Positive Behavioral Interventions and Supports Staff Handbook

Transcription

1 KINGSBOROUGH ELEMENTARY Positive Behavioral Interventions and Supports Staff Handbook 1

2 KINGSBOROUGHELEMENTARY Dear Kingsborough Staff, PBIS TEAM The PBIS Team is pleased to present to you the PBIS Staff Handbook. It will provide you with the tools to implement the curriculum we have developed with the goal of creating a school-wide system to help our students learn the skills they need to succeed socially, emotionally, and behaviorally. Implementing PBIS in our classrooms will require all our efforts, but the result will be a school that is more positive, more consistent, and more supportive. Sincerely, The PBIS Team 2

3 What is PBIS? PBIS (Positive Behavioral Interventions and Supports) is an organized, data-driven system of interventions, strategies, and supports that positively impact school-wide and individualized behavior planning. Using the most current best practices, strategic teams are trained to positively impact behavior at three behavioral tiers: INTENSIVE Tier 3: Students with complex needs & behaviors TARGETED Tier 2: Individual student or group of at-risk children UNIVERSAL Tier 1: Whole School An important part of PBIS is the clear and consistent expectations developed by the school s PBIS team. It will be our job to teach the meaning of these expectations as they apply to each area or activity in our classrooms and school. Kingsborough Elementary has adopted three basic expectations: Be Safe Be Respectful Be Responsible We have developed a Behavior Matrix to clearly define what these expectations mean. The matrix is designed to take each expectation and apply it to all settings our students work and play in: classroom, hallways, cafeteria, bathroom, playground, etc. 3

4 PBIS TEAM The PBIS Team s focus is to develop school-wide behavioral expectations that include clear, identifiable behaviors (Behavior Matrix), how the behaviors will be taught, and how the behaviors will be consistently and systemically encouraged and acknowledged. The PBIS Team has developed an effective referral form to help gather and utilize data. This data will be used to target interventions and assess the effectiveness of these interventions. The PBIS Team has also developed a system of rewards to recognize the positive behavior of our students, which are immediate as well as long-term. PBIS Team Members: Laura Buzas Luann Bulman Janice Blodgett Lisa Gargiulo Kendi Woodbeck Michele Becker Kim Suchy Colleen Furlong Sheri DeMagistris Eileen Wilson Stacy Bianco 4

5 The Three Be s The Behavior Curriculum was developed by the PBIS Team. Chances are you are already implementing some of these ideas in your classrooms. The curriculum highlights specific behavioral expectations in all areas of the school including: instructional areas, hallways, cafeteria, recess, assemblies, bathrooms, and buses. We hope to bring a consistent level of effort towards these Three Be s to ALL areas of the school ALL of the time. This curriculum is based on three main ideas: 1. Children need to know what is expected of them. 2. Children need to be directly taught the correct way to behave. 3. The correct behavior needs to be encouraged and acknowledged. 5

6 Children need to know what is expected of them: In order to help our children know what is expected of them, every classroom and common area will have the same general guideline. This will provide consistency for the students, which will make it easier for them to understand and learn each rule. It will also provide support to all the staff. Through our Three Be s we can address any behavior. The Three Be s will be posted in all classrooms and the students will become very familiar with them. Children need to be taught directly the correct way to behave: During the first week of school in September each individual expectation will be taught in lessons as part of the PBIS Kick-Off. Some lessons will be taught in a large group, while others are taught in the classroom. These short lessons will help the students learn the rules and what the appropriate behavior looks like. For example, in the hallway students should: SAFE RESPECTFUL RESPONSIBLE Hallway Report all unsafe behaviors to an adult Walk at an appropriate pace Keep hands, feet, and objects to self Walk in line (s) on the right side Use Line basics Stay with your class/ group Respect others personal space Respect others belongings Use appropriate/polite language Use a zero voice Follow directions from all adults Use non-physical ways to solve problems Take care of your own belongings Be honest Maintain your spot in line Go directly to your destination For example, to teach walking feet, the teacher will explain why it is an important part of being safe. The students will be given examples of situations where walking will keep them safe. Then they will take part in activities that will allow them to practice. Teachers will always model what the correct behavior looks like so the students will become familiar with it. This will help them to have a very clear idea of the behaviors that are acceptable and expected in the classroom and all areas of the school. The lessons were developed to teach any behavior in any setting. It is important to teach the behavior where you want it to take place. For example, teaching safe playground behavior needs to be taught on the playground. The same is true for the cafeteria, buses, and other parts of each student s day. This way, students make the connection between the behavior and the setting. 6

