new attention-getter during the year, TTW reteach the expectation and allow time for the students to practice and demonstrate understanding. Hands-On Activity TTW explain to the students that they are going to play the game Simon Says to practice voice level expectations, but this game of Simon Says has special rules TTW explain the game rules: o The teacher will begin as the game leader. As the game continues and the students demonstrate understanding of the game and voice level expectations, the teacher may select student leaders. o Any time the game leader starts a command with Simon Says, the students will act/say/show the command given; if the game leader gives a command, but does not say Simon Says, the students should continue acting/saying/showing the previous action. o When a student does a command that was not lead by Simon Says, the student is not out, but will need to do 10 jumping jacks/hops/push-ups/etc. before rejoining the game. * Depending on space and student age, the teacher will determine the activity the students need to do to rejoin the game. The goal is to keep all students active and alert. o The game leader should give a mix of commands that include voice level and action. For example, the leader will say Simon says switch places with a classmate while showing me voice level 2. Or, Simon says pop like popcorn using voice level 4. The game leader should also practice the attention-getter using Simon Says commands. When the attention-getter is used, the students should always FREEZE and demonstrate expectations when the attention-getter is given empty hands, quiet voice, eyes watching the teacher, and ears listening. o As the game progresses and students demonstrate understanding of the voice levels, the leader will add commands that lead with hand me Simon s voice level and show me voice level XYZ. During hand me Simon s voice level, the game leader will begin the command with a regular level voice so that all students can hear, but end with the voice level the students need to show the leader by holding up the number of fingers on their hand that the leader is demonstrating. For example, the leader will say Simon says hand me Simon s voice level now on now, Simon changes his/her voice level to the level the students need to recognize while slithering like a snake. In response, the students will slither like 20

28 o a snake while holding up the number of fingers on one hand of the voice level they think Simon was demonstrating. The teacher can continue to make the game more challenging by having the students do opposite actions, add right and left commands, and give place location instead of voice level to challenge student understanding of voice level expectations in different settings (i.e., hallways, restroom, etc.) Check for Understanding ask quality questions, give adequate response time, tie to TLWs TTW ask the students to give examples of different voice levels. TTW ask the students to explain when it s appropriate to use different voice levels. TTW ask the students to explain the attention-getter they need to listen for and what they should be doing when the attention-getter is given. TTW give the students a variety of scenarios and ask the students what voice level is expected for each scenario. 21

29 Before & After School Program BODY BASICS Lesson Plan Objective: TLW learn and practice body basics State Expectation(s): See B/ASP Behavior Matrix, Body Basics Provide Rational (communicate to students why we need this expectation by discussing importance): Have you ever been sitting in an assembly where other students were swinging their backpack or rolling around on the floor bumping into you? Did that make you feel frustrated? (Allow students time to process and share thoughts.) It is important to follow body basics so everyone has their personal space and can see and hear. Define/Explain the Expectation(s) (use operational terms, communicate what it looks like within the routine): 1. Sit facing forward with your eyes watching and ears listening 2. Keep your body still and to yourself 3. Use the appropriate voice level, depending on the teacher s expectations Teaching Plan I DO: Model/Demonstrate (Demonstrate behaviors through skits, games, or role play. Define expectations and behaviors; show examples and non-examples; and make it fun, realistic, and meaningful.) Examples - Appropriate Behavior (involve students): 1. Enter the activity space and sit down quietly, crisscross-applesauce 2. Sit facing forward, with hands in your lap 3. Talk only to the person directly to either side of you, at the voice level expected by the teacher Non-Examples (teacher only demo): 1. Talking when it is voice level 0 2. Changing voice level without permission 3. Rolling around on the floor 4. Laying down instead of sitting 5. Turning around to talk to others 6. Yelling across multiple people to talk to another student Teaching Plan WE DO: Practice & Check for Understanding (Identify how you will ensure students actively practice the behaviors/examples.) 1. Hands-On: TLW practice the correct behaviors staff provide verbal praise or corrective feedback 2. Ask several students to explain the expectations TTW remind students of body basics expectations before dismissal, transition, and in the classroom Staff provide specific praise or corrective feedback (specific to observable behavior, using PBIS language): Thank you for sitting using body basics with your hands in your lap! I liked how you were being so responsible by only talking to the person next to you! (judgment/personal observation) You made our speaker feel welcome by sitting still and keeping your eyes facing forward. You have been responsible by following body basics every day this week. That is an improvement from last week. (inference/quantifiable data) Thank you for being respectful by using body basics during today s read aloud. That helped everyone be able to listen to the story and get to the next part of the activity quickly. (descriptive/reflective feedback) Reinforce/Acknowledge (what is provided to students demonstrating behavioral expectations) Descriptive, verbal compliments & fist bumps Reward bucks Friday Feature site & website recognition Follow-Up TTW review expectations before beginning each activity, using CHAMPs as a guide All staff will reinforce positive student behaviors observed 22

30 Body Basics

31 Before & After School Program LINE BASICS Lesson Plan Objective: TLW learn and practice line basics State Expectation(s): See B/ASP Behavior Matrix, Line Basics Provide Rational (communicate to students why we need this expectation by discussing importance): Have you ever been walking in a line where other students were swinging their backpack or bumping into you? Have you ever had artwork on display on the wall of the school that was ripped when you got it back? How did that make you feel? (Allow students time to process and share thoughts.) It is important to follow line basics so everyone can walk safely and quickly from place to place. Define/Explain the Expectation(s) (use operational terms, communicate what it looks like within the routine): 1. Stand facing forward, single-file line 2. Keep your hands, feet, and objects to yourself 3. Maintain the correct pace and space between you and the person in front of you. Stay an arms-length behind the person in front of you to avoid bumping into each other and allow plenty of time to stop. 4. Voice level 0-1; depending on the activity and teacher s expectations Teaching Plan I DO: Model/Demonstrate (Demonstrate behaviors through skits, games, or role play. Define expectations and behaviors; show examples and non-examples; and make it fun, realistic, and meaningful.) Examples - Appropriate Behavior (involve students): 1. Line up quickly with hands to side or behind back, if not holding any materials 2. Walk at a normal pace so that you stay an arms-length behind the person in front of you 3. Keep eyes facing forward so you re prepared to stop, when necessary 4. Use the voice level expectation given by the teacher for the activity Non-Examples (teacher only demo): 1. Talking when it is voice level 0 2. Changing voice level without permission 3. Pushing others in line 4. Swinging backpack 5. Walking backwards 6. Walking side-by-side with a friend 7. Walking against, or rubbing your hands along, the wall to destroy others work Teaching Plan WE DO: Practice & Check for Understanding (Identify how you will ensure students actively practice the behaviors/examples.) 1. Hands-On: TLW practice the correct behaviors staff provide verbal praise or corrective feedback 2. Ask several students to explain the expectations TTW remind students of line basics expectations before entering the hallway or transitioning Staff provide specific praise or corrective feedback (specific to observable behavior, using PBIS language): Thank you for lining up so quickly and keeping your hands behind your back! I liked how you were being so responsible by walking at an appropriate pace! (judgment/personal observation) Thank you for being respectful to your classmates by following line basics. You have followed line basics every day this week. That is an improvement from last week. (inference/quantifiable data) Thank you for being responsible and using line basics when we lined up to come inside from the playground. That helped our class get to the next activity quickly. (descriptive/reflective feedback) Reinforce/Acknowledge (what is provided to students demonstrating behavioral expectations) Descriptive, verbal compliments & fist bumps Reward bucks Friday Feature site & website recognition Follow-Up TTW review expectations before beginning each activity, using CHAMPs as a guide All staff will reinforce positive student behaviors observed 23

