Show Respect. Take Responsibility. You Can Do It. Lead Positively. E xhibit Safety. Positive Behavior Support Handbook

Lake Ridge New Tech Middle School Positive Behavior Support Handbook Show Respect Take Responsibility You Can Do It Lead Positively E xhibit Safety Lake Ridge New Tech Middle School School-Wide Behavioral Expectations Last Revision 6/12/2014

A Guide for Teaching School-Wide Behavioral Expectations Lake Ridge New Tech Middle School will move from a reactive disciplinary system that relies on punishment to a proactive approach that incorporates the principles of Positive Behavioral Supports. The system of School-Wide Positive Behavior Support will increase our capacity to reduce school disruptions, and educate all students including those with problem behaviors through the following: 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 and teaching environments. Train adults and peers to serve as positive models. Teach and model behavioral expectations. Create systems for providing regular positive feedback. Acknowledge students when they are doing the right thing. Improve social competence. Develop environments that support academic success. This guide is a result of a collaborative effort of the Positive Behavior Support Team. PBST members include Danelle Bulatovich, Deb Carver, Howard Funston, Debby Gabriel, Scott Gold, Torry Ivey, Rob Lukowski, Toni Modglin, Renee Pluchinsky, Jan Rozich, and Kara Thornberry. Current team members include: Mike Brady, Debby Gabriel, Jane Hoyle, Jodi Hogan, Torry Ivey, Rob Lukowski, Scott Miller, Amanda Robinson, Melinda Rolle, and Deanne Shaughnessy. 2

Lake Ridge New Tech Middle School School-Wide Behavioral Expectations This guide provides specific goals, behavioral expectations, teacher and staff responsibilities, strategies for acknowledgement, procedures for handling infractions of behavioral expectations, and specific routines to be followed. School Goal: The school community at Lake Ridge New Tech Middle School will meet school-wide behavioral expectations by being respectful, responsible, role models, giving effort and exhibiting safe practices (Appendix A and B). Lake Ridge New Tech Middle School Behavioral Expectations: Teacher and Staff Responsibilities: Lake Ridge New Tech Middle School has STYLE Show Respect Take Responsibility You Can Do It Lead Positively Exhibit Safety Teachers and staff will teach, model and practice each of the behavioral expectations throughout the year. Teachers and staff will acknowledge student behaviors that meet the expectations. Teachers and staff will implement proactive behavior strategies. 1. Enforce school-wide behavioral expectations 2. Acknowledge appropriate behaviors 4:1 minimum (4 to 1 ratio --4 positive statements to 1 negative statement). Interaction should be high frequency and high quality. 3. Use pre-correction techniques 4. Redirect negative behaviors positively 5. Practice active supervision 6. Define, teach, and acknowledge positive expectations: Observable, Acknowledgeable, and Teachable (OAT) The Positive Behavior Support Team (PBST) will meet consistently to refine our Positive Behavior Support system. 1. Revise and expectations and routines. 2. Provide guidance for faculty and staff 3. Review data to make decisions 4. Disseminate information to colleagues 3

Implementation Plan Each classroom teacher is expected to teach the behavior expectations included in the school matrix. This implementation plan will take place at least 3 times a year. Teachers should follow the school-wide matrix (Appendix A) when addressing behaviors in each of the areas. The Advisor/Advisee period will be crucial in the implementation of PBS. The critical areas identified by the PBS Team are All Settings and Community, Hallway, Dining Room, Bathroom, Bus/Bus Stop and Classroom. There are example lesson plans in the appendix that address each of these areas. Individual teachers should feel free to come up with their own plan for teaching their expectations in the classroom. These lesson plans were developed and/or gathered by the PBS Team. Consistency is the key to the successful implementation of PBS. The guidelines outlined in this handbook should be used as a minimum standard for the expectations that teams and individuals set. PBS has been proven to work, but it takes time. This is not an instant fix. We will see some immediate results, but we should not get discouraged if some of the students do not respond immediately. We all need to remain consistent with our expectations and specific positive feedback. Patience should also be applied to our plan. This is a work in progress and will grow and change over time. We will find things that work and things that do not work. PBS is flexible so it can grow and adapt to our needs as a school community. We can no longer assume that every child knows how to play school. PBS requires continually teaching of desired expectations. By teaching our expectations and consistently reinforcing them we can keep more students in our classrooms, increase learning, and increase overall student success. The acknowledgement system is a feature of the PBS behavioral expectation system. Acknowledging students who demonstrate Lake Ridge Middle School behavioral expectations is an important part of the process. Specific Verbal Feedback When you observe students being respectful, responsible, role models, giving effort and/or exhibiting safe practices acknowledge them by giving specific positive verbal feedback such as: 1. That was so helpful the way you held the door open for your classmates. 2. Thank you for walking with your hands and feet to yourself. Weekly Targeted Expectation Feedback Acknowledge students who are exhibiting behaviors tied into the weekly targeted expectation by giving them specific positive feedback along with Laker Loot. Specific incentives can be used with the Laker Loot Redemption Menu (Appendix G). Students can use the Laker Loot for the Weekly Drawing, Book Store Purchases, School Privileges, and Special Activities. 4

