East Rochester Elementary School s Positive Behavioral interventions & Support (P.B.i.S.) Handbook An Effective Student Behavior Management Process

Transcription

1 East Rochester Elementary School s Positive Behavioral interventions & Support (P.B.i.S.) Handbook An Effective Student Behavior Management Process Page 1 of 25

2 East Rochester Elementary School School-Wide Behavioral Expectations A Guide for Teaching School-Wide Behavioral Expectations School-Wide Positive Behavioral incentives &Support is a set of strategies and systems to increase the capacity of schools to (a) reduce school disruption, and (b) educate all students including those with problem behaviors Clearly defined outcomes Research-validated practices Supportive administrative systems Use of information for problem solving Features of School-Wide Positive Behavior Support Establish regular, predictable, positive learning & teaching environments Train adults & peers to serve as positive models Teach and model behavioral expectations Create systems for providing regular positive feedback o Acknowledge students when they are following the 3 Bs Improve students social competence Develop environments that support academic success This guide is the result of a collaborative effort including Positive Behavior incentive &Support Team members Lori Chans, Scott Harris, Pam Larsen, Ed Mandara, David Thering, Karen Raymond, Jennifer Kanapickas and Harold Leve. Page 2 of 25

3 East Rochester Elementary School School-Wide Behavioral Expectations This guide provides specific goals, behavioral expectations, faculty/staff responsibilities, strategies for acknowledgement, procedures for handling infractions of behavioral expectations, and specific routines to be followed. School Goal: Students at East Rochester Elementary School will follow the 3 Bs throughout the school day by following the three behavioral expectations. East Rochester Behavioral Expectations: Be Safe Be Responsible Be Respectful Teacher & Staff Responsibilities: Faculty/staff will teach, model and practice each of the behavioral expectations throughout the year. Faculty/staff will acknowledge student behaviors that meet demonstrate the 3 Bs expectations. Faculty/staff will implement I HUM strategies per Strategic Supervision video o I Interact with students o HU Heads Up, always looking around at students o M Moving constantly in and around students Faculty/staff will follow procedures for infractions. Page 3 of 25

4 Acknowledgment System The acknowledgement system is a feature of the Our School Rules! The behavioral expectation system focuses on acknowledging students who demonstrate East Rochester behavioral expectations. This program works in conjunction with school-wide and classroom goals. Specific verbal feedback When you observe students being, safe, responsible and/or respectful, acknowledge them by giving specific positive verbal feedback such as: o That was so helpful the way you held the door open for your classmates. o Thank you for walking with your hands and feet to yourself. Bee Bucks Acknowledge students who are exhibiting Our School Rules! behaviors by giving them specific positive feedback along with Bee Bucks. Students who earn a specific number of Bee Bucks will be acknowledged according to the incentives for the week/month. The PBiS committee will communicate rewards and incentives to faculty/staff on a monthly basis. Students who earn the requisite number of Bee Bucks for a particular week/month will be recognized in Forum on Fridays and receive the incentive for the week/month. Page 4 of 25

5 East Rochester Elementary School Student Behavior Management Process Observe problem behavior Serious Tier 3 behaviors requiring administrative intervention Problem-solve with students Tier 1 Use teacher classroom management plan Tier 2 1 st Report Teacher 2 nd Report Teacher/RtI coordinator 3 rd Report Teacher RtI coordinator/administration If behavior continues, answer the following question Tier 3 NO Have you given the student three (3) Tier 2 Incident Report for the same behavior? YES Teacher enters discipline referral in School Tool Administrator interviews students and determines consequence or intervention Administrator provides feedback to teacher Administrator contacts parents Page 5 of 25