32 Before & After School Program - HALLWAY Lesson Plan Objective: TLW will learn and practice the expectations of hallway behavior State Expectation(s): See B/ASP Behavior Matrix, Hallway Provide Rational (communicate to students why we need this expectation by discussing importance): Were you ever in a line where someone pushed and shoved you? Did that make you feel angry? (Allow students time to process and share thoughts with the group.) It is important to follow these expectations in the hallways so that all students can travel safely and directly to their destination and others in the building can stay engaged in their activity. Define/Explain the Expectation(s) (use operational terms, communicate what it looks like within the routine): 1. Walk in a single-file line using line basics. Face forward, provide space between you and your neighbor in front, keep your hands to your side or behind your back, and use walking feet. 2. Voices should be at a level 0 or 1, teacher determined (one or the other, not both) 3. If you need to step out of line for any reason, rejoin the line at the end 4. Manage your personal belongings so materials are secure and others are safe 5. If you drop any materials, the person behind you will step out of line with you to help pick them up and then you will both rejoin the end of the line 6. Avoid conflict and don t join in, but report it to a B/ASP employee later Teaching Plan I DO: Model/Demonstrate (Demonstrate behaviors through skits, games, or role play. Define expectations and behaviors; show examples and non-examples; and make it fun, realistic, and meaningful.) Go to the hallway Ask students to visualize Practice correct behaviors Examples - Appropriate Behavior (involve students): 1. Stand quietly show examples of line basics 2. Face the direction of travel Hips & Lips (face forward) in the hallway 3. Voice level 0 Marshmallow mouth, wave to friends and teachers OR Voice level 1 4. Be mindful of what is going on around you 5. Walk in a straight, single-file line 6. Walk around adults that are talking 7. If trash is found, pick it up & put it in the trashcan 8. Step out of line rejoin the end Non-Examples (teacher only demo): 1. Running 2. Walking with hands touching the walls, student/teacher work 3. Voice level 2 or 3 in line 4. Jumping tiles or jumping up to hit the door frame, clocks, signs, etc. 5. Walking backwards 6. Walking beside a friend, not single-file 7. Skipping or twirling 8. Creating conflict by touching or pushing others 24

33 Teaching Plan WE DO: Practice & Check for Understanding (Identify how you will ensure students actively practice the behaviors/examples.) 1. Hands-On: TLW practice the correct behaviors staff provide verbal praise or corrective feedback 2. Ask several students to explain the expectations TTW remind students of expectations before lining up Staff provide specific praise or corrective feedback (specific to observable behavior, using PBIS language): Thank you for being respectful and walking at a voice level 1! I liked how you were being so responsible by keeping your hands & feet to yourself! (judgment/personal observation) Thank you for being safe and walking in the hallway using line basics. You have followed line basics every day this week. That is an improvement from last week. (inference/quantifiable data) Thank you for being respectful of others by following hallway expectations. That helps you get to the next activity quickly and quietly and allows other students to stay focused. (descriptive/reflective feedback) Reinforce/Acknowledge (what is provided to students demonstrating behavioral expectations) Descriptive, verbal compliments & fist bumps Reward bucks Friday Feature site & website recognition Follow-Up TTW review expectations before entering the hallway, using CHAMPs as a guide All staff will reinforce positive student behaviors observed in the hallways 25

34 HANDS-ON: HALLWAY Expectations Objectives TLW demonstrate understanding of hallway PBIS expectations TLW demonstrate understanding of line basics Materials Hallway expectation action cards Background/Pre-Set TTW review the hallway expectations lesson plan TTW review the line basics lesson plan Hands-On Activity TTW divide the students into two groups and provide students with a hallway expectation action card. o If there is a teacher and program assistant in the classroom, the class may be divided into two groups and each practice hallway expectations. o If there is only one teacher, the group will stay together and students can take turns receiving the hallway expectations cards. TTW explain to students that they received a game card that relates to a hallway expectation. When the student gets to the front of the line, they will do the action on the card, following the hallway expectations. TTW explain that all students need to be watching the leader to see if the expectation is completed correctly. The teacher may choose to read the student s card to the group when he/she gets to the front of the line, before the action is completed or, to increase difficulty as the students progressively show more understanding of the expectations, the teacher may choose not to read the card and instead have the students watch and see what happens as they re in line to determine, without knowing what s written on the card, if the leader is following the expectations. (If the leader is following the expectation correctly, the remainder of the group should be affected as well.) Note there may be some actions the teacher needs to call out. For example, if there is not another class in the hallway, the teacher may need to say another class is coming when the class crossing card is at the front of the line to simulate what the student needs to do. TTW ask the students how they can tell the student at the front of the line they did a good job and followed the expectation. After the students have an opportunity to share, TTW remind the students of the hallway voice level and explain that even though we can t cheer verbally for our teammate, we can show them they did a good job by giving firecracker fingers and holding our hands in the air, wiggling our fingers, and then bringing them back down to our sides like fireworks falling from the sky. TTW remind the students that they re a team and even if someone forgets the expectation, we need to help our teammates by reminding them of the correct expectation and redoing the action correctly. Once it s redone correctly, the students will give firecracker fingers. TTW remind the students that it s important for them to work together and celebrate everyone together as a team. TTW ask the students to line up and take the class through the hallways to complete the hallway expectations card game. After the leader completes the action on his/her card, they go to the end of the line. Once all students have had the chance to be the leader with a game card, the class returns to the classroom. Check for Understanding ask quality questions, give adequate response time, tie to TLWs TTW ask the students what they think they did really well as a team. TTW ask the students what they need to work on to improve. TTW ask the students why it s important to follow expectations in the hallway. TTW ask the students to review the hallway expectations. 26

35 Hallway Expectation Game Cards You re at the corner and another class is coming. Oops! You dropped something (pretend with this card) and need to pick it up. Oh no! I forgot something in the classroom. You re going through a door and you re the line leader. You re leaving the classroom. Time to start walking down the hallway. Which side is the right side to walk down? Oops! You dropped something (pretend with this card) and need to pick it up. It s time to go to dismissal and sit using body basics. Someone is causing conflict and not following directions. You re at the corner and another class is coming. You re going through a door and you re the line leader. 27

36 HALLWAY Expectations Supervisor & Program Staff Expectations Be present and monitor students throughout the line use proximity Try using non-verbal cues first Be a role model for the students Stop the line and redirect, when necessary Be observant of others in the hallway; stop at all corners and allow others to have the right of way Student Expectations Use line basics o Face forward, single-file line o Voice level at 0-1, determined by teacher o Hands, feet, and objects to self o Maintain your pace and space Take the most direct route to the destination Be safe and walk Must have permission to be in the hallway Must be accompanied or within eye sight of a program employee If you are the line leader, hold the door for the entire class and rejoin at the end If you drop something, step out of line, pick up items, and rejoin at the end. If you are behind someone who drops something, step out of line, help pick up items, and rejoin at the end. 28

37 Before & After School Program RESTROOM & WATER FOUNTAIN Lesson Plan Objective: TLW will learn and practice the expectations of restroom and water fountain behavior State Expectation(s): See B/ASP Behavior Matrix, Restroom & Water Fountain Provide Rational (communicate to students why we need this expectation by discussing importance): Have you ever gone into a restroom that s gross with toilet paper and paper towels all over the place? Did you want to use it? What would it look like if we all played in the sinks, splashed water on the floor, and didn t flush the toilets? (Allow students time to process and share thoughts with the group.) Have you ever needed a drink, but the person in front of you is playing in the water fountain and doesn t give you a turn? Does it make you frustrated? (Allow students time to process and share thoughts.) It is important to follow these expectations in the restroom and at the water fountain so students can have a healthy and safe place to use the restroom and get a drink and so that our restrooms are clean. Define/Explain the Expectation(s) (use operational terms, communicate what it looks like within the routine): 1. Ask permission from an adult to use, and accompany you, to the restroom. 2. Walk in the hallway, directly to the restroom; not more than 3 students in the restroom at one time. 3. Go the restroom, flush the toilet, wash and dry your hands and throw the towel in the trash, and leave. 4. Think 2 two pumps of soap, two pumps of paper towels, and score two points by throwing your used paper towel in the trashcan. 5. Walk back to the classroom or other activity space and rejoin the activity. 6. When you need a drink, your mouth should only touch the water, not the metal or any other part of the water fountain. 7. Think 5 you should only be at the water fountain for five seconds at a time to get a drink. 8. If you are filling a water bottle, go to the end of the line. Teaching Plan I DO: Model/Demonstrate (Demonstrate behaviors through skits, games, or role play. Define expectations and behaviors; show examples and non-examples; and make it fun, realistic, and meaningful.) Show students where restrooms are located Model how to use restroom and wash hands properly Show students where water fountains are located Model how to use the water fountain properly Examples - Appropriate Behavior (involve students): 1. Ask permission to use the restroom 2. Be accompanied by an employee 3. Use the closest restroom 4. Use voice level 1 5. Only one student should use a stall or urinal 6. Only three students in the restroom at a time 7. Be respectful of others using the restroom 8. Go and flush as quickly as possible 9. Wash hands and keep water in the sink 10. Throw the paper towel away in the trash 11. Go to the end of the line when filling a water bottle 12. Be at the water fountain for no more than 5 seconds 13. Your mouth only touches the water Non-Examples (teacher only demo): 1. Leaving the activity area without permission 2. Crawling or peeking under the stalls 3. Pushing, hitting, or making fun of someone 4. Climbing on stalls or sinks 5. Throwing toilet paper or paper towels on the floor or at others 6. Playing in the sink, dripping water on floor 7. Stuffing lots of paper in the toilet or urinal 8. Missing the toilet, urinating in the floor drain 9. Yelling or singing in the restroom 10. Playing in the water fountain 11. Spitting water on the floor or others 12. Staying at the water fountain for more than five seconds 13. Filling a water bottle with others in line 29