Student Behavior Management Process Observe Problem Behavior Problem- Solve with students *Use Teacher Consequence (see below) NO Is behavior officemanaged? YES Write Office Referral Administrator Determines Consequences NO **Complete Minor Incident Report (see below) Has the teacher given the student 3 SIRs in the same quarter? YES 4 th Referral sent to the Teacher-managed Language Lateness Preparedness Calling Out Put Down Throwing Refusing to Work Minor Dishonesty Touching Tone/Attitude Electronic Devices Dress Code Violations Food or Drink Office-managed Weapons Fighting or Aggressive physical contact Chronic Minor Infractions Aggressive Language Threats Harassment Major Dishonesty Truancy Smoking Vandalism Alcohol Drugs Gambling Continue teacher management until 3 SIRs are collected 5 th Referral sent to the Counselor 6 th Referral sent to Dean *Take concrete action to correct behavior (fill out student goal sheets, start the student on a weekly progress report, assign classroom consequences). **Keep documented records with an Incident Report Notify parents before misbehaviors become chronic. When possible, have the corrective action correspond to the behavior being corrected. 5

Handling Infractions of Behavioral Expectations - Minor Lake Ridge Middle School will maintain a consistent system for handling infractions of behavioral expectations. Outlined below is the system along with the instructions for handling such behaviors: Minor Incident Behaviors include: Inappropriate Language Tardy Defiance, Disrespect, insubordination, non-compliance Horseplay (Pushing, shoving, playing with classmates) Lying, cheating Preparedness Calling Out Put Down Throwing Refusing to Work Minor Dishonesty Touching Tone/Attitude Unsolicited Electronic Devices Dress Code Violations Food or Drink Minor Incident Behaviors are to be handled by the classroom teacher or staff member witnessing such behaviors. A Lake Ridge Middle School Student Incident Report is available for use (Appendix C). If behaviors persist, the classroom teacher should call the parent to advise them that the teacher will meet with the student for the purpose of goal setting. An e-mail or note may be sent if phone contact cannot be made. The teacher and student will meet and complete the Goal/Strategy Sheet (Appendix D). If need be, one of the PBS staff members may be a resource for this process. After two weeks, parents should be contacted regarding the student s progress or lack there of on the goal sheet. Each parent contact should be documented in a phone log and on the goal sheet. The student should be placed on the weekly progress report (Appendix E) for a three-week period. After the third infraction (of the same offense) in the same quarter, then the teacher will refer the student for grade level team intervention where a student/parent conference should occur. If after the team intervention another infraction occurs (of the same offense) in the same quarter, then the referral will advance to the counselor for individualized intervention. At the sixth occurrence of the same infraction (within the same quarter), an office referral is appropriate. Increasing Positive Interactions and Interventions: Classroom teachers know the value of time, feel the pressure to improve the quality of education, and want to get back the countless hours of time spent on disciplinary problems. The plan with PBIS includes consistent documentation by every classroom teacher and the use of team members as intervention. Incident reports clearly define the sequence of interactions/interventions that should happen prior to administrative action. The goal is to incorporate more interventions as opposed to more punitive, non-teaching consequences. Any interaction involves initially issuing verbal instruction, followed perhaps by verbal clarification. If the student defies the verbal instruction, a verbal reprimand (warning) will be issued giving the student a choice to follow the instruction or a behavioral intervention will be assigned. Examples of appropriate intervention used by teachers to correct inappropriate behavior include seat changes, mandatory parent contact, classroom 6

detention, written assignment, loss of privileges, counseling, and/or other intervention. Students receiving multiple interventions will be held accountable and his/her actions could lead to a major referral. Students who are sent to the office but who have not been issued the correct intervention channels will be sent back to class. Tardies: When a student is tardy to class, classroom implementations should be in place. This is a guideline for tardies in order to provide interventions before the matter becomes uncontrollable. First Offense: Verbal Warning from teacher Second Offense: Student writes a narrative for the teacher to indicate why he/she was tardy Third Offense: Student will draw teacher a map outlining the most effective route Fourth Offense: Student stands for the period in which the violation occurs; parent is contacted (mandatory) Repeated violations (5+): Student stands for the period in which the violation occurs; teacher assigns a team detention Not Prepared for Class: Recognizing that there will be times when students may forget to bring needed materials (paper, writing utensil, etc.) to class, the teacher can issue the materials needed as appropriate so as not to create a stall in learning and teaching. Students may be required to provide collateral for the use of these items. PBS is a proactive approach meant to prevent negative behaviors from occurring. It is a team effort home and school that will make this framework a success. It requires a different mindset and approach to handling negative behaviors that has proven successful in school districts nationwide. Classroom Management Strategies Set up your room to be student-friendly. Arrange desks for easy teacher access to all students. Instead of sitting at a desk during instruction, teachers should walk and wander around the room. During instruction challenging students should not be in the corner or back of the room, but within two to three feet of the teacher. Proximity and eye contact work wonders for increasing positive student behavior. Keep students on task with instructional activities at least 90% or more during academic classes (effective teachers know that unstructured time or down time cause problems). o Include Bell Ringers into your daily routine o Visually display state standard being taught for the day Reward all students who are following procedures in a positive way with praise, note or phone call home, privileges, field trips; or tangible incentives like raffle tickets, small incentives, etc. Post a daily schedule in an obvious place and follow it. Students need to know the daily routine. Teach students the expectations for each and every activity. Never assume that a student will know what you expect from them. Look for classroom-tested resources to motivate and manage challenging students. Positive reinforcement strategies are excellent for boosting good behavior and learning. Use intervention strategies when misbehaviors occur such as: classroom detentions, written assignment, change student seat, verbally correct, loss of classroom privileges, team time out, other adult intervention or mentor, and/or parent contact. Speak with other staff members who have worked with a challenging student. Find out what interventions have worked best for them. Collaborate. 7