6 East Rochester Elementary School Student Behavior Management Process Description of Levels and Suggested Interventions The following suggested interventions may be utilized in correcting a student s inappropriate behavior. The following list is by no means all-inclusive. Interventions will vary depending on the many variables that impact students. Interventions listed are not hierarchical. Not all intervention strategies for each level need to be utilized. Teacher- Managed Teacher/Admin.- Managed Tier 1: Student behavior minimally interferes with others ability to enjoy school; minimal disruption to the instructional process Teacher uses his/her classroom management system Teacher begins monitoring student behavior to collect baseline data Tier 2: Student behavior continues to interfere with others ability to enjoy school; more than minimal (Tier 1) disruption to the instructional process Tier 2 1st report Teacher conferences with student. Teacher notifies parent by phone and sending home incident report. Teacher also notifies School Counselor and Administrator by giving copy of report. Counselor will consult with classroom teacher. Teacher will reference grade level PbiS booklet for suggestive positive interventions. Tier 2 2nd report Teacher and Counselor conference with student. Teacher completes incident report. Counselor or Administrator contacts parents. Report sent home and copy to administration. Parent signs and sends back. Updated Interventions considered/plan re-evaluated. Tier 2-3rd report - Same as second report plus possible conference with student, teacher, parents, counselor, administration. Tier 3: Student behavior continues to be disruptive and necessitates administrative intervention Complete (teacher-generated) student discipline referral in SchoolTool. Administrator assigns consequence and contacts parents Page 6 of 25

7 Tier 1 Behaviors Tier 1 behaviors are minor rule violations that will result in immediate verbal or non-verbal corrections with possible consequences. Students who engage in Tier 1 behaviors will be asked: (1) to identify inappropriate behavior and (2) describe the appropriate replacement behavior. Students may receive a mild consequence delivered by the teacher or staff member designed to encourage appropriate behavior in the future. Consequences/Interventions for tier 1 behaviors may include, but are not limited to: Proximity control / Non-verbal cue to correct behavior / Warning / Verbal correction / Time out / Apology / Loss of privilege / Detention Definition Examples Procedure refusing to follow directions yelling and talking in class during independent work refusing to do class work off-task using inappropriate and language (an isolated incident) making inappropriate noises and running in the building unsafe/rough play spitting toys in school uncooperative behavior disruptive transition play fighting put-downs Behaviors that: 1. do not require administrator involvement 2. do not significantly violate the rights of others 3. do not appear chronic 4. impact the student only 1. Question student about rules violate/inappropriate behavior 2. Student describes expected behavior 3. Debrief and re-teach behavioral expectation 4. Acknowledge corrected positive behavior Page 7 of 25

8 Tier 2 Behaviors Tier 2 behaviors are more serious in nature. Tier 2 behaviors will result in an immediate verbal correction, a logical consequence and a written Tier 2 Incident Report. Students who engage in Tier 2 behaviors will be asked to: (1) identify the inappropriate behavior and, (2) describe the appropriate replacement behavior. Consequences for Tier 2 behaviors may include but are not limited to: Last to leave room / Seat change / Parent contact / TIER 2 INCIDENT REPORT / Verbal correction / Time out / Written Apology / Loss of privilege / Detention / Behavior Contract / After school Definition Examples Procedure arguing with teacher/talking back talking on a regular basis or refusing to follow directions on a regular basis continues use of or inappropriate language Behaviors that: 1. significantly violate the rights of others 2. put others at risk or harm 3. are chronic Tier 1 behaviors or 4. interfere with the learning of others Tier 2 1st report Teacher conferences with student. Teacher notifies parent by phone and sending home incident report. Teacher also notifies RtI Coordinator and administration by giving copy of report. RtI coordinator will consult with classroom teacher. Tier 2 2nd report Teacher and RtI coordinator conference with student. Teacher completes incident report. RtI coordinator contacts parents. Report sent home and copy to administration. Interventions/plan reevaluated. Tier 2-3rd report - Same as second report plus conference with student, teacher, RtI coordinator, administration and possibly parents Page 8 of 25