38 Teaching Plan WE DO: Practice & Check for Understanding (Identify how you will ensure students actively practice the behaviors/examples.) 1. Hands-On Activity: TLW practice the correct behaviors staff provide verbal praise or corrective feedback 2. Ask several students to explain and demonstrate the expectations TTW remind students of expectations before leaving to go to the restroom and use the water fountain Staff provide specific praise or corrective feedback (specific to observable behavior, using PBIS language): I liked how you were being responsible by washing your hands with only two pumps of soap in the restroom. (judgment/personal observation) Thank you for being responsible when using the restroom every day this week. That is an improvement from last week. (inference/quantifiable data) Thank you for being safe in the restroom today and not dripping water on the floor. (descriptive/reflective feedback) Reinforce/Acknowledge (what is provided to students demonstrating behavioral expectations) Descriptive, verbal compliments & fist bumps Reward bucks Friday Feature site & website recognition Follow-Up TTW review expectations before entering the restroom, using CHAMPs as a guide All staff will reinforce positive student behaviors observed in the restroom 30

39 HANDS-ON: RESTROOM & WATER FOUNTAIN Expectations Objectives TLW demonstrate understanding of how to use the restroom properly, following PBIS expectations TWL demonstrate understanding of how to use the water fountain properly, following PBIS expectations TLW understand the importance of washing hands properly TLW demonstrate understanding of proper hand washing Materials Restroom with sink, running water, soap, paper towels Black light (1 or 2, depending on class size) Glo Germ lotion (1 bottle) Dark space Germ chart, laminated (1) Dry erase marker (2 colors) Book Germs Make Me Sick! By Melvin Berger Background/Pre-Set TTW ask the students to raise their hand if they ve ever had a cold. Next, TTW ask the students to think about the last time they were sick with a cold; were other people around them sick too (family members, other classmates, etc.) TTW ask the students to share ideas of how we get sick (likely someone will say cold weather, coughing, sneezing, germs). Coughing and sneezing are symptoms of being sick, but what are germs? You may know that germs are something you don t want and that they can be spread from one person to another, but what are they? Can germs make people sick? (TTW allow students an opportunity to think about the question and answer before sharing the definitions and examples below.) o Germs are tiny little organisms, too small to be seen without a microscope. Not all germs make us sick, but many are the cause of a variety of common illnesses. o For example, one type of germ, viruses, cause the flu and can also cause us to get a cold. Viruses need to be inside a human, animal, or plant to grow and multiply. Unlike viruses, bacteria, another type of germ, can live on their own. Bacteria are found in many different environments, but some prefer to live inside humans and can cause illnesses such as food poisoning or a really bad sore throat called strep throat. TTW ask the students to provide examples of how germs are spread (germs are everywhere and when we touch things, we get germs on our hands; and then, when we tough other things, those germs spread from object to object and from person to person coughing, sneezing, touching things, etc.) TTW ask students if they think more germs are spread by covering your nose with your hands or with your elbow when you sneeze. TTW will allow students to vote for their choice by raising their hand for each, but TTW not provide the correct answer at this time. Hands-On Activity TTW read the book Germs Make Me Sick! by Melvin Berger aloud or select an older student(s) to read the book aloud to the group. o Before reading the story, TTW introduce the title and author of the book and complete a picture walk through (TTW flip through the pages of the book, allowing the students to see the pictures and draw conclusions about what they think the book will be about). After the read aloud, TTW explain that everyone gets sick sometimes and it s pretty hard to avoid every germ all the time. TTW ask the students to vote again are more germs spread by covering your nose with your hands or with your elbow when you sneeze? (Hands why? Germs live inside our bodies and are spread from person to person by touching each other and things. Germs can also be spread through the air.) TTW ask the students for ideas of how they can try and avoid germs and stay healthy (cover your mouth to cough, sneeze into your elbow, use a Kleenex to blow your nose and throw it in the trashcan, and wash your hands). 31

40 TTW tell the students they re going to go to the restroom to practice PBIS restroom expectations, but before going, TTW give each student a dime-sized portion of Glo Germ lotion to apply to their hands. Without telling the students what they are putting on their hands, TTW ask the students to rub the lotion into their hands really well, making sure to get it between their fingers, around their fingernails, and on the backs of their hands. TTW review the PBIS restroom expectations before leaving the classroom by asking the students questions like: o How do we walk to the restroom? (Using body basics what does that mean, look like?) o o o How many students should be in the restroom at one time? If we re not in the restroom, what do we do? (Waiting stand in a single-file line outside the door and wait quietly. Done TTW let the students know ahead of time what they do when they re done sit/stand in a line, go back to the classroom, go outside, etc. Tip: assign one boy and one girl restroom leader to monitor the door as one student comes out, they tell the next student to go in. The leader can also check the restroom when everyone is done to ensure it s clean and everyone has followed PBIS expectations.) What do we do when we get into the restroom? (Go-Flush-Wash-Leave) TTW explain to the students the Take 2 expectation: Take 2 pumps of soap; Take 2 pumps of paper towels; Take 2 points by throwing your used paper towel into the trashcan. o Should you drip water on the floor after washing your hands? (No.) Why not? (Be safe someone could slip and fall.) o What is our voice level when we re waiting in line for the restroom, inside the restroom, or waiting for the rest of the group once we re done in the restroom? o What if there s a mess in the restroom? What should you do? (Be responsible tell the teacher or custodian.) o Is it my business what s happening in anyone else s stall? (No.) Do I leave the restroom and talk about anyone else in the bathroom? (No. Be respectful what happens in the restroom is private.) TTW review the expectations using CHAMPs as a guide. o C Conversation level what is it? o H Help how do I ask for help if I need it? o A Activity what are we doing? o M Movement how do we move to get to the restroom? o P Participation how do I participate? (All students should model going into the restroom during this activity. Even if they don t need to use the restroom, they should model washing and drying their hands following PBIS expectations. In regular cases, when not practicing expectations, TTW need to tell students what to do if they don t need to use the restroom i.e., if you don t need to use the restroom, sit against this wall in a single-file line with your hands and feet to yourself, crisscross-applesauce.) o S Success if we all follow the expectations, we ll be successful safe, respectful, and responsible and be able to move to our next activity quickly. Once all of the students have used the restroom and demonstrated understanding of using the water fountain properly, TTW take the students back to the activity space (or another space if the activity space is not dark enough to use the black light) and explain to the students that the lotion they applied to their hands before using the restroom was called Glo Germ lotion. Glo Germ lotion is a special lotion that simulates germs on your hands. TTW explain that simulate means imitate or act like germs. Glo Germ lotion is used to show how well you washed your hands. It s a special lotion that, when put under an ultraviolet black light, will glow. TTW allow the students to come to the front of the group one by one to have the black light shined on their hands while the rest of the class looks carefully for any glowing germs. Do they see any? Where are they located? TTW show the students the Germ Chart and explain that, as a class, they re going to keep track of where they find the most germs. TT can assign one recorder for the whole group or let the students rotate (after a student puts their hands under the black light, they rotate to recorder and record the next person s results, and then go back to the group; continue rotation until everyone has had their hands checked.) Once all of the students have had their hands checked and results recorded, add the total number of check marks for each column on the Germ Chart. Which hand part was least likely to get clean? TTW ask the students what conclusions (guess or ideas) they can make about why that part(s) didn t get clean. TTW ask the students how long they think they need to wash their hands. Next, TTW explain that health professionals say that we need to wash our hands for 20 seconds using soap and running water to eliminate 32