Handling Infractions of Behavioral Expectations Major Major Incident Behaviors include: Weapons Fighting or Aggressive physical contact Chronic Minor Incidents (6+) Aggressive Language Threats Harassment Major Dishonesty Truancy Smoking Vandalism Alcohol Drugs Gambling Arson Bomb threat, false alarm Major Incident Behaviors should be referred to the office immediately. Teachers will complete an office referral to accompany the student. Consequences for students who engage in major incident behaviors will include removal from the classroom and/or school for a period of time. Major infractions that inhibit learning will be handled according to the Progressive Discipline policy. An administrator will notify parents of consequences if such action is necessary. 8

Appendix Forms Appendix A Appendix B Appendix C Appendix D Appendix E Appendix F Appendix G Appendix H LRMS has STYLE Behavior Expectation Matrix LRMS Faculty and Staff Responsibilities LRMS Student Incident Report (Formerly MIR ) LRMS PBS Student/Teacher Goal and Strategy Sheet LRMS PBS Student Weekly Progress Report Lake Ridge Middle School Laker Loot Redemption Menu Laker Loot Template STYLE Teaching Scripts 9

LRMS has S.T.Y.L.E. Show Respect Take Responsibility You Can Do It All Settings and Community Respect property, adults, and peers Maintain personal space Raise your hand and wait Wear ID and uniformity of color Be on time Be prepared Accept consequences Participate and make an effort Remain on task Ask for help Follow directions Hallway Respect property including lockers Wear ID and uniformity of color Have hall pass visible Keep hallways clear and clean Clear hallways in a timely manner Dining Room Respect dining room equipment Stand in line patiently and wait your turn Greet and respond to adults requests and directions appropriately Wear ID and uniformity of color Know PIN #, keep account up to date Accept consequences Assist others in need Keep area clean by throwing away trash Bathroom Respect bathroom equipment Be polite and respect privacy Wear ID and uniformity of color Flush Wash hands with soap Always carry pass Report any issues to an adult Throw trash away Keep bathrooms neat for others Bus/Bus Stop Respect the bus driver Stand in line and wait your turn to board and get off the bus Wear ID and uniformity of color Report to bus stop on time Bring all necessary materials Listen to announcements for changes Keep the bus clean Locate and board bus promptly Lead Positively Exhibit Safety Maintain proper conduct Use appropriate language and volume Participate positively Stay in assigned area Keep hands, feet, and f belongings to self Observe safety rules Report problems to an adult Use equipment under adult supervision Maintain proper conduct Use appropriate language and volume Use assigned locker at scheduled times Keep hands, feet, and belongings to self Walk and keep to the right Keep traffic moving Maintain proper conduct Use appropriate language and volume Use appropriate table manners Keep hands, feet, and belongings to self Keep food in mouth Stay seated until dismissed Maintain proper conduct Use appropriate language and volume Return to class promptly Keep hands, feet, and belongings to self Bring only necessary materials Maintain proper conduct Use appropriate language and volume Walk on sidewalks when available Keep hands, feet, and belongings to self Walk from the bus to designated location Maximum two per seat Stay in seat facing forward Revised 8/2/10 Appendix A 10

Faculty and Staff Responsibilities All Settings and Community Acknowledge appropriate behaviors 4:1 minimum Redirect negative behaviors positively Practice active supervision Define and teach positive expectations Enforce school-wide rules consistently Hallways Pre-correct prior to dismissal Go back 10 and walk Greet students by name Ask students for pass Stand by your classroom or designated area during passing periods Dining Room Supervise to/from dining room Request students to pick up trash Redirect students to use quiet voices Bathroom Periodically check bathrooms Bathroom passes not given the first or last 15 minutes of class Bus/Bus Stop Pre-correct prior to dismissal Be in hallway Be on time for supervision Actively supervise students in hallway Classroom Establish and maintain rules, consequences, and routines Check agenda books, IDs, and uniformity of color in advisory Utilize Bell Ringers Revised 8/2/10 Appendix B 11

Appendix C 12

Lake Ridge Middle School PBS Student/Teacher Goal and Strategy Sheet Please come up with specific strategies that can lead to successfully accomplishing each goal. Student Goal: I will respect my teacher and the guidelines of the LRMS STYLE (Show Respect, Take Responsibility, You Can Do It, Lead Positively, and Exhibit Safety) expectations and take responsibility for my actions. Strategy #1: Strategy #2: Strategy #3: Teacher Goal: I will help my student(s) work toward success by providing them with the needed support to meet Lake Ridge Middle School s behavior expectations (STYLE Show Respect, Take Responsibility, You Can Do It, Lead Positively, and Exhibit Safety). Strategy #1: Strategy #2: Strategy #3: Student Signature Teacher Signature Parent Contact (Please list dates and times): Appendix D 13

Lake Ridge Middle School PBS Student Weekly Progress Report Student: Date Circle or highlight the targeted expectation, then check if the student is meeting the expectations. If no, then please explain below When a Minor Incident Form is written, a weekly progress report should be filled out until a 3 week improvement of the expected behavior. All Settings and Community Hallway Dining Room Bathroom Bus/Stop Classroom Show Respect Take Responsibility You Can Do It Lead Positively Exhibit Safety If no, please explain Copy to: Parent Teacher File Appendix E 14