9 Tier 3 Behaviors Tier 3 behaviors are the most serious in nature. Serious fighting, harassment, and verbal abuse violate the dignity, well-being, and safety of another person. These behaviors will not be tolerated and will result in a SchoolTool discipline referral which will be handled by administration. Consequences for Tier 3 behaviors may include but not be limited to: Verbal correction / Time out / Apology / Loss of privilege / Detention / Behavior contract / Parent contact / Write essay about behavior / Suspension / Restitution / Discipline Referral Definition Examples Procedure drawing pictures that depict violent behavior towards others or intimidation/verbal threats purposefully hitting a teacher or student throwing objects at others spitting or biting making racial, ethnic, or sexual slurs possessing weapon or lookalike weapon Behaviors that: 1. are chronic Tier 2 behaviors 2. require administrator involvement stealing vandalism verbal abuse / directed profanity 1. Question student about rules violate/inappropriate behavior 2. Student describes expected behavior 3. Complete discipline referral in SchoolTool 4. Administrative intervention Page 9 of 25

10 Tier 2 Incident Report Name of Student: Location: Grade: Classroom Gym Hallway Library Cafeteria Outside Date: Time: Bathroom Other Behavioral infraction: Be Safe Be Responsible Be Respectful Referring Staff: Problem Behavior Possible Motivation Consequence Check one specific problem behavior Inappropriate Language -Minor verbal aggression -Harassment/tease/taunt Minor Defiance/Disrespect/Non- Compliance -Lying/cheating -Refusal to work Disruption (minor) -Skip class/truancy -Tardy -Disruptive/Disrespectful Asides -Electronics -Dress Code Minor Physical Contact Minor Property Misuse Other Other comments (optional) Contacted parent/guardian about this incident on Tier 2 Incident Report Obtain peer attention Obtain adult attention Obtain items/activities Avoid tasks/activities Avoid work Avoid peer(s) Avoid adult(s) Unclear/Don t know Other Unknown motivation Detention Time out in classroom Loss of Privileges Conference with Student Parent Contact Other Other Support Staff Contacted _ Name of Student: Location: Grade: Classroom Gym Hallway Library Cafeteria Outside Date: Time: Bathroom Other Behavioral infraction: Be Safe Be Responsible Be Respectful Referring Staff: Problem Behavior Possible Motivation Consequence Check one specific problem behavior Inappropriate Language -Minor verbal aggression -Harassment/tease/taunt Minor Defiance/Disrespect/Non- Compliance -Lying/cheating -Refusal to work Disruption (minor) -Skip class/truancy -Tardy Obtain peer attention Obtain adult attention Obtain items/activities Avoid tasks/activities Avoid work Avoid peer(s) Avoid adult(s) Unclear/Don t know Other Unknown motivation Detention Time out in classroom Loss of Privileges Conference with Student Parent Contact Other Other Support Staff Contacted -Disruptive/Disrespectful Asides -Electronics -Dress Code Minor Physical Contact Minor Property Misuse Other Other comments (optional) Contacted parent/guardian about this incident on Page 10 of 25

11 COMMON QUESTIONS ABOUT TIER 2 INCIDENT REPORTS 1. What happens to the TIER 2 INCIDENT REPORT that is sent to the office? It is given to Terrie Koch, who keeps them on file. 2. What does the administrator do with the TIER 2 INCIDENT REPORTs? The administrator reads the TIER 2 INCIDENT REPORT and notes student s inappropriate behavior. 3. Do the three (3) TIER 2 INCIDENT REPORTs refer to three by the same or different teachers? They refer to three from the same teacher. 4. What is the purpose of the TIER 2 INCIDENT REPORT? The paperwork allows us to gather data. Having data allows us to organize in a way that can assist students, teachers, Counselor and administrators with decision-making. The TIER 2 INCIDENT REPORT reminds us to have dialog with the student and the parent about what is appropriate behavior, expected improvement, and consequences for the action. PBS helps us to remember that we all are responsible for teaching social skills and civility to our students within the context of our curriculum. Positive learning interactions are the focus. 5. When do I use do an office referral in School Tool? After the student has received three (3) TIER 2 INCIDENT REPORTs for inappropriate behavior from the same teacher. The student has engaged in a Tier 3 behavior. Page 11 of 25