41 most germs and stay healthier. TTW ask students to raise their hand if they think they washed their hands for 20 seconds (note 20 seconds means rubbing soap all over your hands for 20 seconds, getting in between all of your fingers, around your fingernails, and on the backs of your hands; rinsing the soap off with water does not count in the 20 seconds.) TTW explain that 20 seconds is about the same amount of time as singing Happy Birthday to yourself two times. The class will return to the restroom and wash their hands for 20 seconds, singing Happy Birthday to themselves two times (remember voice level expectation) and remembering to get soap into all of the nooks and crannies, on the backs of their hands, and around their fingernails o Note TTW review restroom expectations before leaving the classroom every time! The class will return to the classroom and repeat the black light process and chart the results on the Germ Chart using a different colored marker. As a class, compare the results from the first time the students washed their hands to the second time when they washed them properly. TTW ask students to raise their hand if they ve used hand sanitizer to wash their hands. TTW ask the students if they think hand sanitizer works just as well, not as well, or better than washing their hands with soap and water. After a discussion, TTW explain that soap and running water is the best way to wash germs off your hands because the soap is killing the germs and the water is washing them away, but if soap and water are not available, hand sanitizer is the next best option. Check for Understanding ask quality questions, give adequate response time, tie to objectives/tlws TTW ask the students when it is a good time to wash your hands. What is the proper way to wash your hands? What are germs? How do germs spread? TTW ask students to review the restroom expectations. TTW review the expectations for using the restroom as an individual, explaining that students may never leave the classroom or activity space without permission on their own. For their safety, it s important that a teacher always know where every student is at all times. Source: Based on 33

42 Palm Germ Chart How Clean is Clean? First Wash Happy Birthday! Wash Back of Hands Fingers Between Fingers Around Fingernails 34

43 RESTROOM Expectations Supervisor & Program Staff Expectations Be present and monitor student restroom use use proximity to the restroom door Enforce student safety Be a role model for the students Student Expectations Must ask permission and be accompanied by an employee Use line basics in the hallway Use the closest restroom and take the most direct route to the destination Be safe and walk Respect the privacy of others Go, flush, wash, leave Think 2! WATER FOUNTAIN Expectations Supervisor & Program Staff Expectations Be present and monitor student use use proximity to the water fountain Enforce student safety Be a role model for the students Student Expectations Must ask permission and be accompanied by an employee Use line basics in the hallway Use the closest water fountain and take the most direct route to the destination Only touch the water with your mouth Think 5! Take only five seconds to get a drink 35

44 Before & After School Program AM ARRIVAL Lesson Plan Objective: TLW will learn expectations of arriving to the Before School Program State Expectation(s): See B/ASP Behavior Matrix, AM Arrival Provide Rational (communicate to students why we need this expectation by discussing importance): Have you ever joined a new group or club and weren t sure what to do? Did that make you feel a little lost or embarrassed or even a little scared? (Allow students time to process and share thoughts with the group.) It is important to follow AM Arrival expectations so adults know you are at the program and safe. Define/Explain the Expectation(s) (use operational terms, communicate what it looks like within the routine): 1. Check in with the front office assistant when you arrive and have your parent sign you in 2. Walk directly to the cafeteria from the front office 3. Check in with the site leader as soon as you arrive in the cafeteria 4. Place your personal belongings neatly in the designated space 5. Sit with your assigned group or join the activity Teaching Plan I DO: Model/Demonstrate (Demonstrate behaviors through skits, games, or role play. Define expectations and behaviors; show examples and non-examples; and make it fun, realistic, and meaningful.) Show students designated area for belongings Model how to check-in with the site leader Examples - Appropriate Behavior (involve students): 1. Check-in at the front office with parent to sign the student into the program 2. Walk directly to the cafeteria 3. Check-in with the site leader in the cafeteria 4. Join your assigned group or activity Non-Examples (teacher only demo): 1. Run from the car to the front door by yourself 2. Skip the front office and run to the cafeteria 3. Stop at the restroom before going to the cafeteria to check-in 4. Throw your belongings across the floor when you arrive Teaching Plan WE DO: Practice & Check for Understanding (Identify how you will ensure students actively practice the behaviors/examples.) 1. Hands-On: Staff provide verbal praise or corrective feedback 2. Ask students to explain and demonstrate the expectations TTW remind students of expectations before leaving the Before School Program Staff provide specific praise or corrective feedback (specific to observable behavior, using PBIS language): Thank you for being responsible by keeping your belongings neat and organized in the cafeteria when you arrived this morning. (judgment/personal observation) Thank you for being safe by checking in with me as soon as you arrived today. That is an improvement from yesterday. (inference/quantifiable data) Thank you for being responsible and joining your assigned group today as soon as you were asked. That helped everyone participate in activities for the maximum amount of time. (descriptive/reflective feedback) Reinforce/Acknowledge (what is provided to students demonstrating behavioral expectations) Descriptive, verbal compliments & fist bumps Reward bucks Friday Feature site & website recognition Follow-Up TTW review expectations before students receive snack using CHAMPs as a guide All staff will reinforce positive student behaviors observed during arrival time 36

45 Before & After School Program PM ARRIVAL Lesson Plan Objective: TLW will learn and practice expectations of arriving to the After School Program State Expectation(s): See B/ASP Behavior Matrix, PM Arrival Provide Rational (communicate to students why we need this expectation by discussing importance): Have you ever joined a new group or club and weren t sure what to do? Did that make you feel a little lost or embarrassed or even a little scared? (Allow students time to process and share thoughts with the group.) It is important to follow PM Arrival expectations so adults know you are at the program and safe. Define/Explain the Expectation(s) (use operational terms, communicate what it looks like within the routine): 1. Walk directly to the cafeteria at the end of the day 2. Neatly place your belongings in the designated space and sit down at your assigned table 3. Sit at the table facing toward the front of the table with your legs underneath and talk only to those on either side or directly in front of you using voice level 2 4. As soon as you hear the attention-getter, stop talking and use body basics to listen for further instruction 5. Raise your hand as soon as your name is called for attendance and only answer for yourself Teaching Plan I DO: Model/Demonstrate (Demonstrate behaviors through skits, games, or role play. Define expectations and behaviors; show examples and non-examples; and make it fun, realistic, and meaningful.) Show students designated area for belongings Model how to walk in and sit down Examples - Appropriate Behavior (involve students): 1. Walk into the cafeteria 2. Place belongings neatly in assigned area 3. Sit at your assigned table appropriately 4. Talk to your friends using a voice level 2 5. Use kind words and actions; greet friends and teacher appropriately Non-Examples (teacher only demo): 1. Run from the classroom to the cafeteria 2. Stop at the restroom 3. Throw your belongings across the floor when you arrive 4. Sit at another table 5. Yell out she/he s not here when other students names are called for attendance Teaching Plan WE DO: Practice & Check for Understanding (Identify how you will ensure students actively practice the behaviors/examples.) 1. Hands-On: Practice arrival expectations staff provide verbal praise or corrective feedback 2. Ask students to explain and demonstrate the expectations TTW remind students of expectations before leaving the After School Program Staff provide specific praise or corrective feedback (specific to observable behavior, using PBIS language): Thank you for being responsible and walking directly to the cafeteria when you were dismissed today. (judgment/personal observation) You have been responsible by sitting down as soon as you arrived in the cafeteria every day this week. That is an improvement from last week. (inference/quantifiable data) Thank you for being respectful by using voice level 2 and only talking to your elbow partners at your table today. That helped everyone hear when their table was called. (descriptive/reflective feedback) Reinforce/Acknowledge (what is provided to students demonstrating behavioral expectations) Descriptive, verbal compliments & fist bumps Reward bucks Friday Feature site & website recognition Follow-Up TTW review expectations before students receive snack using CHAMPs as a guide All staff will reinforce positive student behaviors observed during arrival time 37

46 Supervisor & Program Staff Expectations AM & PM ARRIVAL Expectations ALL staff greet all students and parents with enthusiasm, energy, and a high level of customer care ALL staff learn and call all students by their first name all staff know all student names, not just those in your group Be present and actively monitor student activity and behavior Staff are in assigned work spaces at the time the program opens; not rushing in the door or running around looking for supplies Use walkie-talkie to communicate from the office to the cafeteria when a student arrives Enforce student safety Be a role model for the students Wait to have students use the restroom after school until all students are settled and the snack routine begins Student Expectations Walk in line basics to the cafeteria Check in at the front office and with the site leader immediately upon arrival Join assigned group or activity Use kind words and actions; greet and respond to staff appropriately 38