7 The correct behavior needs to be encouraged and acknowledged: Once a behavior is taught, the student needs to be motivated to use this new behavior in place of the less appropriate behavior. Reinforcement will be provided through positive feedback from all adults with whom the student interacts. This positive feedback will take many forms. For example, if a child is following the rule Be Safe, a teacher may say, I like the way you are staying safe by walking to line-up. This lets the child know he is following the rule. In addition, we may remind or pre-set the student about certain rules: Before we line-up to go to lunch, let s review how we follow the Three Be s in the hallway. This helps the students to remember the rules. PBIS Student Recognition Plan This year we look forward to several exciting ways to recognize, reinforce and monitor positive student behavior. Students are expected to follow the Three Be s : Be Safe, Be Respectful, Be Responsible. Huskies Husky tickets will be used to acknowledge appropriate student behavior. If any staff member sees any student acting appropriately, they may give a student a Husky. When a new rule or skill is being introduced, staff will acknowledge students demonstrating the rule frequently by giving them a Husky and verbally expressing exactly what they are doing (being safe, respectful, or responsible). Husky Celebrations There will be special event days (possibly monthly) held throughout the year to reinforce great behavior. Students must have followed our behavioral expectations to be invited to these events. Any student who has a referral within that month will not be allowed to participate in the celebration. Students that do not participate will be supervised by staff. This time may be used to re-teach behavioral expectations and/or may be spent in academic activities. 7

8 SAFE RESPECTFUL RESPONSIBLE MORNING Wait in line with your class Stay with the adult Keep hands, feet, and objects to self Walk to you r line Listen to adult directions Use a level one voice Use appropriate/polite language Follow directions from all adults Come to school between 8:50 and 8:55 Be ready for your teacher when they pick you up Take care of your own belongings HALLWAY Walk in line(s) on the right side Line basics Stay with your class/group Use a zero voice Maintain your spot in line Go directly to your destination CAFETERIA Feet under table Eat your own food Ask permission to leave your seat Use a 1-2 voice at the table Use a 1 voice in the serving area Use good table manners Follow cafeteria procedures Clean up after yourself Focus on eating first Know your lunch number RECESS Follow recess procedures Always ask monitor permission to go inside Use playground equipment appropriately Respond to whistle immediately Remained in assigned area Share and take turns Include others Put away equipment Dress appropriately ASSEMBLY Sit crisscross Enter with and maintain a zero voice Look at and listen to performer Raise hand and wait to be called on Applaud & participate appropriately Be alert Sit in assigned area BATHROOM Follow restroom procedures Keep bathroom clean Use a 1 voice Use bathroom at appropriate times Tell an adult if restroom needs attention Keep bathroom clean Use supplies only as necessary Use bathroom in a timely manner Return immediately to classroom BUS Hands, feet and objects to self and out of isle Stay seated Personal belongings in seat When inside lights are on, zero voice All food and drink remains in backpack Listen to the bus driver Use a 1-2 voice Follow bus procedures Stay in assigned seats Keep track of all belongings LINE BASICS - walk on the right side, side or behind back, facing forward, 0 voice 8 VOICE LEVEL Silence Whisper Voice Partner Voice Teacher Voice OutsideVoice

9 Referral Process Communication Forms Referral Forms On the following two pages, you will find information regarding our behavior policies and referral process. Please take time to review the documents. Level One Behaviors - If a child is exhibiting Level 1 behaviors, they are best handled using the classroom behavior management system. Many teachers use stoplights, popsicle sticks, glitter sticks, marble jars, etc. These strategies are excellent for your level one behaviors. These behaviors do not require administrative involvement, significantly violate the rights of others, or appear chronic. Level Two Behaviors - If a child s behavior is becoming chronic, they are now exhibiting Level 2 behaviors. Level 2 behaviors might also include those that are more significant or intense, but still managed in your classroom. At this level, the school social worker or school psychologist may be used as a resource to collaborate with. At level 2, it is suggested that a Communication Form is filled out to record behavior (see page 14). A Communication Form is a quick way to document behaviors. The form can be filled out electronically or as a hard copy. This form may be filled out by other staff members and be given to you as a form of communication (i.e. Recess monitor to classroom teacher). The Administrative Aide may attach a communication form to a bus referral and forward these documents to the teacher. Office staff will determine when these issues are addressed. Attempts will be made not to disrupt instruction. We encourage staff members to send Communications Forms home for parent signature. Communication Forms are an excellent way to show support for a child s need, as a support during parent teacher conferences, etc. These forms will be instrumental for CST referrals or behavior plans. Level 3 Behaviors - These are behaviors that significantly violate the rights of others or put others at risk or harm. They are also chronic behaviors that have been documented with at least 3 Communication Forms. These behaviors have not changed, even with Level 1 or 2 interventions. A Referral Form (see page 15) should be completed for all level 3 behaviors. Level 3 behaviors may require assistance from the office, or may be handled solely by the classroom teacher. When filling out the Referral Form, it should state who handled the behavior. Referral forms can be filled out electronically or in hard copy and must be given to the Administrative Aide. Action taken by the Office will be communicated to the referring teacher and classroom teacher. Students demonstrating these behaviors during instructional time may be removed from the classroom. 9