12 East Rochester Behavioral Matrix 3 B s Be Safe Take care of yourself and others Our School Rules Be Responsible Make good choices Be your best Be Respectful Treat others the way you want to be treated Classroom Stop, Think, Act Right (S.T.A.R.) Keep hands and feet to yourself Cafeteria ** Lunch Seat Position ** Keep hands and feet to yourself Be ready to learn Be prepared Follow directions Raise hand and ask permission to leave your seat Clean up after yourself Flush Wash and dry your hands Go directly back to class Stay to the right Eyes forward Cooperate Be helpful Use kind words Good Manners Quiet voices Use kind words Bathroom Enter and exit carefully Wait your turn Quiet voices Keep hands and feet to yourself Take only the time you need Keep floors dry Hallway Walk facing No voices forward Keep moving Keep hands and feet to yourself Sidewalk Walk facing Stay on sidewalk Be helpful forward Eyes forward Cooperate Keep hands, feet Look left, look and objects to right, look left yourself again before crossing streets Playground Use equipment Follow directions Cooperate correctly Stay in sight Use kind words Keep hands, feet and objects to yourself ** Lunch seat position sitting on your bottom, both legs under the table, feet down. Page 12 of 25

13 September 2011 PBiS Plan When faculty/staff members are giving Bee Bucks, it is important to explain to students why they are being given Bee Bucks. Students need to understand what positive behavior you are acknowledging. A Bee Buck document of the monthly bee bucks will be available for Faculty/staff. Faculty/staff will be responsible for copying the amount needed. It is encouraged for members to print the bucks in color in the school media center. Faculty/staff are expected to acknowledge students who are being safe, responsible and respectful. For example: students walking to and from the bathroom without a teacher present who are being safe are worthy of Bee Bucks. Faculty/staff may award Bee Bucks to any student in the school. The idea is to catch students being safe, responsible and respectful. It is also an expectation for teachers to use the lessons provided in this handbook or other lessons to teach all aspects of the Behavioral Matrix. The PbiS committee will provide a monthly focus to be taught on the Monthly incentive chart. The teacher can teach to this and other parts of the matrix. It is understood that the older and more experienced students should need less instruction and more review of the matrix. Cafeteria ** Lunch Seat Position ** Keep hands and feet to yourself Bathroom Enter and exit carefully Keep hands and feet to yourself Keep floors dry Hallway Walk facing forward Keep hands and feet to yourself Raise hand and ask permission to leave your seat Clean up after yourself Flush Wash and dry your hands Go directly back to class Stay to the right Eyes forward Good Manners Quiet voices Use kind words Wait your turn Quiet voices Take only the time you need No voices Keep moving On Thursday afternoon by 2:45 p.m. of each week, teachers are responsible for recording which students have received the required number of bee bucks and what have earned. Teachers will send the list to the grade level representative for that month. PBS representatives by grade level will change bimonthly but core members of the committee are below: Lori Chans, Scott Harris, Pam Larsen, Dr. Harold Leve, Ed Mandara, David Thering, Laurie Worthington Page 13 of 25

14 Each Friday morning, students in grades 1-6 who earned incentives will be recognized in Forum. Teachers may pick up incentives from the main office every Thursday afternoon or Friday morning. Again, teachers are responsible for picking up their own incentives for their students from the main office. Kindergarten students will be recognized in a separate forum assembly every Friday afternoon after kindergarten lunch (1:35). Page 14 of 25

15 Review School-wide Rules: Lesson 1: Teaching School-wide Expectations for: Hallways and Sidewalks The teacher will ask the students to identify the three school rules. (Be Safe, Be Responsible, Be Respectful). He/she will then explain that they are going to talk about how we can follow these rules while walking in the hallways and while they are on the sidewalks outside. Skill Teaching for the Hallway (take students to the hallway for this discussion) What are some ways you think that we should Be safe, Be responsible, and Be respectful in the hallway? Let students give a few examples, then review the indicators below. Explain that at ER we expect that students will demonstrate the school rules in the hallways in the following ways: Be Safe o Walk facing forward o Keep hands and feet to yourself Be Responsible o Stay to the right o Eyes forward Be Respectful o No voices o Keep moving Demonstration and Role Play of Hallway Rules Role-play both examples and non-examples. Make sure that adults role play nonexamples and then ask the students what they could have done differently. Divide students into groups and have them role-play the examples. Have the class give feedback to the role-playing group and redo as necessary. Have the class practice the indicators as move outside to the sidewalk. Page 15 of 25