Lake Ridge Middle School Laker Loot Redemption Menu Category Prizes Availability Cost Weekly Drawing Various Prizes Two selected each Friday 1 Laker Loot Eraser, Pink Flat Sold during lunch 12 Laker Loot Eraser, Novelty 20 Laker Loot Folders, 2 Pocket Plain 10 Laker Loot Highlighters, Small 20 Laker Loot Key Chains 35 Laker Loot Book Store Notebook Paper, Loose Leaf 35 Laker Loot Paper Notebook, 100 sheets 35 Laker Loot Pencils, Novelty 10 Laker Loot Poster board 15 Laker Loot Binders 50 Laker Loot Stickers 12 Laker Loot Pass to LRMS Game Room Lunch Only 10 Laker Loot 8 th Grade Gym Privileges 4 th Grading Period Lunch 10 Laker Loot Free Pass to a LRMS Sporting Event 15 Laker Loot First in line for lunch 20 Laker Loot Good call home from teacher 20 Laker Loot Good note from the Principal 25 Laker Loot School Release to lockers 2 minutes early at Privileges the end of school day 25 Laker Loot Bathroom Pass 30 Laker Loot Helping with morning announcements 30 Laker Loot Lunch in the courtyard Weather Permitting 30 Laker Loot Picture posted in the office as someone to know 30 Laker Loot Lunch with a staff member 45 Laker Loot Popcorn Fridays Dining Room at Lunch 30 Laker Loot Gym (1:43-2:30) Every 18 7th Period Free 200 Laker Loot weeks Special ISL Room (2:30-4:00) Activities Board Game Tournaments 100 Laker Loot Every 9 weeks Student/Faculty Basketball and/or Gym (2:30-4:00) Every 18 Volleyball Game weeks 100 Laker Loot Appendix F 15

DATE: STUDENT: TEACHER: THANK YOU FOR HAVING S.T.Y.L.E. DATE: STUDENT: TEACHER: THANK YOU FOR HAVING S.T.Y.L.E. DATE: STUDENT: TEACHER: THANK YOU FOR HAVING S.T.Y.L.E. DATE: STUDENT: TEACHER: THANK YOU FOR HAVING S.T.Y.L.E. DATE: STUDENT: TEACHER: THANK YOU FOR HAVING S.T.Y.L.E. DATE: STUDENT: TEACHER: THANK YOU FOR HAVING S.T.Y.L.E. DATE: STUDENT: TEACHER: THANK YOU FOR HAVING S.T.Y.L.E. DATE: STUDENT: TEACHER: THANK YOU FOR HAVING S.T.Y.L.E. Appendix G 16

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Appendix H: Teaching Scripts For S.T.Y.L.E. Expectations 18

Teaching Expected Behaviors General Lesson Format for Teaching STYLE When introducing behavioral expectations, follow four basic steps: Step 1: Access prior knowledge of the expectations for the specific setting. Step 2: Identify behaviors for specific setting. Step 3: Model STYLE behaviors for specific setting using the school-wide matrix. Show Respect Take Responsible You Can Do It Lead Positively Exhibit Safety Step 4: Review expectations of the specific setting. Lesson plans are included for guidance on teaching expectations to students. 19

STYLE Lesson Plan Teaching Script Show Respect All Settings and Community I. Skill Teaching - Teacher Today we are going to talk about ways to be respectful in all settings and community. Some ways we can be respectful in all settings and community include: Respect property, adults, and peers Maintain personal space Raise your hand and wait II. Demonstration and Role Play EX 1 Respect property, adults, and peers (Explain and define respecting property, adults, and peers.) What do you as a student gain from being respectful to property, adults, and peers? EX 2 Maintain personal space (Describe various setting scenarios and ask students to demonstrate how they maintain personal space.) What do you as a student gain from maintaining personal space? EX 3 Raise your hand and wait. (Explain and define.) What do you as a student gain from raising your hand and waiting? III. Non-Examples to Check for Understanding: NON-EX 1 Respect property, adults, and peers How was this behavior not respecting property, adults, and peers? NON-EX 2 Maintain personal space How was this behavior not maintaining personal space? NON-EX 3 Raise your hand and wait How was this behavior not raising your hand and waiting? IV. Review check for understanding What are the ways we Show Respect in all settings and community? List main ideas given by students in a synopsis statement.

STYLE Lesson Plan Teaching Script Show Respect Hallway I. Skill Teaching - Teacher Today we are going to talk about ways to be respectful in the hallway. Some ways we can be respectful in the hallway include: Respect property including lockers II. Demonstration and Role Play EX 1 Respect property including lockers (Explain and define respecting property including lockers.) What do you as a student gain from respecting property including lockers? III. Non-Examples to Check for Understanding: NON-EX 1 Respect property including lockers How was this behavior not property including lockers? IV. Review check for understanding What are the ways we Show Respect in the hallway? List main ideas given by students in a synopsis statement. 21