10 Procedures for Rule Violations at Kingsborough Elementary The following charts contain examples of behavior violations at all three levels. This is not an exhaustive list of behaviors. This chart is to be used as a guide to help you determine which level the behavior may fall into, and the proper procedure to follow. Please see a PBIS team member if you have any questions about behaviors that have occurred. Level One Behaviors Definition Examples Procedure Behaviors that: do not require administrator involvement do not significantly violate the rights of others do not appear chronic behaviors that would respond best to classroom behavior plan refusing to follow directions talking during instruction/ learning disruption nonviolent physical behaviorpushing, etc. crying lying cheating name calling not paying attention inappropriate voice level inappropriate language refusing to do school work inappropriate gestures and/or noise - rolling eyes, etc. talking back Level Two Behaviors Inform student of rule violation Describe/re-teach expected behavior Contact parent, if necessary 10 Definition Examples Procedure Behaviors that are: Chronic Level 1 behaviors Same as above Possible Consequences for Level 1 and Level 2 Behaviors Time out from positive reinforcement Planned ignoring Loss of privileges Time out within in the classroom Think sheet/follow-up form Logical consequence Apology letter Communication Form sent home Parent phone call Directive statement Verbal warning Re-teaching Same as above with recommended communication form to be sent home for parent signature Collaboration with school psychologist and/or social worker

11 Level Three Behaviors Behaviors that: Definition Examples Procedure Significantly violates the rights of others Put others at risk or harm Are chronic behaviors that have required 3 communication forms Have not responded to Level 1 or 2 interventions Require assistance from the office Aggressive behavior Physical contact Defiance/non-compliant Property misuse Abusive language Harassment/bullying Threat Forgery Tobacco/alcohol/drugs Weapons Chronic Level 1 & 2 behaviors May be one of the following: Follow procedures for level 1 and 2 Call the office if immediate assistance is needed Complete referral form and send or to the office Meeting with student Phone call home Parent conference Restitution Re-teach of expectations Possible Consequences for Level 3 Behaviors - (To be given by teacher, administrator or office) Recess detention Lunch detention After school detention In school suspension Out of school suspension Others to be determined by Kingsborough Code of Conduct Loss of Kingsborough Day Event 11

12 Communication Form Student: Written By: Location: Classroom Hallway Recess Specific Behavior: Cafeteria Bathroom Other: Violation: Be Safe Be Respectful Be Responsible Date: Time: Action Taken: Warning Restitution Apology Sit out/loss of privileges Reminder of expectations Move away/redirect Re-teach Other: Parent/Guardian Signature Date *PLEASE SIGN AND RETURN TO YOUR TEACHER* ***Please note: This is NOT a referral. 3 Communication Forms on the same or similar behavior are likely to result in a referral.*** 12

13 Child s Name: Classroom Teacher: Kingsborough Elementary Referral Form Date: Time: Violation reported by: Classroom Teacher Other: Location of incident: Classroom Hallway Recess Cafeteria Bathroom Other: Others involved in incident: None Staff Substitute Peers Teacher Other: CHECK appropriate boxes & elaborate if needed in the comment section below. Behavior Aggressive behavior Defiance/non-compliant Property misuse Abusive language Harassment/bullying Threat Forgery Tobacco/alcohol/drugs Weapons Chronic Level 1 or 2 behavior: Possible Motivation Obtain peer attention Obtain adult attention Obtain item/activity Avoid task/activity Avoid work Avoid peer(s) Avoid Adults Unknown motivation Sensory Other: Previous Action Taken Loss of privilege Time out from positive reinforcement Think Sheet Logical consequence (cleaning up) Apology Letter Note Home Parent Phone call Verbal Warning Re-Teaching of expectations Directive statement Other: Consequence Meeting with student Phone call home Parent conference Restitution Recess detention Lunch detention After-school detention In school suspension Out of school suspension Re-teach expectations Loss of Kingsborough Day event Other: Comments Consequence Administered By: Date: Parent Signature: Date: If you have questions please contact the Kingsborough Elementary Main Office at