16 Examples: 1. Student weaving in the hallway and turned around, not facing the front (non-example). 2. Student yelling as they skip through the hallway (non-example). 3. Students swinging their arms, touching each other as they walk NOT keeping their hands and feet to themselves. (non-example). 4. Students walking in a straight line, using appropriate personal space, keeping to the right, and keeping their hands and feet to themselves. (example). 5. Student not talking or whispering in the hallway (example). Skill Teaching for the Sidewalk Be Safe o Walk facing forward o Keep hands, feet and objects to yourself Be Responsible o Stay on the sidewalk o Eyes forward o Look left, look right, look left again before crossing streets Be Respectful o Be helpful o Cooperate Demonstration and Role Play of Sidewalk Rules Examples: Role-play both examples and non-examples. Make sure that adults role play nonexamples and then ask the students what they could have done differently. Divide students into small groups and have them role-play the examples. Have the class give feedback to the role-playing group and redo as necessary. Have the class practice as you move back to your classroom. 1. Student running across the grass (non-example). 2. Student walking close to the parking lot/road, turned around talking to the person behind them (non-example). 3. Students walking in a straight line, using appropriate personal space, keeping their hands and feet to themselves (example). 4. Student picking up a piece of trash and throwing it away (example). 5. Look left, look right, look left again before crossing the street (example). Page 16 of 25

17 Review and Check for Understanding Be sure to explain that we need to be safe, be responsible, and be respectful whether we are with our teachers or by ourselves. Identify some times when students maybe be by themselves they will need to follow the same rules (i.e. going to the bathroom, another classroom, the nurse, office, library, etc.). Also, these rules apply if it is hot, cold, rainy, or perfect outside. Review the rules using the charts and allow for any unanswered questions. Remind the students that you and others will be watching them to see how well they do at being safe, responsible, and respectful. Page 17 of 25

18 Lesson 2: Teaching School-wide Expectations for: Cafeteria Skill Teaching We have been talking about our new school-wide rules this week. Does anyone remember the 3 school-wide rules? a. Be Safe b. Be Responsible c. Be Respectful Today we are going to talk about how our school-wide rules apply to the cafeteria. So, how can we be safe, responsible, and be respectful in the cafeteria? Let students give a few examples, then review the indicators below. Be Safe Lunch seat position (sitting, legs under table, feet down and still) Keep hands, feet and objects to yourself Be Responsible Ask permission to leave your seat Clean up after yourself Be Respectful Use quiet indoor voices Use good manners Use kind words Now lets talk about what it should sound like. Now let s talk about what it looks like in the cafeteria. Page 18 of 25

19 Demonstration and Role Play Model an appropriate example of cafeteria behavior: 1. Walk through the cafeteria line, get your lunch tray and your utensils, sit down at the table and eat your food, talk quietly to a person next to you, raise your hand and ask permission to throw away your garbage, return your tray and return to your seat. 2. Ask the students to name all of the rules you followed (they should say all of them). Provide any rules they did not say. Show non-examples and have the students say what should have been done differently. (Adults role play this part) 1. An adult should take some food from the tray of a student sitting next to him/her. Have the students say which rule was broken and what should have been done differently. 2. An adult should take up his/her tray and leave a mess on the table. Have the students say which rule was broken and what should have been done differently. 3. An adult should play fight with a student standing behind him/her in line. Have the students say which rule was broken and what should have been done differently. Have the students practice following the rules. 1. Ask 4-5 students to go through the line and get their lunch tray. Have the students watching comment on how they did when they are done. 2. Ask 3-4 students to sit and eat their food. Have the students watching comment on how they did when they are done. 3. Ask 2-3 students to clean up their trays. Have the students watching comment on how they did when they are done. Review and Check for Understanding Review the rules one last time. Have the students state the rules for being safe, being responsible, and being respectful. Remind the children that you and all of the other adults in the building will be watching to see when students follow the rules. Remind them of the acknowledgements available to students who follow the rules. Page 19 of 25