47 Before & After School Program - SNACK Lesson Plan Objective: TLW will learn and practice the expectations of snack time behavior State Expectation(s): See B/ASP Behavior Matrix, Snack Provide Rational (communicate to students why we need this expectation by discussing importance): Were you ever in the lunchroom when it was too loud or your table was messy from someone else who used it? (Allow students time to process and share thoughts with the group.) It is important to follow these expectations during snack so all students can eat in a safe, clean environment. Define/Explain the Expectation(s) (use operational terms, communicate what it looks like within the routine): 1. Sit in designated area and wait to be called by an employee to wash hands 2. Line up using line basics to receive snack 3. Walk quietly and directly back to designated area to eat snack and using voice level 2 4. Raise your hand if you need help and wait to throw trash away until a teacher calls on you to do so 5. Walk to throw away trash and wash hands Teaching Plan I DO: Model/Demonstrate (Demonstrate behaviors through skits, games, or role play. Define expectations and behaviors; show examples and non-examples; and make it fun, realistic, and meaningful.) Show students designated area for snack Model how to wash hands properly and line up for snack Examples - Appropriate Behavior (involve students): 1. Wash hands before and after eating 2. Use line basics to receive snack 3. Use your manners say please and thank you 4. Use voice level 2 5. Sit in your designated area 6. Eat only your own food 7. Wait to be dismissed 8. Dispose of items properly 9. Notify staff when a spill occurs 10. Keep hands, feet, and objects to self Non-Examples (teacher only demo): 1. Push the person standing in front of you 2. Yell or make loud noise voice level 4 3. Lean over, touch, take, or eat a friend s food 4. Chew with your mouth open 5. Play with food inappropriately 6. Get up without permission 7. Eat without washing your hands 8. Leave spills or trash on the table/floor 9. Run to the trashcan or to get into line 10. Leave snack without washing hands Teaching Plan WE DO: Practice & Check for Understanding (Identify how you will ensure students actively practice the behaviors/examples.) 1. Hands-On: TLW practice the correct behaviors staff provide verbal praise or corrective feedback 2. Ask several students to explain and demonstrate the expectations TTW remind students of expectations before preparing to eat snack Staff provide specific praise or corrective feedback (specific to observable behavior, using PBIS language): Thank you for being responsible by washing your hands properly and thinking 2! (judgment/personal observation) Thank you for being safe by walking to line up and pick up your snack every day this week. That is an improvement from last week. (inference/quantifiable data) Thank you for sitting in your designated space today and using voice level 2 to talk to your elbow-mates while eating snack. That helps everyone to hear and receive snack more quickly. (descriptive/reflective feedback) Reinforce/Acknowledge (what is provided to students demonstrating behavioral expectations) Descriptive, verbal compliments & fist bumps Reward bucks Friday Feature site & website recognition Follow-Up TTW review expectations before students receive snack using CHAMPs as a guide All staff will reinforce positive student behaviors observed during snack time 39

48 HANDS-ON: SNACK Expectations Note this lesson should be taught after the PM arrival lesson. Objectives TLW demonstrate understanding of PBIS snack expectations Materials Restroom with sink, running water, soap, paper towels Cafeteria tables Milk cooler, unlocked Snacks Background/Pre-Set TTW review the Snack Lesson Plan with the students and ask other employees to demonstrate appropriate snack expectations. TTW select one employee (students should NOT demonstrate unwanted behaviors) to demonstrate INappropriate behaviors. After the students watch the employees demonstrate, TTW ask the students to give examples of what the employees were doing correctly. Next, TTW ask the students to give examples of what the employees need to do differently or better. TTW explain that students may bring a snack from home, but that snack will also be provided each day. TTW explain that the Ankeny CSD Before & After School Program is peanut-controlled which means that the we don t tell students that they can t bring snacks or lunches with peanut items in them, but that the district does not serve any items with peanuts and that we try to control where students with peanuts eat in order to keep those who have nut allergies safe. TTW ask the students if they know what it means to have an allergy or to be allergic to something. After giving the students an opportunity to think and share responses (be sure to keep the conversation on track, focused on what it means to be allergic, not stories about people who have allergies to this or that), TTW explain that when someone is allergic to something it means that their body doesn t like it and if they touch it, eat it, or sometimes even smell it, it can make them very, very sick and not be able to breathe. TTW explain that some of our friends in the program may have allergies so it s important that we take care of each other and be careful with the food we re eating. To help keep our friends safe, TTW will explain that even though we don t tell people they can t bring snacks that include nuts with them to school, we strongly encourage students to bring nut-free items. TTW also explain that students should only eat their own food and also need to wash their hands before and after eating. Additionally, TTW explain that there is a peanut table where anyone who brings a snack from home, but doesn t have a nut allergy will sit. TTW show the students where the peanut table is located and ask any student who currently has a snack from home to move to sit at the table. TTW explain that any day a student brings a snack from home that doesn t have a nut allergy, they will sit at the peanut table. If there is only one student sitting at the table, he/she may ask one friend who does not have an allergy to sit with him/her. TTW show all other students where they will sit when they enter the cafeteria at the end of the day and where they will sit during snack (at a grade-level table, group table, etc. the Site Leader will determine how students will sit during snack). TTW demonstrate the attention-getter that will be used by all employees during snack and give the students an opportunity to practice. TTW also let the students know how much time they have to eat their snack each day. TTW review the PM Arrival Lesson Plan to check for understanding. Hands-On Activity TTW take all of the students into the hallway and have them re-enter the cafeteria as they would if they were coming in from the end of the school day. 40

49 Once the students have entered the cafeteria, the students will continue with the snack process, washing hands and receiving snack for the first day. All teachers will monitor student behaviors, providing descriptive feedback to the students. Check for Understanding ask quality questions, give adequate response time, tie to objectives/tlws After all students have received snack, TTW ask the students as a whole group to provide feedback on what the group did well and what they may need to work on and do better the next day. TTW ask the students quality questions like why it s important for them to wash their hands before AND after eating; who should sit at the peanut table; what voice level students should be on as they enter the cafeteria and when they re eating; how they sit at the table; and what they do if someone is not following the expectations. TTW ask students to review the snack expectations. 41

50 SNACK Expectations Supervisor & Program Staff Expectations Be at assigned areas on time Be present and actively monitor students by continuously walking around the cafeteria use proximity Enforce student safety Be a role model for the students Build relationships with students by engaging in appropriate conversation Get necessary items for the students Use the quiet signal if noise level is above a level 2 o Quiet signal used by all staff during snack If you can hear my voice, clap once If you can hear my voice, clap twice etc. until all student attention has been gained. o Remind students of voice level 2 expectation Use the quiet signal to give students a 5 minute warning and before transitioning to the next activity At the 5 minute warning, assigned staff will begin escorting students to the restroom to wash hands Students will be dismissed one side of the table at a time and use line basics to throw away trash before washing hands staff: student ratios will remain at or less than 1:15 Reinforce positive behaviors using descriptive feedback Students should only leave the cafeteria for an emergency or if called for dismissal and should be accompanied by an employee Employees should know student food allergies Student Expectations Must wash hands before and after eating and be accompanied by an employee to the restroom Use line basics when waiting for the restroom and when in line for snack Be safe by walking to his/her designated table and stay seated, facing the table Be courteous to others by talking at a voice level 2 and using table manners Raise hand for help and use manners with staff Echo the attention-getter as soon as it s given and be at a voice level 0, ready to listen for instructions Walk to throw away items and wash hands Only eat his/her own food 42