14 Student Follow-Up I did not follow the expectation(s) below: Be Safe Be Respectful Be Responsible Here s what happened: I did it because: Next time I should: Signed Date What Does PBIS Mean for You? 14

15 All staff members need to become familiar with the Three Be s. ~ Be Safe ~ Be Respectful ~ Be Responsible All staff members need to recognize and acknowledge students who are following the Three Be s. All staff members need to be ready to give out Husky tickets when the class or school is introduced to a rule. Husky tickets are used to acknowledge the good behavior being shown by our students. All staff members need to complete a Communication Form or Referral Form if a student s behavior indicates the need. Teaching staff needs to post The Three Be s in their classroom and other areas that students use often. Posters will be provided. Teaching staff needs to develop and/or teach The Three Be s as the behavior need indicates in their class (for the entire group or for individual students). All staff need to CELEBRATE the successes as often as possible! 15

16 Kingsborough Elementary Assembly Expectations At Kingsborough Elementary, a Husky will Be Safe, Be Respectful, and Be Responsible. Area: Cafeteria and Gym Expectations: SAFE RESPECTFUL RESPONSIBLE ASSEMBLY Report all unsafe behaviors to an adult Walk at an appropriate pace Keep hands, feet, and objects to self Sit crisscross Enter with and maintain a zero voice Look at and listen to performer Raise hand and wait to be called on Applaud & participate appropriately Respect others personal space Respect others belongings Use appropriate/polite language Be alert Sit in assigned area Follow directions for all adults Be honest Use non-physical ways to solve problems Take care of your own belongings Procedure: Entering Assembly Walk down the right side of the hallway using line basics sides, facing forward, zero voice) Enter assembly space using line basics. Follow your teacher to your designated spot and sit crisscross in a straight line While waiting for directions use only a zero or 1 voice During Assembly Look to and listen to performer, zero voice Applaud and participate appropriately Raise hand and wait to be called on Leaving Assembly Stay seated, zero voice Wait to hear your teacher s name to be called Stand up in your line, maintain zero voice Face your teacher Exit assembly using line basics With a zero voice, enter hallway and walk on the right side of the hallway to return to your destination 16

17 Skill/Rule: Lesson Plan: Assembly We are safe when we sit crisscross and keep our hands, feet, and objects to ourselves. We are respectful when we enter and maintain a zero voice, look at and listen to the performer, raise hand and wait to be called on, and applaud and participate appropriately. We are responsible when we are alert and sit in our assigned area. Context/Setting: Cafeteria/gym/or any other large group gathering Purpose of Lesson 1. To teach students proper assembly behavior 2. To sit quietly, respectfully, and safely in an assembly. Teaching examples: 1. You are attending an assembly. To show respect you should: Remain seated crisscross Applaud appropriately Maintain a zero voice 2. Your class is in the cafeteria watching a performance. The performer asks for questions. You should: Remain seated crisscross Maintain a zero voice unless you are called on Know what you are going to say before raising your hand 3. Your class is walking to the cafeteria for an assembly. You see your sibling/friend across the room. You should: Stay in line with your class Maintain a zero voice Give a little wave Kid Activities/Role Plays 1. Have students discuss how they think the procedures for attending an assembly show responsible behavior and respect for others. 2. Have students practice assembly procedures. For example: sitting crisscross, zero voice, answering questions, and little waves. Follow-up Reinforcement Activities 1. Give verbal praise and/or Husky tickets to students who are caught following the procedures correctly. 2. Preset students before attending an assembly 3. Provide reminders/ positive reinforcement for acceptable behaviors 4. Re-teach as needed 17