20 EAST ROCHESTER ELEMENTARY SCHOOL EAST ROCHESTER RULES! QUIZ Teachers and students please review the East Rochester Rules and then take this quiz together. Teachers, please return to your grade level PBS representative. Thank you and best of luck!!! Student s Name: 1. The East Rochester Rules are: Be. Be. Be. 2. List one way to show that you are safe in the cafeteria: 3. List one way to show that you are responsible in the cafeteria: 4. List one way to show that you are respectful in the cafeteria: 5. The East Rochester Rules apply: a. to the cafeteria only b. to the hallways and cafeteria only c. only when I am with my teacher d. to all places within the school and the school community Page 20 of 25

21 Lesson 3 Positive Behavior Supports Teaching Objectives Objective 1 Discuss the importance of rules Why are rules necessary? What would happen if we didn t have rules? What could happen in a baseball game if the team didn t follow the rules? Why do we need rules in school? What could happen if we don t have rules in schools? Let s review the East Rochester Rules. Be Safe! Be Responsible! Be Respectful! Objective 2 Learning East Rochester Rules Have a poster with the East Rochester Rules on it. Have the students read the three rules together. Have the students individually read the rules. Encourage the students to remember the rules and recite them without looking at the poster. Objective 3 Focusing on rules within the classroom Have students read each of the specific rules corresponding to being respectful, responsible, and respectful within the classroom setting. Let them reference the matrix of expected behaviors for the classroom setting. Discuss why each rule is important (e.g., why should we use kind words?) Discuss what could happen if students did not follow the specific rule. Continue for each rule within the classroom setting. Objective 4-Focusing on rules in other non-classroom areas Have students read each of the specific rules corresponding to being respectful, responsible, and ready within specific non-classroom areas (e.g., hallways, cafeteria, bathrooms, etc.). Let them reference the matrix of expected behaviors for the non-classroom settings. Discuss why each rule is important (e.g., why should we walk in the hallways?) Discuss what could happen if students did not follow the specific rule. Continue for each rule within the specific non-classroom settings. Objective 5 Practice being safe, responsible and respectful using an Index Card Game (Classroom Setting) Give each student three index cards. One card has the word Safe written on it in red. One card has the word Responsible written on it in green. One card has the word Respectful written on it in yellow. Put a poster on the board with the words in a list: Safe (written in red) Responsible (written in green) Respectful (written in yellow) Page 21 of 25

22 Play a guessing game. Students can reference the East Rochester Rules matrix to help them figure out the correct category. Use the classroom setting only. e.g., What type of rule is: Do your best! (Respectful) Follow directions (Responsible) Keep hands and feet to self (Safe) Be ready to learn (Responsible) After you state the rule, have the students hold up the card corresponding to the correct category. After the students understand the game, let each student have a turn to recite a rule and the other students guess the category. Discuss the rules and the categories as the game is played. There is likely to be some debate as to whether something is safe, respectful, or responsible Objective 6 Practice Safe, Respectful, and Responsible using an Index Card Game (Non-Classroom Settings) Give each student three index cards. Go to a non-classroom setting (cafeteria, hallway, bathroom, etc) One card has the word Safe written on it in red. One card has the word Responsible written on it in green. One card has the word Respectful written on it in yellow. Put a poster on the board with the words in a list: Safe (written in red) Responsible (written in green) Respectful (written in yellow) Play a guessing game. Students can reference the matrix to help them figure out the correct category. Use non-classroom settings. e.g., What type of rule is: Good Manners (Respectful) Wash your hands (Responsible) After you state the rule, have the students hold up the card corresponding to the correct category. After the students understand the game, let each student have a turn to recite a rule and the other students guess the category. Page 22 of 25