STYLE Lesson Plan Teaching Script Show Respect Dining Room I. Skill Teaching - Teacher Today we are going to talk about ways to be respectful in the dining room. Some ways we can be respectful in the dining room include: Respect dining room equipment Stand in line patiently and wait your turn Greet and respond to adults requests and directions appropriately II. Demonstration and Role Play EX 1 Respect dining room equipment (Explain and define respecting dining room equipment.) What do you as a student gain from respecting dining room equipment? EX 2 Stand in line patiently and wait your turn (Describe various cafeteria scenarios and ask students to demonstrate how they stand in line patient and wait their turn.) What do you as a student gain from standing in line patiently and waiting your turn? EX 3 Greet and respond to adults requests and directions appropriately (Explain and define; Emphasize using words such as please and thank you to adults.) What do you as a student gain from greeting and responding to adults requests and directions appropriately? III. Non-Examples to Check for Understanding: NON-EX 1 Respect dining room equipment How was this behavior not respecting the dining room equipment? NON-EX 2 Stand in line patiently and wait your turn How was this behavior not standing in line patient and waiting your turn? NON-EX 3 Great and respond to adults requests and directions appropriately How was this behavior not greeting and responding to adults requests and directions appropriately? V. Review check for understanding What are the ways we Show Respect in the dining room? List main ideas given by students in a synopsis statement. 22

STYLE Lesson Plan Teaching Script Show Respect Bathroom I. Skill Teaching - Teacher Today we are going to talk about ways to be respectful in the bathroom. Some ways we can be respectful in the bathroom include: Respect bathroom equipment Be polite and respect privacy II. Demonstration and Role Play EX 1 Respect bathroom equipment (Explain and define respecting bathroom equipment.) What do you as a student gain from respecting bathroom equipment? EX 2 Be polite and respect privacy (Describe various bathroom scenarios and ask students to demonstrate how they are polite respect privacy.) What do you as a student gain from being polite and respecting privacy? III. Non-Examples to Check for Understanding: NON-EX 1 Respect bathroom equipment How was this behavior not respecting the bathroom equipment? NON-EX 2 Be polite and respect privacy How was this behavior not being polite and respecting privacy? VI. Review check for understanding What are the ways we Show Respect in bathroom? List main ideas given by students in a synopsis statement. 23

STYLE Lesson Plan Teaching Script Show Respect Bus/Bus Stop I. Skill Teaching - Teacher Today we are going to talk about ways to be respectful on the bus/at the bus stop. Some ways we can be respectful on the bus/at the bus stop include: Respect the bus driver Stand in line and wait your turn to board and get off the bus II. Demonstration and Role Play EX 1 Respect the bus driver (Explain and define respecting the bus driver.) What do you as a student gain from being respectful to the bus driver? EX 2 Stand in line and wait your turn to board and get off the bus (Describe various bus/bus stop scenarios and ask students to demonstrate how they stand in line and wait their turn to board and get off the bus.) What do you as a student gain from standing in line and waiting your turn to board and get off the bus? III. Non-Examples to Check for Understanding: NON-EX 1 Respect the bus driver How was this behavior not respecting the bus driver? NON-EX 2 Stand in line and wait your turn to board and get off the bus How was this behavior not standing in line and waiting your turn to board and get off the bus? VII. Review check for understanding What are the ways we Show Respect on the bus and at the bus stop? List main ideas given by students in a synopsis statement. 24

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All Settings and Community Lesson Plan Teaching Script You Can Do It I. Skill Teaching - Teacher Today we are going to talk about ways you can do it in all settings and community at Lake Ridge Middle School. Some ways we can show that you can do it in all settings and community include: Participate and make an effort Remain on task Ask for help Follow directions II. Demonstration and Role Play I m going to show you some ways you can do it in all settings and community. I am also going to show you some ways to NOT demonstrate you can do it in all settings and community. I want you to watch and see why it is important to believe you can do it. EX1: What does it mean to participate and make an effort? [Ask a student to demonstrate above]. EX 2: What does it mean to remain on task? [Ask a student to demonstrate above]. EX 3: What does it mean to ask for help? [Ask a student to demonstrate above]. EX 4: What does it mean to follow directions? [Ask a student to demonstrate above]. NonEx 1: Not participating or making an effort. [Ask a student to demonstrate above]. How was this behavior not participating and not making an effort? NonEx 2: Not remaining on task. [Keep the above student for demonstration above.] How was this behavior not remaining on task? NonEx 3: Not asking for help. [Ask the same student to demonstrate how not asking for help looks. Discuss how this is embarrassing the student, not the adult!] NonEx 4: Not following directions. [Ask the student to demonstrate how not following directions looks.] How was this behavior not following directions? III. Review and Check for Understanding - Teacher After all students have seen the demonstration and role-plays review with What are some ways to show you can do it in all settings and community?

Hallway Lesson Plan Teaching Script You Can Do It I. Skill Teaching - Teacher Today we are going to talk about ways you can do it in the hallways at Lake Ridge Middle School. Some ways we can show that you can do it in the hallways include: Clear hallways in a timely manner II. Demonstration and Role Play I m going to show you some ways you can do it in the hallways. I am also going to show you some ways to NOT demonstrate you can do it in the hallways. I want you to watch and see why it is important to believe you can do it. EX1: What does it mean to clear the hallways in a timely manner? [Ask a student to demonstrate above]. NonEx 1: Not clearing the hallways in a timely manner. [Ask a student to demonstrate above]. How was this behavior not clearing the hallways in a timely manner? III. Review and Check for Understanding - Teacher After all students have seen the demonstration and role-plays review with What are some ways to show you can do it in the hallways? 31