18 Kingsborough Elementary Bathroom Expectations Area: Bathroom Expectations: At Kingsborough Elementary, a Husky will Be Safe, Be Respectful, and Be Responsible. SAFE RESPECTFUL RESPONSIBLE Bathroom Report all unsafe behaviors to an adult Walk at an appropriate pace Keep hands, feet, and objects to self Follow restroom procedures Respect others personal space Respect others belongings Use appropriate/polite language Keep bathroom clean Use a 1 voice Follow directions fro all adults Be honest Use bathroom at appropriate times Tell an adult if restroom needs attention Keep bathroom clean Use supplies only as necessary Use bathroom in a timely manner Return immediately to classroom Take care of your own belongings Procedure: Walk into bathroom Close and lock stall door Keep bathroom floor clean Keep floor dry Respect privacy Quiet voices Flush toilet Wash hands using one squirt of soap Turn off faucet Dry hands using one or two paper towels Throw trash in container Go directly back to your assigned area Use bathroom as quickly as possible 18

19 Lesson Plan: Bathroom Skill/Rule: We are safe when we follow bathroom procedures. We are respectful when we keep the bathroom clean and use a 1 voice We are responsible when we keep the bathroom clean, use supplies only as necessary, use the bathroom in a timely manner, and return to the classroom immediately. Context/Setting: Bathroom Purpose of Lesson 1. To teach students proper bathroom behavior 2. To maintain safety in the bathroom Teaching examples: 1. You are sitting in class and have to go to the bathroom. You should: Follow your teacher s rules on how to leave the classroom. Walk directly to the closest bathroom. Leave all belongings outside of the stall. Walk into the first available stall, close the door, and lock it. When you are done: flush the toilet, unlock the door, and walk to the sink. Wash your hands using one squirt of soap and water. Dry your hands with a small piece of paper towel. Throw the paper towel in the garbage can. Walk out of the bathroom and go directly back to your class. 2. You walk into the bathroom and find that a stall is locked, but no one is in it. You should: Leave the locked stall alone Use the bathroom as usual Inform your teacher when you get back to the classroom that a stall is locked. Kid Activities/Role Plays 1. Have students discuss how they think the procedures for the bathroom show responsible, respect, and safe behaviors. 2. Have students practice proper bathroom procedures as listed above. For example: walking in and locking and unlocking the door, the correct amount of paper towels and soap, and how to wash your hands. Follow-up Reinforcement Activities 1. Give verbal praise and/or Husky tickets to students who are caught following the procedures correctly. 2. Provide reminders/ positive reinforcement for acceptable behaviors 3. Re-teach as needed 19

20 20 Kingsborough Elementary Bus Expectations At Kingsborough Elementary, a Husky will Be Safe, Be Respectful, and Be Responsible. Area: Bus Expectations: Bus SAFE Report all unsafe behaviors to an adult Walk at an appropriate pace Keep hands, feet, and objects to self Stay Seated Personal belongings in seat When inside lights are on, zero voice All food and drink remains in backpack Procedures: Entering the bus: Patiently wait in line to enter the bus Go directly to your assigned seat Keep all belongings in your seat RESPECTFUL Respect others personal space Respect others belongings Use appropriate/polite language Listen to the bus driver Use a 1-2 voice Riding the bus: Follow all directions given by the bus driver Use a 1-2 voice to those nearest you When inside lights are on use a zero voice All food and drink should remain in your backpack Stay in assigned seat Keep all belongings out of the aisle Keep hands and objects away from windows Use only appropriate language Keep your hands and feet to yourself at all times Be ready to exit the bus at your stop Exiting the bus Wait until the bus is completely stopped Gather all belongings Wait patiently while others in front gather their belongings Safely walk toward the front of the bus Wait until the door opens to exit RESPONSIBLE Follow directions for all adults Be honest Use non-physical ways to solve problems Follow bus procedures Stay in assigned seats Take care of your own belongings

21 Skill/Rule: Lesson Plan: Bus We are safe when we report all unsafe behaviors to an adult, walk at an appropriate pace, keep hands, feet, and objects to self and out of aisle, stay seated, use a zero voice when the lights are on, and when we keep all food and drink in our backpacks. We are respectful when we listen to the bus driver and use a 1-2 voice when the lights are off. We are responsible when we follow bus procedures, stay in our assigned seat and keep track of our belongings. Context/Setting: Bus Purpose of Lesson To teach students proper bus behavior. 2. To be safe, responsible, and respectful on the bus. Teaching examples: 1. You hear the announcements that your grade level should dismiss. You wait for your teacher s signal to exit the classroom. Then you should: Walk at a safe pace using line basics all the way out to your bus Wait patiently in line to enter the bus Go directly to your seat Keep all your belongings in your seat 2. You are riding on the bus and are talking to a friend who is seated in your row. You should: Remain seated with your hands, feet, and belongings out of the aisle Maintain a 1-2 voice while speaking to those close to you 3. You are riding home from school and your friend asks you if you want to share his snack with you. You should: Remind your friend that you are not allowed to eat or drink on the bus Suggest that they put their snack back into their backpack Tell an adult if your friend continues to eat Kid Activities/Role Plays 1. Have students discuss how they think the procedures for riding the bus show responsible, respect, and safe behaviors. 2. Have students practice bus procedures. For example: waiting patiently in line to board bus, sitting in assigned seat. Follow-up Reinforcement Activities 1. Give verbal praise and/or Husky ticket to students who are caught following the procedures correctly. 2. Preset students before boarding the bus 3. Provide reminders/ positive reinforcement for acceptable behaviors 4. Re-teach as needed