23 Positive Behavior incentives & Support Program East Rochester Elementary School Weekly Lesson for SHAPING BEHAVIOR AREA OF FOCUS: Hallways SCHOOL WIDE EXPECTATION: Be Safe NAME OF SKILL: Smart Walking PURPOSE OF THE LESSON/WHY IT S IMPORTANT: 1. Maintain a safe hallway environment by keeping hands & feet to yourself. 2. Establish an efficient and safe way to move around school. TEACHING EXAMPLES: 1. The class is lined up ready for special, another class is coming down the hall, and you remember to wait until they have passed by facing forward. 2. You re walking on the right side of the hallway and you see students in another line kicking and touch others, touching the wall and artworks hanging on the wall. KID ACTIVITIES/ROLE-PLAYS: 1. Role-play using the handrail correctly. 2. Role-play walking in a single file line keeping hands and feet to yourself. 3. Role-play stopping at certain landmarks so the class stays together. FOLLOW-UP REINFORCEMENT ACTIVITIES: 1. Verbal praise 2. Earning a bee buck 3. Class rewards Page 23 of 25

24 Positive Behavior incentives & Support Program East Rochester Elementary School Weekly Lesson for SHAPING BEHAVIOR AREA OF FOCUS: Hallways SCHOOL WIDE EXPECTATION: Be Responsible NAME OF SKILL: Hallway Hillary and Hallway Hal PURPOSE OF THE LESSON/WHY IT S IMPORTANT: 3. To teach personal responsibility in the hallways. 4. To teach students to monitor themselves and return promptly to assigned areas. TEACHING EXAMPLES: 6. Hallway Hal knows that the hallways are high traffic area. He comes into the hallway, keeps his eyes facing forward & stays to the right. 7. Hallway Hillary is in the hallway, she sees her friends down the hall and starts to shout Hey, realizes that there are other classes with their doors open, she closes her mouth and quietly walks to class staying to the right. 8. Hallway Hillary and Hallway Hal Pick up papers/wrappers to keep the hallways clean. They know it is not just the custodian s job. KID ACTIVITIES/ROLE-PLAYS: 4. Bring in a decibel meter. Use examples of cars, whistles, and radios and get decibel reading. Then, get reading of whispers, quietly talking and shouting. 5. Use a timer for this one: Have everyone throw a piece of paper on the floor. Keep the time and see how long it takes for one person to pick up every paper. Then use the timer to compare how long it takes when everyone picks up a piece of paper. FOLLOW-UP REINFORCEMENT ACTIVITIES: 7. Create an artwork of a responsible people in the hallway. 8. Ask students to recognize other students who are being responsible in the hallway. 9. Class rewards Page 24 of 25

25 Positive Behavior incentives & Support Program East Rochester Elementary School Weekly Lesson for SHAPING BEHAVIOR AREA OF FOCUS: Hallways SCHOOL WIDE EXPECTATION: Be Respectful NAME OF SKILL: Terrific Travelers PURPOSE OF THE LESSON/WHY IT S IMPORTANT: 5. So students do not disturb other classes who are learning. 6. So students don t waste time by keep moving to classroom. TEACHING EXAMPLES: 3. Show video of proper Hallway Behavior. 4. Non-example: Demonstrate two students walking in a class line and begin stomping their feet and yelling about something that happened at recess. A teacher who was teaching was disturbed by the hallway noise and had to shut her door. 5. Non-example: Demonstrate 4 or 5 students who are in walking in line. One stops suddenly and the others run into the one who stopped. Not respectful of others in KID ACTIVITIES/ROLE-PLAYS: 6. Role-play the above situations. 7. Discuss with students what could happen if students stopped suddenly without warning in the hallway. 8. Talk about being in a classroom with the door open when a noisy class goes by. How does that feel? What happens as a result? FOLLOW-UP REINFORCEMENT ACTIVITIES: 4. Verbal praise 5. Individual student recognition with bee buck. 6. Class rewards Page 25 of 25