51 Before & After School Program - PLAYGROUND Lesson Plan Objective: TLW will learn and practice the expectations of playground behavior State Expectation(s): See B/ASP Behavior Matrix, Playground Provide Rational (communicate to students why we need this expectation by discussing importance): Were you ever on the playground when other kids weren t taking turns or playing fairly or playing unsafe? Did that make you angry? Did that ruin recess for you? What would it look like if some of us climbed up the slides, stood on the swings, jumped from the top of walkways, and didn t share balls with others? (Allow students time to process and share thoughts with the group.) It is important to follow these expectations on the playground to keep everyone safe and help everyone Define/Explain the Expectation(s) (use operational terms, communicate what it looks like within the routine): 1. Use line basics when going to the playground and wait for teacher instructions before beginning play 2. Stay within the designated areas provided by the teacher 3. Report any accidents or unsafe equipment to the teacher 4. Use the equipment properly; share; use kind words and actions; and include everyone who wants to play 5. Ask an employee if you need to return to the building and be accompanied by an employee 6. Listen for the teacher s signal to put equipment away properly and line up using line basics Teaching Plan I DO: Model/Demonstrate (Demonstrate behaviors through skits, games, or role play. Define expectations and behaviors; show examples and non-examples; and make it fun, realistic, and meaningful.) Go to the playground Model how to take turns, use, and put equipment away properly Examples - Appropriate Behavior (involve students): 1. Stay in the designated area 2. If you see someone sitting/playing alone, invite them to play with you 3. Let everyone play, which may mean altering the game rules 4. Keep the playground clean 5. Use equipment properly and put equipment back where it belongs 6. When the teacher gives the signal, stop-lookput away all play equipment-and line up immediately using line basics 7. Resolve conflicts appropriately and handle your anger 8. Ask an employee to return to the building Non-Examples (teacher only demo): 1. Leave equipment or trash on the playground 2. Run up the slide or jump off the top of equipment 3. Continue playing even though the signal has been given to line up 4. Kick a ball or hit someone out of anger 5. Take equipment from others without asking 6. Throw or kick sand, snow, etc. 7. Toys, gum, or food from home 8. Playing tag on the equipment 9. Running across the parking lot to retrieve equipment 10. Telling someone they can t play with you 11. Leaving the playground without permission Teaching Plan WE DO: Practice & Check for Understanding (Identify how you will ensure students actively practice the behaviors/examples.) 1. Hands-On: TLW practice the correct behaviors staff provide verbal praise or corrective feedback 2. Ask several students to explain and demonstrate the expectations TTW remind students of expectations before entering the playground Staff provide specific praise or corrective feedback (specific to observable behavior, using PBIS language): Thank you for being respectful and inviting others to play kickball with your team. (judgment/personal observation) Thank you for being responsible and lining up as soon as the whistle has been blown this week. That is an improvement from last week. (inference/quantifiable data) Thank you for being safe and reporting the broken swing to the teacher. That helps keep you and everyone else from getting hurt. (descriptive/reflective feedback) 43

52 Before & After School Program - PLAYGROUND Lesson Plan, continued Reinforce/Acknowledge (what is provided to students demonstrating behavioral expectations) Descriptive, verbal compliments & fist bump Reward Bucks Friday Feature site & website recognition Follow-Up TTW review expectations before entering the playground, using CHAMPs as a guide All staff will reinforce positive student behaviors observed on the playground 44

53 HANDS-ON: PLAYGROUND Expectations Objectives TLW demonstrate understanding of PBIS playground expectations TLW demonstrate understanding of Peaceful Playground expectations Materials Playground Playground supply bucket Two-way radio Staff vest point person on-duty must wear Whistle Background/Pre-Set TTW review the Playground Lesson Plan with the students and ask other employees to demonstrate appropriate playground expectations. TTW select one employee (students should NOT demonstrate unwanted behaviors) to demonstrate INappropriate behaviors. After the students watch the employees demonstrate, TTW ask the students to give examples of what the employees were doing correctly. Next, TTW ask the students to give examples of what the employees need to do differently or better. TTW explain that students may play on the equipment or play on the blacktop with the items in the playground supply bucket. TTW show the students the different areas where they may play and the different games that are available for them to play. TTW explain to the students that one employee will be wearing a playground monitor vest so they can be easily seen if they need help. There will also be other employees on the playground. TTW review other playground safety expectations including that they should never leave the designated playground space; they should never leave the playground without permission, including going inside to the restroom or if their parent comes to pick them up; they should never run to the sidewalk or parking lot when they see someone they know, even their parent. TTW demonstrate the whistle and explain to students that as soon as they hear the whistle (one long, followed by two short) they need to stop what they re doing, look at the teacher, gather the items they re playing with, put them back in the supply bucket, and immediately line up. Next, TTW explain that we will use a process called Peaceful Playground when we re outside as a group having free play. TTW explain that Peaceful Playground means that no more than 5-10 students (this number is determined based on the total number of students in the program) should be waiting in line at an activity or on a piece of equipment at one time. For example, if no more than 5 people should be waiting in line and you want to climb up the rock wall on the equipment, but there is already 5 people in line at the rock wall, you need to go find something else to play on and then go back to the rock wall when there is less than 5 people waiting in line. The same rule applies for any other playground game (four square, hop scotch, etc.) or piece of equipment (slides, swings, etc.) Following the Peaceful Playground guidelines ensures that everyone is active and helps us to learn communication skills, cooperation, and teamwork. Hands-On Activity TTW explain to the students that they will be released for free play on the equipment and blacktop area. However, the teachers will be watching to see that expectations are being followed and the students should be watching each other as well. If the teachers see an expectation that is not being followed, the students will hear two short whistle blows. TTW explain that when students hear two short whistle blows, they should FREEZE and put their eyes on the teacher. Without embarrassing or calling out the student, TTW ask a student to remind the others of the expectation that is in violation. For example, if the teacher sees a group of students playing tag on the equipment, TTW blow the whistle two short times and then ask the group, Can someone remind us of the expectations for playing tag on the playground? Or, Can someone remind us how we go up and down the slide?, if the teacher observes a student climbing up the slide. 45

54 When time is up, TTW give the signal for the students to line up one long whistle, immediately followed by two short whistles. Check for Understanding ask quality questions, give adequate response time, tie to objectives/tlws TTW ask the students to review the expectations they think they did really well and those they need to work to improve. TTW ask several quality questions that require the students to communicate the playground expectations. 46

55 Supervisor & Program Staff Expectations PLAYGROUND Expectations Be present and actively monitor students on the playground Walk the students to the playground in line basics Staff should be positioned separately on all corners/edges of the playground and walk around assigned area to actively monitor activity; not standing together talking Use walkie-talkie to communicate with the office Enforce student safety Be a role model for the students Allow students to use the restroom before going outside so all students remain outside once outdoors Accompany or be within eyesight of any student called to the office for dismissal (parents may not pick up students from the playground or any other outside activity) Blow one long, followed by two short whistles for students to be in line basics Conduct a class count before re-entering the building to ensure all students are accounted for Check the playground for, and gather any, loose equipment at the end of the activity. Return the equipment inside the building to its proper location. Allow time for students to wash hands upon re-entering the building, before the next activity Ensure building door(s) is completely closed upon exit to playground and upon re-entry to building Student Expectations Walk in line basics to the playground Follow playground expectations at all times Be safe on the equipment When the whistle is blown, stop playing, pick up equipment, walk quickly to the line Return all equipment to its proper location When one short whistle is blown, be in line basics Avoid icy areas and snow piles in the winter Be aware of boundaries. Stay within the areas designated by the teacher. Use kind words and actions and invite others to play 47

56 Before & After School Program - TRANSITION Lesson Plan Objective: TLW will learn and practice the expectations of transitioning between groups and activities State Expectation(s): See B/ASP Behavior Matrix, Transition Provide Rational (communicate to students why we need this expectation by discussing importance): There are many students that share this space and several activities to participate in each day. What would it look like if everyone just ran around yelling and sitting in whatever group line we wanted every day? (Allow students time to process and share thoughts with the group.) It is important to follow these expectations when we transition between activities to keep everyone safe, be able to spend as much time participating in the activity as possible, and help everyone have fun. Define/Explain the Expectation(s) (use operational terms, communicate what it looks like within the routine): 1. Use line basics when traveling to the transition area to switch activities 2. Keep hands, feet, and objects to self 3. Line up immediately in the designated area or line 4. Sit quietly to hear and follow directions 5. Stay seated until the teacher asks the group to stand up and prepare to move or calls your name to move Teaching Plan I DO: Model/Demonstrate (Demonstrate behaviors through skits, games, or role play. Define expectations and behaviors; show examples and non-examples; and make it fun, realistic, and meaningful.) Go to the transition space Model how to line up in designated space and wait quietly Examples - Appropriate Behavior (involve students): 1. Stay in the designated area 2. Stand and sit using line and body basics 3. Stay with the group to which you re assigned 4. Keep hands, feet, and objects to self 5. Listen and follow directions Non-Examples (teacher only demo): 1. Running around the transition area 2. Touching, pushing, or kicking another student 3. Yelling 4. Switching to a group line that you re not assigned 5. Leaving the designated transition space without permission Teaching Plan WE DO: Practice & Check for Understanding (Identify how you will ensure students actively practice the behaviors/examples.) 1. Hands-On: TLW practice the correct behaviors staff provide verbal praise or corrective feedback 2. Ask several students to explain and demonstrate the expectations TTW remind students of expectations before entering transition area Staff provide specific praise or corrective feedback (specific to observable behavior, using PBIS language): Thank you for being responsible and moving quickly and quietly to your group s line! (judgment/personal observation) Thank you for being safe and walking to your line every day this week. That is an improvement from last week. (inference/quantifiable data) Thank you for being responsible and walking to your class line as soon as you were called today. That helps us get to our next activity quickly and keeps everyone safe. (descriptive/reflective feedback) Reinforce/Acknowledge (what is provided to students demonstrating behavioral expectations) Descriptive, verbal compliments & fist bump Reward bucks Friday Feature site & website recognition Follow-Up TTW review expectations before entering transition, using CHAMPs as a guide All staff will reinforce positive student behaviors observed during transition 48