Dining Room Lesson Plan Teaching Script You Can Do It I. Skill Teaching - Teacher Today we are going to talk about ways you can do it in the dining room at Lake Ridge Middle School. Some ways we can show that you can do it in the dining room include: Assist others in need Keep your area clean by throwing away trash II. Demonstration and Role Play I m going to show you some ways you can do it in the dining room. I am also going to show you some ways to NOT demonstrate you can do it in the dining room. I want you to watch and see why it is important to believe you can do it. EX1: What does it mean to assist others in need? [Ask a student to demonstrate above]. EX 2: What does it mean to keep your area clean by throwing away trash? [Ask a student to demonstrate above]. NonEx 1: Not assisting others in need. [Ask a student to demonstrate above]. How was this behavior not assisting others in need? NonEx 2: Not keeping your area clean by throwing away trash. [Keep the above student for demonstration above.] How was this behavior not keeping your area clean by throwing away trash? III. Review and Check for Understanding - Teacher After all students have seen the demonstration and role-plays review with What are some ways to show you can do it in the dining room? 32

Bathroom Lesson Plan Teaching Script You Can Do It I. Skill Teaching - Teacher Today we are going to talk about ways you can do it in the bathroom at Lake Ridge Middle School. Some ways we can show that you can do it in the bathroom include: Report any issues to an adult Throw trash away Keep bathrooms neat for others II. Demonstration and Role Play I m going to show you some ways you can do it in the bathroom. I am also going to show you some ways to NOT demonstrate you can do it in the bathroom. I want you to watch and see why it is important to believe you can do it. EX1: What does it mean to report any issues to an adult? [Ask a student to demonstrate above]. EX 2: What does it mean to throw trash away? [Ask a student to demonstrate above]. EX 3: What does it mean to keep the bathroom neat for others? [Ask a student to demonstrate above]. NonEx 1: Not reporting issues to an adult. [Ask a student to demonstrate above]. How was this behavior not reporting issues to an adult? NonEx 2: Not throwing away trash. [Keep the above student for demonstration above.] How was this behavior not throwing trash away? NonEx 3: Not keeping the bathroom neat for others. [Ask the same student to demonstrate.] How was this behavior not keeping the bathroom neat for others? III. Review and Check for Understanding - Teacher After all students have seen the demonstration and role-plays review with What are some ways to show you can do it in the bathroom? 33

Bus/Bus Stop Lesson Plan Teaching Script You Can Do It I. Skill Teaching - Teacher Today we are going to talk about ways you can do it on the bus or at the bus stop. Some ways we can show that you can do it on the bus or at the bus stop include: Listen to announcements for changes Keep the bus clean Locate and board the bus promptly II. Demonstration and Role Play I m going to show you some ways you can do it on the bus or at the bus stop. I am also going to show you some ways to NOT demonstrate you can do it on the bus or at the bus stop. I want you to watch and see why it is important to believe you can do it. EX1: What does it mean to listen to announcements for changes? [Ask a student to demonstrate above]. EX 2: What does it mean to keep the bus clean? [Ask a student to demonstrate above]. EX 3: What does it mean to locate and board the bus promptly? [Ask a student to demonstrate above]. NonEx 1: Not listening to announcements for changes. [Ask a student to demonstrate above]. How was this behavior not listen to announcements for changes? NonEx 2: Not keeping the bus clean. [Keep the above student for demonstration above.] How was this behavior not keeping the bus clean? NonEx 3: Not locating and boarding the bus promptly. [Ask the same student to demonstrate.] How was this behavior not locating and boarding the bus promptly? III. Review and Check for Understanding - Teacher After all students have seen the demonstration and role-plays review with What are some ways to show you can do it on the bus or at the bus stop? 34

Grade Level All Trait Lead Positively Location All Settings & Community LRMS has STYLE Lesson Plan I. Skill Teaching Teacher Today we are going to talk about how to lead positively in all settings and within the community. What does it mean to lead positively? Allow a few responses and provide feedback. What are some different types of settings we can find ourselves in? Allow a few responses and provide feedback. We can all lead positively in all settings and within the community by: Maintaining proper conduct. Participating positively. Staying in assigned area. Using appropriate volume and language. II. III. Demonstration & Role Playing a. Maintain Proper Conduct i. Teacher What does it mean to maintain proper conduct in all settings and within the community? Allow students to offer some different answers: Follow posted rules, listen to directions, etc. ii. Now what are some inappropriate actions that would not have us leading positively and maintaining proper conduct? Allow students to offer some different answers. b. Participate positively i. Teacher What does it mean to return to participate positively? Allow students to offer some different answers: Raise your hand, be supportive of others, etc. ii. Now what are some inappropriate actions that would not have us participating positively? Allow students to offer some different answers. c. Stay in assigned area i. Teacher What does it mean to stay in assigned area? Allow students to offer some different answers: If you are to be in the computer lab, you shouldn t be wandering the hall, if it is a fire drill, you should be with your class, etc. ii. Now what are some inappropriate actions that would not have us staying in our assigned areas? Allow students to offer some different answers. d. Use appropriate volume and language. i. Teacher What does it mean to use appropriate volume and language? Allow students to offer some different answers: Talking quietly, using setting appropriate language (i.e. in the library, in the dining room, at a football game), etc. ii. Now what are some inappropriate actions that would not have us using appropriate volume and language? Allow students to offer some different answers. Review a. Teacher There are four ways we can lead positively in all settings and within the community. Who can tell me one way? Pause for answer, give positive feedback. And what are some ways we can (insert student answer)? Pause for answer, take a few correct responses. 35