22 Kingsborough Elementary Cafeteria Expectations At Kingsborough Elementary, a Husky will Be Safe, Be Respectful, and Be Responsible. Area: Cafeteria Expectations: SAFE RESPECTFUL RESPONSIBLE Cafeteria Report all unsafe behaviors to an adult Walk at an appropriate pace Keep hands, feet, and objects to self Feet under table Eat your own food Respect others personal space Respect others belongings Use appropriate/polite language Use a 1-2 voice at the table Use a 1 voice in the serving area Use good table manners Follow directions from all adults Be honest Use non-physical ways to solve problems Take care of your own belongings Follow cafeteria procedures Clean up after yourself Focus on eating first Know your lunch number Procedure: Walk down the right side of the hallway using line basics sides, facing forward, zero voice) Go to your designated table and sit down at the first available seat. Wait for a cafeteria monitor to call you up to the food serving area. Wait patiently in line. Use a 1 voice in the serving area. Enter your student ID number or give cashier your money. Sit at the table with your feet under the table. Use a 1-2 voice while at the table. Focus on eating first. Eat your own lunch. Use appropriate table manners. Sign out in the book at your table if you need to leave the cafeteria, return in a timely fashion. When the cafeteria monitor says it is time to clean up, pass your tray to the person(s) collecting the trays from your table. Make sure your area is picked up, check under the table and throw away all garbage in the garbage can when it is brought to your table. When your teacher come to pick you up, stand up and quietly get in line. Using line basics, walk to your next destination. 22

23 Skill/Rule: 23 Lesson Plan: Cafeteria We are safe when we keep our feet under the table and eat our own food. We are respectful when we use a 1 voice in the serving area, use a 1-2 voice at the table and use good table manners. We are responsible when we follow the cafeteria procedures, know our lunch number, focus on eating first and clean up after ourselves. Context/Setting: Cafeteria Purpose of Lesson 1. To teach students appropriate behaviors in the cafeteria 2. To use the cafeteria safely with respect and responsibility. Teaching examples: 1. You have just arrived at the cafeteria and you really want to sit next to your friend, but there are already three people on the bench. You should: Walk quietly using line basics to the table. Make sure there are no more then three people on a bench If there is not room where you want to sit, you can ask someone to move over. If they do not want to, look around the table and find out where there is room and sit down. 2. You just got your lunch and as you are walking back to the table, you spill some of your food on the floor. You should: Bring your tray back to your seat. Find a cafeteria monitor and tell them that you have spilled food. Go back to the serving area and tell the cashier what you spilled. Walk at a safe pace back to your seat. 3. Lunch is over and your teacher comes to get you. You should: Look to make sure your area (including under your seat) is clean and all garbage has been thrown out. Stand up and quietly get in line. Walk to your next destination using line basics. Kid Activities/Role Plays 1. Have students discuss how they think the procedures for using the cafeteria show responsible behaviors and respect for others. 2. Have students practice walking to the cafeteria using line basics, find their designated table, walk through the serving area, get their tray and their food/drink, using the keypad, say thank you and return to their seat. Follow-up Reinforcement Activities 1. Give verbal praise and/or Husky tickets to students who are caught following the procedures correctly. 2. Preset students before going to lunch 3. Provide reminders/ positive reinforcement for acceptable behaviors 4. Re-teach as needed