57 HANDS-ON: BODY BASICS & TRANSITION Expectations Objectives TLW demonstrate understanding of PBIS transition expectations TLW demonstrate understanding of his/her group assignment TLW understand how to listen with the whole body Materials Attention-getter used by teacher Transition space Book, Howard B. Wigglebottom Learns to Listen by Howard Blinkow Body Basics poster Background/Pre-Set TTW ask the students what part of their body they use to listen. After allowing time for students to think and respond, TTW ask if we only use our ears to listen. Some students may have said they also use their brain so TTW ask if we only use our ears and brain to listen. TTW ask the students to look at their friends and make faces or do a secret handshake without talking. While the students are doing this, TTW give the students an instruction at regular voice level like I want everyone to stand up and pat the top of their head. Likely there will be some students who stand up and some who do not. After gathering the whole group s attention, TTW ask the students to sit back down, facing forward, with their hands in their laps, and their eyes looking at the teacher. Now TTW give the students another instruction at regular voice level like I want everyone to stand up, hop on one foot five times, and then sit back down crisscross-applesauce. After all students have completed the instruction, TTW ask the students if they thought they listened better when they weren t talking, but playing with their friends or if they listened better when they were sitting still with their eyes on the teacher, and their whole body focused on what the teacher was saying. After allowing time for students to think and respond, TTW explain that oftentimes we listen a lot better when we listen with our whole body using body basics. Next, TTW show the students the cover of the book, Howard B. Wigglebottom Learns to Listen and introduce the title and author. TTW then do a picture walk of the book, flipping slowing through the pages and allowing the students to draw conclusions about what they think the book will be about before reading it aloud. TTW ask the students quality questions that relate to the story and the importance of listening with our whole body. After discussing the story, TTW show the students the Body Basics poster and review how we sit using Body Basics. TTW review the Body Basics Lesson Plan with students. After reviewing the Body Basics Lesson Plan, TTW explain that students will sit using Body Basics when we transition from one group/activity to another and during dismissal. TTW review the Transition Lesson Plan with the students. TTW explain to the students that it s important for them to get into their group s line as quickly as possible so they can get to their next activity. TTW also demonstrate the attention-getter that will be used for transition and allow students an opportunity to practice. Hands-On Activity TTW explain to the students that they are going to play a game similar to musical chairs. However, instead of having chairs and music, the students can wander freely around the transition space and talk with friends at a voice level 1. When the students hear the attention-getter, they will FREEZE and echo their part of the attention-getter. As the students understand the attention-getter, TTW explain that he/she is going to make the game more difficult by saying the attention-getter and then, after the students respond, the teacher may say TRANSITION 49

58 during which time the students need to quickly and quietly follow transition expectations for lining up appropriately using line basics and body basics. TTW begin the activity and monitor student activity for understanding. To increase difficulty and keep students on task, TTW move the group line signs or put an obstacle (chair, cone, etc.) in the space where the group is supposed to line up to see how the students react. Check for Understanding ask quality questions, give adequate response time, tie to objectives/tlws TTW ask the students to review the expectations they think they did really well and those they need to work to improve. TTW ask several quality questions that require the students to communicate the transition expectations. 50

59 Supervisor & Program Staff Expectations TRANSITION Expectations Ensure group signs are visible and properly positioned on the floor where students need to line up before students arrive in transition area Be present and actively monitor students during transition Walk the students to the transition area in line basics Staff should be positioned separately on throughout the transition area and walk around assigned area to actively monitor activity Enforce student safety Be a role model for the students Accompany or be within eyesight of any student called to the office for dismissal (for safety purposes, parents may not pick up students from the activity or classroom) Teacher has appropriate class attendance roster Student Expectations Walk in line basics to the transition area Sit in the group to which you re assigned Sit and stand using line basics Keep hands, feet, and objects to self Sit quietly, waiting for instructions 51

60 Before & After School Program - CLASSROOM Lesson Plan Objective: TLW will learn and practice the expectations of classroom activities State Expectation(s): See B/ASP Behavior Matrix, Classroom Provide Rational (communicate to students why we need this expectation by discussing importance): Have you ever been trying to work on a project, but others were running around, yelling, and using items that weren t theirs? Have you ever tried to hear instructions, but couldn t because others were not listening? Did you feel frustrated? (Allow students time to process and share thoughts with the group.) It is important to follow these expectations when we re in the classroom so that everyone can have fun doing the activities, we can continue to use this space, and so we can keep everyone safe. Define/Explain the Expectation(s) (use operational terms, communicate what it looks like within the routine): 1. Use body basics when sitting in whole group 2. Listen and follow the instructions given by the teacher; if you re unclear of the instructions, ask 3. Keep hands, feet, and objects to self 4. Only use the materials that have been provided for the Before & After School Program 5. Actively participate in each activity; encourage and invite others to work with you 6. Take care of the materials and space by putting everything away, picking up trash, and pushing in your chair before leaving the area Teaching Plan I DO: Model/Demonstrate (Demonstrate behaviors through skits, games, or role play. Define expectations and behaviors; show examples and non-examples; and make it fun, realistic, and meaningful.) Go to the classroom Model how to sit using body basics and leave the room neat and tidy Examples - Appropriate Behavior (involve students): 1. Sit using body basics 2. Keep four chair legs on the floor at all times 3. Keep hands, feet, and objects to self 4. Actively participate in discussions and activities 5. Only use program materials 6. Clean up space and materials Non-Examples (teacher only demo): 1. Laying on the floor 2. Touching, pushing, or kicking another student 3. Yelling 4. Not including others in the group 5. Refusing to participate 6. Talking without permission 7. Leaving without permission Teaching Plan WE DO: Practice & Check for Understanding (Identify how you will ensure students actively practice the behaviors/examples.) 1. Hands-On: TLW practice the correct behaviors staff provide verbal praise or corrective feedback 2. Ask several students to explain and demonstrate the expectations TTW remind students of expectations once inside the classroom Staff provide specific praise or corrective feedback (specific to observable behavior, using PBIS language): Thank you for being respectful and sitting with body basics to wait for instructions so our group could begin our activity. (judgment/personal observation) Thank you for being responsible and cleaning up your space every day this week. That is an improvement from last week. (inference/quantifiable data) Thank you for being respectful during our discussion today. That helps you and the rest of the class learn more about our topic and get started on the activity more quickly. (descriptive/reflective feedback) Reinforce/Acknowledge (what is provided to students demonstrating behavioral expectations) Descriptive, verbal compliments & fist bump Reward bucks Friday Feature site & website recognition Follow-Up TTW review activity expectations, using CHAMPs as a guide All staff will reinforce positive student behaviors observed in the classroom 52

61 HANDS-ON: CLASSROOM Expectations Objectives TLW demonstrate understanding of PBIS classroom expectations TLW build community through team building activities Materials Team building activity supplies Background/Pre-Set TTW review the Classroom Lesson Plan with the students. TTW review the Body Basics Lesson Plan with students. TTW explain to the students that general classroom expectations will be the same for each activity, but some parts, including their voice level, how they ask for help, and how they move around the room may be different. TTW explain CHAMPs to the students and show them the CHAMPs poster. TTW demonstrate to the students how they will review the CHAMPs expectations prior to each classroom activity and where the poster, showing the expectations, will be placed in the classroom so that students may self-correct themselves. TTW demonstrate the attention-getter that will be used for transition and allow students any opportunity to practice. Hands-On Activity TTW follow the Team Building lesson plan. Check for Understanding ask quality questions, give adequate response time, tie to objectives/tlws TTW ask the students to review the expectations they think they did really well and those they need to work to improve. TTW ask several quality questions that require the students to communicate the transition expectations. 53