LRMS has STYLE Lesson Plan Grade Level All Trait Lead Positively Location Hallway I. Skill Teaching Teacher Today we are going to talk about how to lead positively in the hallway. What does it mean to lead positively? Allow a few responses and provide feedback. We can all lead positively in the hallway by: Maintaining proper conduct. Using assigned locker at appropriate times. Using appropriate volume and language. II. Demonstration & Role Playing a. Maintain Proper Conduct i. Teacher What does it mean to maintain proper conduct in the hallway? Allow students to offer some different answers: Walking on the appropriate side of the hallway, keeping hands to self, keep moving in the hall ii. Can I have a few volunteers to show me what maintaining proper conduct in the hallway would look like? Have the volunteer show the appropriate behaviors that were discussed. iii. Now what are some inappropriate actions that would not have us leading positively? Allow students to offer some different answers. You may or may not choose to have the volunteers exhibit the non-examples. b. Use assigned locker at scheduled times i. Teacher What does it mean to use assigned locker at scheduled times? Allow students to offer some different answers: Only using your locker, not a friend s, only stopping at locker at posted times, etc.. ii. Now what are some inappropriate actions that would not have us using an assigned locker at scheduled times? Allow students to offer some different answers. c. Use appropriate volume and language. i. Teacher What does it mean to use appropriate volume and language? Allow students to offer some different answers: Talking quietly, using school appropriate language, etc. ii. Now what are some inappropriate actions that would not have us using appropriate volume and language? Allow students to offer some different answers. III. Review a..teacher There are three ways we can lead positively in the hallway. Who can tell me one way? Pause for answer, give positive feedback. And what are some ways we can (insert student answer)? Pause for answer, take a few correct responses. b. What is another way we can lead positively in the hallway? Pause for answer, give positive feedback. And what are some ways we can (insert student answer)? Pause for answer, take a few correct responses. c. What is the last way we can lead positively in the hallway? Pause for answer, give positive feedback. And what are some ways we can (insert student answer)? Pause for answer, take a few correct responses. 36

Grade Level All Trait Lead Positively Location Dining Room LRMS has STYLE Lesson Plan I. Skill Teaching Teacher Today we are going to talk about how to lead positively in the dining room. What does it mean to lead positively? Allow a few responses and provide feedback. We can all lead positively in the dining room by: Maintaining proper conduct. Using appropriate table manners Using appropriate volume and language. II. Demonstration & Role Playing a. Maintain Proper Conduct i. Teacher What does it mean to maintain proper conduct in the dining room? Allow students to offer some different answers: Walking to the tables or lunch lines, waiting his or her turn in line, etc. ii. Can I have a few volunteers to show me what maintaining proper conduct in the dining room would look like? Have the volunteer show the appropriate behaviors that were discussed. iii. Now what are some inappropriate actions that would not have us leading positively? Allow students to offer some different answers. You may or may not choose to have the volunteers exhibit the non-examples. b. Use appropriate table manners i. Teacher What does it mean to use appropriate table manners? Allow students to offer some different answers: Asking for something on the table, using silverware, etc. ii. Can I have a few volunteers to show me what using appropriate table manners would look like? Have the volunteer show the appropriate behaviors that were discussed. iii. Now what are some inappropriate actions that would not have us using appropriate table manners? Allow students to offer some different answers. You may or may not choose to have the volunteers exhibit the non-examples. c. Use appropriate volume and language. i. Teacher What does it mean to use appropriate volume and language? Allow students to offer some different answers: Talking quietly, using school appropriate language, etc. ii. Now what are some inappropriate actions that would not have us using appropriate table manners? Allow students to offer some different answers. III. Review a. Teacher There are three ways we can lead positively in the dining room. Who can tell me one way? Pause for answer, give positive feedback. And what are some ways we can (insert student answer)? Pause for answer, take a few correct responses. b. What is another way we can lead positively in the dining room? Pause for answer, give positive feedback. And what are some ways we can (insert student answer)? Pause for answer, take a few correct responses. c. What is the last way we can lead positively in the dining room? Pause for answer, give positive feedback. And what are some ways we can (insert student answer)? Pause for answer, take a few correct responses. 37

LRMS has STYLE Lesson Plan Grade Level All Trait Lead Positively Location Bathroom I. Skill Teaching Teacher Today we are going to talk about how to lead positively in the bathroom. What does it mean to lead positively? Allow a few responses and provide feedback. We can all lead positively in the bathroom by: Maintaining proper conduct. Returning to class promptly. Using appropriate volume and language. II. Demonstration & Role Playing a. Maintain Proper Conduct i. Teacher What does it mean to maintain proper conduct in the bathroom? Allow students to offer some different answers: Use soap, flush the toilet, keep it clean, etc. ii. Now what are some inappropriate actions that would not have us leading positively? Allow students to offer some different answers. b. Return to class promptly i. Teacher What does it mean to return to class promptly? Allow students to offer some different answers: Use only the bathroom, use the bathroom closest to the teacher s room, etc. ii. Now what are some inappropriate actions that would not have us returning to class promptly? Allow students to offer some different answers. c. Use appropriate volume and language. i. Teacher What does it mean to use appropriate volume and language? Allow students to offer some different answers: Talking quietly, using school appropriate language, etc. ii. Now what are some inappropriate actions that would not have us using appropriate volume and language? Allow students to offer some different answers. III. Review a. Teacher There are three ways we can lead positively in the bathroom. Who can tell me one way? Pause for answer, give positive feedback. And what are some ways we can (insert student answer)? Pause for answer, take a few correct responses. b. What is another way we can lead positively in the bathroom? Pause for answer, give positive feedback. And what are some ways we can (insert student answer)? Pause for answer, take a few correct responses. c. What is the last way we can lead positively in the bathroom? Pause for answer, give positive feedback. And what are some ways we can (insert student answer)? Pause for answer, take a few correct responses. 38