24 Kingsborough Elementary Recess Expectations At Kingsborough Elementary, a Husky will Be Safe, Be Respectful, and Be Responsible. Area: Recess room, Classroom, and playground Expectations: Recess SAFE Report all unsafe behaviors to an adult Walk at an appropriate pace Keep hands, feet, and objects to self Follow recess procedures Always ask monitor permission to go inside Use playground equipment appropriately Respond to whistle immediately Remain in assigned area RESPECTFUL Share and take turns Include others Respect others personal space Respect others belongings Use appropriate/polite language RESPONSIBLE Put away equipment Dress appropriately Follow directions from all adults Be honest Use non-physical ways to solve problems Take care of your own belongings Procedure: Remain in assigned area Get permission from the adult in charge before leaving the area (bathroom, nurse) Take turns and cooperate Include others Use encouraging and kind words Follow directions Accept consequences without arguing or complaining Share equipment Return equipment Use equipment appropriately Immediately respond to the whistle Line up calmly and quickly in the correct line Stay in your place Bring and wear seasonally appropriate clothing (jackets, hat, boots, snow pants, mittens, etc.) Children must wear shoes that are safe for activities (no open back, heeled, or wheeled shoes) 24

25 Skill/Rule: We are safe when we follow recess procedures, ask monitors permission to go inside, use the playground equipment appropriately, respond to the whistle immediately, and remain in the assigned area. We are respectful when we share, take turns, and include others. We are responsible when we put away equipment, and dress appropriately. Context/Setting: Recess Room, Classroom, Playground/Blacktop/Fields Purpose of Lesson 1. To teach students the proper recess behavior. 2. To maintain safety at different recess locations. Teaching examples: 1. Your class is playing in the recess room and you are excited to play with your friends. You are coloring with your friends at the table and another student wants to join you. You should be respectful by: Moving over and making room for another person at the table. 2. You are at recess and you need to go to the bathroom You should: Walk up to the monitor Ask permission to go to the bathroom Wait until the monitor gives you permission to go Go directly to the bathroom Report back to the monitor when you return from the bathroom 3. You are jumping rope at recess and you hear the whistle blow. You are told that recess is over. You should: Put the jump rope back on the equipment cart Line up using line basics and listen for directions Kid Activities/Role Plays Lesson Plan: Recess 1. Have students discuss how they think the procedures for recess show responsible, respect and safe behaviors. 2. Have students practice proper recess procedures as listed above. For example: putting equipment away, taking equipment out, sharing equipment, and including others in play. Follow-up Reinforcement Activities 1. Give verbal praise and/or Husky tickets to students who are caught following the procedures correctly. 2. Preset students before recess begins. 3. Provide reminders/ positive reinforcement for acceptable behaviors 4. Re-teach as needed 25

26 Kingsborough Elementary Hallway Expectations At Kingsborough Elementary, a Husky will Be Safe, Be Respectful, and Be Responsible. Area: Hallway/Fire Drill Expectations: SAFE RESPECTFUL RESPONSIBLE Hallway Report all unsafe behaviors to an adult Walk at an appropriate pace Keep hands, feet, and objects to self Walk in line(s) on the right side Line basics Stay with your class/ group Respect others personal space Respect others belongings Use appropriate/polite language Use a zero voice Follow directions for all adults Be honest Use non-physical ways to solve problems Take care of your own belongings Be honest Maintain your spot in line Go directly to your destination Procedure: Walk down the right side of the hallway using line basics sides, facing forward, zero voice) Follow your teacher to your designated spot Always stay in line with your class Walk at a safe pace Maintain a safe distance between you and the person in front of you Keep your hands to yourself Keep up with your class 26

27 Skill/Rule: Lesson Plan: Hallway We are safe when we walk on the right side of the hallway using line basics side or behind back, facing forward, zero voice) and stay with our class. We are respectful in the hallway when we use a zero voice. We are responsible in the hallway when we maintain our spot in line and go directly to our destination. Context/Setting: Moving independently or with a group through the hallway Purpose of Lesson 1. To teach students the routine for walking in the hallway 2. To move quietly, efficiently, and safely. Teaching examples: 1. Your class is scheduled to go to the gym which is on the other side of the school. You are excited about going to the scheduled assembly. You want to get there quickly. The best way to get to the assembly is to use line basics side or behind back, facing forward, zero voice), and stay to the right side of the hall with the rest of your class. 2. Your teacher asks you to go to the office to get some forms that need to be passed out in class. You know you will pass your best friend s classroom as you go to the office and you would like to get her attention. You know that you need to be responsible as you move freely through the hall. You walk quietly on the right side of the hallway, going directly to and from the office without looking into classrooms or disturbing activities in the building. 3. You are in the class and you hear the fire alarm. You should line up using line basics. Follow your teacher to the exit. Follow the fire drill procedures. When allowed back in, return to your classroom using Line Basics. At all times use a zero voice. Kid Activities/Role Plays 1. Have students discuss how they think the procedures for walking through the hall show responsible behavior and respect for others. 2. Have students practice walking quietly in the hallway following the procedures of line basics and staying to the right side of the hallway. Follow-up Reinforcement Activities Give verbal praise and/or Husky tickets to students who are caught following the procedures correctly. 2. Preset students before taking the class into the hallway. 3. Provide reminders/ positive reinforcement for acceptable behaviors 4. Re-teach as needed