62 Supervisor & Program Staff Expectations CLASSROOM Expectations Set up and prepare materials prior to student arrival Review and understand lesson prior to implementation Check for student understanding and be prepared to provide differentiated activities when necessary Be present and actively monitor students Enforce student safety Be a role model for the students Accompany or be within eyesight of any student called to the office for dismissal (for safety purposes, parents may not pick up students from the activity or classroom) Teacher has appropriate class attendance roster and takes attendance immediately upon entering the activity space Student Expectations Sit using body basics Respond immediately to attendance and only answer for self Keep hands, feet, and objects to self Only use Before & After School Program materials Report any accidents or spills Clean up the area before leaving 54

63 Before & After School Program - DISMISSAL Lesson Plan Objective: TLW will learn and practice the expectations of dismissal State Expectation(s): See B/ASP Behavior Matrix, Dismissal Provide Rational (communicate to students why we need this expectation by discussing importance): There are several students in our program. What would it look like if everyone started yelling and running and ran out the door by themselves as soon as it was time to leave? (Allow students time to process and share thoughts with the group.) It is important to follow these expectations during dismissal to keep everyone safe and make sure you can hear the teachers call your name when it s time to leave. Define/Explain the Expectation(s) (use operational terms, communicate what it looks like within the routine): 1. Sit using body basics 2. Keep hands, feet, and objects to self 3. Voice level 0 or 1 (determined by teacher) 4. Listen and follow directions 5. Remain in the dismissal area until called by a teacher to leave Teaching Plan I DO: Model/Demonstrate (Demonstrate behaviors through skits, games, or role play. Define expectations and behaviors; show examples and non-examples; and make it fun, realistic, and meaningful.) Go to the dismissal area Model how to line up in designated space and be called for dismissal Examples - Appropriate Behavior (involve students): 1. Stay in the designated area 2. Sit using body basics 3. Keep hands, feet, and objects to self 4. Sit quietly to listen and follow directions 5. Wait until name is called by teacher to leave 6. Talking at a voice level 1 Non-Examples (teacher only demo): 1. Running around the dismissal area 2. Touching, pushing, or kicking another student 3. Yelling 4. Switching to a group line that you re not assigned 5. Jumping up as soon as parent enters 6. Leaving without permission Teaching Plan WE DO: Practice & Check for Understanding (Identify how you will ensure students actively practice the behaviors/examples.) 3. Hands-On: TLW practice the correct behaviors staff provide verbal praise or corrective feedback 4. Ask several students to explain and demonstrate the expectations TTW remind students of expectations before entering dismissal area Staff provide specific praise or corrective feedback (specific to observable behavior, using PBIS language): Thank you for being safe by walking quickly and quietly to the dismissal line. (judgment/personal observation) Thank you for being responsible and lining up with all of your belonging during dismissal this week. That is an improvement from last week. (inference/quantifiable data) Thank you for being respectful to your peers during dismissal today by keeping your hands and fee to yourself. (descriptive/reflective feedback) Reinforce/Acknowledge (what is provided to students demonstrating behavioral expectations) Descriptive, verbal compliments & fist bump Reward Bucks Friday Feature site & website recognition Follow-Up TTW review expectations before entering dismissal, using CHAMPs as a guide All staff will reinforce positive student behaviors observed during dismissal 55

64 Supervisor & Program Staff Expectations DISMISSAL Expectations Walk the students to the dismissal area in line basics, arriving at (BSP 7:45 a.m. / ASP 5:50 p.m.) Be present and actively monitor students during dismissal Keep an accurate student dismissal attendance roster ASP - ensure parents/authorized pick-up persons sign the student out with a photo ID in the office before sending the student to leave Staff are positioned separately throughout the dismissal area and walk around to actively monitor activity Enforce student safety Be a role model for the students Checks all classrooms and the attendance roster to ensure all students have dismissed safely Student Expectations Walk in line basics to the dismissal area Sit using body basics Keep hands, feet, and objects to self Sit quietly (voice level 0 or 1) and wait for teacher to call name for dismissal 56

65 Before & After School Program - EMERGENCIES Lesson Plan Objective: TLW will learn and practice the expectations during fire, disaster, and other emergencies State Expectation(s): See B/ASP Behavior Matrix, Emergencies & Emergency Management Manual Provide Rational (communicate to students why we need this expectation by discussing importance): Have you ever been at home or in a store during a really bad storm and you didn t know what to do? Did that make you feel scared? (Allow students time to process and share thoughts with the group.) It is important to follow the emergency expectations and practice fire, disaster, and other emergency drills to keep everyone safe and make sure everyone knows what to do in the event of an emergency. Define/Explain the Expectation(s) (use operational terms, communicate what it looks like within the routine): 1. Use line basics when entering and exiting a room 2. Keep hands and feet to self 3. Line up immediately when asked 4. Use voice level 0 to hear and follow directions 5. Immediately follow all teacher instructions Teaching Plan I DO: Model/Demonstrate (Demonstrate behaviors through skits, games, or role play. Define expectations and behaviors; show examples and non-examples; and make it fun, realistic, and meaningful.) Practice disaster drills Model how to line up and exit the room immediately Examples - Appropriate Behavior (involve students): 1. Stay in the designated area 2. Stand and sit using line and body basics 3. Stay with the group 4. Keep hands and feet to self 5. Listen and immediately follow all directions 6. Use voice level 0 Non-Examples (teacher only demo): 1. Running 2. Touching, pushing, or kicking another student 3. Yelling 4. Leaving the assigned emergency area 5. Ignoring the teacher s instructions Teaching Plan WE DO: Practice & Check for Understanding (Identify how you will ensure students actively practice the behaviors/examples.) 1. Hands-On: TLW practice the correct behaviors by completing disaster drills staff provide verbal praise or corrective feedback 2. Ask several students to explain and demonstrate the expectations TTW remind students of expectations before practicing the disaster drill Staff provide specific praise or corrective feedback (specific to observable behavior, using PBIS language): Thank you for being safe by sitting quietly and waiting for instructions so our group could hear when we were safe to move. (judgment/personal observation) Thank you for being responsible and walking to line up right away when the fire alarm sounded. That is an improvement from last time. (inference/quantifiable data) You were at voice level 0 during our drill, helping everyone stay safe. (descriptive/reflective feedback) Reinforce/Acknowledge (what is provided to students demonstrating behavioral expectations) Descriptive, verbal compliments & fist bump Reward bucks Friday Feature site & website recognition Follow-Up TTW review expectations before entering transition, using CHAMPs as a guide All staff will reinforce positive student behaviors observed during emergency drills 57

66 Ankeny Community School District Before & After School Program Minor & Major Behaviors: INCIDENT REPORT Student Name: School: B/ASP Employee Referring: Grade: Date of Incident: / Time: AM/PM Activity: Location: Classroom Gym Hallway Lunchroom Media Center Office Playground School Grounds Restroom Off Grounds Description of Incident: Problem Behavior (select one or mark P for primary behavior and S for secondary behavior, if needed): Minor Behaviors Major Behaviors Inappropriate Language Physical Aggression Not Prepared Destruction of Property Non-Compliance Theft Physical Contact Disruption of Instruction/School Activity Dishonesty Bullying/Harassment Inappropriate Comments/Expressions/Gestures Other Minor Disruptions of Instruction or School Activity Staff Interventions/Consequence (PI previous intervention / CI current intervention): Staff / Student Conference Site Leader / Student Conference Phone Call to Parent Personal Conference with Parent Re-Taught Social Skill Cool Down in Classroom Cool Down in Office Written Communication to Parent Daily Contract / Behavior Plan Behavior Think Sheet It is reasonable for the Before & After School Program to expect students to make positive choices and follow instructions. If an Incident Report is warranted, the following consequences will be administered by the site leader, when appropriate. The level of disciplinary action administered is at the discretion of the B/ASP site leader and/or Coordinator. For more information, see the current B/ASP Handbook. Minor Behavior Major Behavior: 1 st Offense Written documentation for file Major Behavior: 2 nd Offense Written documentation for file Major Behavior: 3 rd Offense Student suspension 2 days Major Behavior: 4 th Offense Student suspension 1 week Major Behavior: 5 th Offense Student dismissed from Before/After School Program for remainder of program year Student Signature: Site Leader Signature: Parent Signature: Date: Date: Date: White B/ASP Student File Yellow Parent Pink Central B/ASP Office 58

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