LRMS has STYLE Lesson Plan Grade Level All Trait Lead Positively Location Bus & Bus Stop I. Skill Teaching Teacher Today we are going to talk about how to lead positively on the bus and at the bus stop. What does it mean to lead positively? Allow a few responses and provide feedback. We can all lead positively on the bus and at the bus stop by: Maintaining proper conduct. Walking on sidewalks when available. Using appropriate volume and language. II. Demonstration & Role Playing a. Maintain Proper Conduct i. Teacher What does it mean to maintain proper conduct on the bus and at the bus stop? Allow students to offer some different answers: Stand on the sidewalk or grass, sit in seat, etc. ii. Can I have a few volunteers to show me what maintaining proper conduct on the bus and at the bus stop would look like? Have the volunteer show the appropriate behaviors that were discussed. iii. Now what are some inappropriate actions that would not have us leading positively? Allow students to offer some different answers. You may or may not choose to have the volunteers exhibit the non-examples. b. Walk on sidewalks when available i. Teacher Why is it important to walk on sidewalks? Allow students to offer some different answers: Keeps us safe, doesn t impede traffic, etc. ii. If there are no sidewalks, what would be an appropriate alternative? Allow students to offer some different answers: walk in the grass, walk to the side of the road. c. Use appropriate volume and language. i. Teacher What does it mean to use appropriate volume and language? Allow students to offer some different answers: Talking quietly, using school appropriate language, etc. ii. Now what are some inappropriate actions that would not have us using appropriate volume and language? Allow students to offer some different answers. III. Review a. Teacher There are three ways we can lead positively on the bus and at the bus stop. Who can tell me one way? Pause for answer, give positive feedback. And what are some ways we can (insert student answer)? Pause for answer, take a few correct responses. b. What is another way we can lead positively on the bus and at the bus stop? Pause for answer, give positive feedback. And what are some ways we can (insert student answer)? Pause for answer, take a few correct responses. c. What is the last way we can lead positively on the bus and at the bus stop? Pause for answer, give positive feedback. And what are some ways we can (insert student answer)? Pause for answer, take a few correct responses. 39

STYLE Lesson Plan Teaching Script Exhibit Safety All Settings and Community I. Skill Teaching: teacher Today we are going to talk about ways to exhibit safety in all settings and community. Some ways we can exhibit safety in all settings and community include: Keep hands, feet and belongings to self. Observe safety rules Report problems to an adult Use equipment under adult supervision II. Demonstration and Role Play EX 1 keep hands, feet and belongings to self (Explain and define keeping hands, feet and belongings to self; ask students to role play this behavior.) What do you as a student gain from keeping hands, feet and belongings to self? EX 2 observe safety rules (Explain safety rules and ask students to role play the use of these safety rules.) What do you as a student gain from following all safety rules? EX 3 report problems to an adult (Explain why it is important to report problems to adults rather than ignore them or take matters into one s own hands.) What do you as a student gain from reporting problems to an adult? EX 4 use equipment under adult supervision (Provide examples of types of equipment students might encounter and explain why it is important that adults be present at all times when using such equipment.) What do you as a student gain from using equipment under adult supervision? III. Non-Examples to Check for Understanding NON-EX 1 not keeping hands, feet and belongings to self Why is this not exhibiting safety? NON-EX 2 not observing safety rules Why is this not exhibiting safety? NON-EX 3 not reporting problems to an adult Why is this not exhibiting safety? NON-EX 4 not using equipment under adult supervision Why is this not exhibiting safety? IV. Review: check for understanding What are the ways we EXHIBIT SAFETY in all settings and community? 40

STYLE Lesson Plan Teaching Script Exhibit Safety Hallway I. Skill Teaching: teacher Today we are going to talk about ways to exhibit safety in the hallway. Some ways we can exhibit safety in the hallway include: Keeps hands, feet and belongings to self. Walk and keep to the right Keep traffic moving II. Demonstration and Role Play EX 1 keep hands, feet and belongings to self (Explain and define keeping hands, feet and belongings to self; ask students to role play this behavior) What do you as a student gain from keeping hands, feet and belongings to self. EX 2 walk and keep to the right (Ask students to role play walking on the right side of the hallway and explain why this exhibits safety.) What do you as a student gain from keeping to the right when walking in the hallway? EX 3 keep traffic moving (Explain why it is important to traffic moving in the hallway and explain why this exhibits safety.) What do you as a student gain from keeping traffic moving in the hallway? III. Non-Examples to Check for Understanding NON-EX 1 not keeping hands, feet and belongings to self Why is this not exhibiting safety? NON-EX 2 not keeping to the right while walking in the hallway Why is this not exhibiting safety? NON-EX 3 not keeping traffic moving while in the hallway Why is this not exhibiting safety? NON-EX 4 not staying in seat facing forward Why is this not exhibiting safety? IV. Review: check for understanding What are the ways we EXHIBIT SAFETY on the bus and at the bus stop? 41