28 Skill/Rule: Lesson Plan: Line Basics We are responsible, respectful, and safe when we use line basics to walk in the hallway. Context/Setting: Whenever and wherever children are lining up Purpose of Lesson 1. To teach students what each line basics looks like and sounds like. 2. To teach why using line basics is responsible, respectful, and safe. Teaching examples: 1. Your class is lining up to go to lunch. You should: Line up according to your class routine Use line basics: Walk on the right side Face forward Hands at your side or behind your back Zero voice 2. You are walking in the hallway to another room with 3 classmates. You should: Walk in either one or two lines Use line basics: Walk on right side Face forward Hands to your sides or behind your back Zero voice 3. The recess monitor has just blown the whistle. You should: Clean up according to recess procedures Line up Use line basics: Walk on right side Face forward Hands to your sides or behind your back Zero voice Kid Activities/Role Plays 1. Have students discuss how they think the line basics shows safely, responsible behavior and respect for others. 2. Have students practice lining up using line basics. Follow-up Reinforcement Activities Give verbal praise and/or Husky tickets to students who are caught using line basics 2. Preset students before moving from one area of the school to the other 3. Provide reminders/ positive reinforcement for using line basics 4. Re-teach as needed

29 Skill/Rule: We are responsible, respectful, and safe when we use the correct voice level. Context/Setting: Classroom, Hallway, Bus, Recess, Cafeteria, Assembly, Drills, and any other school function. Purpose of Lesson 1. To teach students what each voice level looks like and sounds like 2. To teach why using the appropriate voice level is responsible, respectful, and safe. 3. To teach students sign language symbols for voice level. Teaching examples: Lesson Plan: Voice Level 1. You are sitting in an assembly and the Principal gets up to speak to the group. You should: Look at the Principal Have a still body Zero voice (silent) 0 2. You have just returned from the bathroom and you are unsure of what you are supposed to do. You should: Return to your seat Ask a classmate what they are doing using a 1 voice (whisper) You are sitting in the cafeteria and you want to speak to friend who is sitting near you. You should: Speak to friends who are sitting in your immediate area Use a 2 voice (partner) 4. You have indoor recess. To talk to friends you should: Follow recess procedures Speak no louder than a 3 voice (teacher) 5. You are outside on the field/playground with your class. You should: Speak no louder than a 4 voice (outside) Kid Activities/Role Plays Have students discuss how they think the voice levels show safety, responsible behavior and respect for others. 2. Present different scenarios to students and ask the appropriate level. (ie. Fire Drill, recess room, music class, etc.) 3. Have students practice using different voice levels. Follow-up Reinforcement Activities 1. Give verbal praise and/or Husky tickets to students who are caught following the procedures correctly. 2. Preset students before an activity as to what the correct voice level should be 3. Provide reminders/ positive reinforcement for acceptable behaviors 4. Re-teach as needed

30 Gloversville Enlarged School District Building a Bright Future for Our Community KingsboroughElementary School 24 W. Eleventh Avenue Gloversville, NY Laura Buzas, Principal Kingsborough & PBIS A Positive Partnership Positive Behavioral Interventions and Supports, also known as PBIS, is a systems approach to preventing and responding to school and classroom discipline concerns. PBIS develops schoolwide systems that support staff to teach and promote positive behavior in all students. PBIS develops school-wide systems that support staff to teach and promote positive behavior in all students. By reducing behavioral problems, PBIS creates and maintains safe learning environments where teachers can teach and students can learn. PBIS has been adopted by the Kingsborough Elementary School. It is designed to teach and model positive ways to behave during the school day. Children are taught a variety of lessons such as hallway behavior and classroom behavior. Consistent language throughout the school is an integral part of the plan. Kingsborough students work daily to follow the Three Be s at school: Be Safe, Be Respectful, and Be Responsible. In turn they are recognized for positive behavior and appropriate behavioral decisions. Kingsborough has devised a plan for recognizing students. Student behavior is regularly reinforced with Husky tickets. These bucks serve as money for students to redeem for tangible or non-tangible prizes. We look forward to having you join our partnership. 30