Wallace Elementary School PBIS Positive Behavior Support is a school-wide program for helping all students achieve important social and learning goals. As part of the P.B.I.S. program, we have established clear rules and expectations for the behaviors we expect in all areas of our school. We have and will continue to teach those expectations to the students and frequently reward them with positive notes and prizes for their great behavior. The expectations for all student behaviors are clear throughout the building. We will apply consistent consequences and positive reinforcement for all kids. By detailing every expected behavior and teaching them to kids in a positive way, we will provide a common language for everyone in our building, including staff and students alike. Positive Rewards Kindergarten & First Grade- 10/20 Popsicle Sticks get Little/Big treasure chest visit. Second through Fifth Grades- Green Paws get 20 weekly drawings that select from the Box of Bull Pup Bones (Wii Time, Gym or playground time, itunes card, Happy Meal from McDonalds, ipad or computer time, Principal for the Day, Lunch with Principal, Lunch with staff member of student choice, Wal-Mart Gift Card, or Pizza with 2 friends without bounces). Kindergarten through Fifth Grades- Per Quarter: Homeroom without any bounces choice of Ice Cream Social, Wii party, Extra Recess or Playground time, or Silly String the teacher/principal. Per Quarter: School-wide students without bounces get movie and popcorn in the gym. Consequences Individual Classroom Teacher determines PBIS system in their room (i.e. moving clips or clothespins; Red, Yellow, Green, or Blue Charts). Once behavior moves past that system Warning, Redirection, Take Space, Bounce, and Classroom Referral. Incidents that violate administrative rules result in immediate Office Referral. Each classroom has a buddy classroom for Bounces.
Bull Pups bark this way: We are... responsible, safe, Respectful, & Kind! Bus/Car Hallway Cafeteria Bathroom Classroom/ Media Playground responsible Be ready when the bus arrives. Keep all items in your bookbag. Help keep the bus clean. Wait in the designated area. safe Walk carefully up and down the bus steps. Keep aisles clear. Remain seated and facing forward. Keep hands and feet to yourself. Remain on the sidewalk and away from traffic until an adult directs you. Walk on the right side of the hallway. Go directly to your destination only where you have been given permission to go. Walk forward at all times. Keep your hands and feet and other objects to yourself. Clean up after yourself, use good table manners. Keep hands, feet, and other objects to yourself. Always walk. Use paper products wisely. Put paper in the trash. Use time wisely. Wash your hands. Keep hands, feet, and other objects to yourself. Refrain from horseplay. Follow directions the first time they re given. Be prepared. Stay on task. Do your best Keep hands feet and other objects to yourself. Always walk, ask permission to leave the room. Pick up any trash, use equipment properly, play fairly. Keep hands feet and other objects to yourself. Stay of inside the fence. Play with appropriate items. Do not play too rough. Respectful Kind! Follow the bus driver s directions the first time they are given. Use a low voice to speak to those near you. Use nice language. Slide over when someone needs a seat. Keep hands and feet to yourself. Walk quietly as you pass classrooms that are working. Keep your hands by your side, do not touch posted work. Helping others and holding doors safely. Be a good listener. Say please and thank you. Get attention the right way. Use an appropriate tone of voice. Use kind words and actions. Help others. Greet cafeteria workers. Use good manners, respect privacy of others, and clean up after yourself. Use kind words and actions, wait patiently. Be a good listener; say please and thank you, gain attention the right way, use appropriate tone of voice. Use kind words and actions, help others, share, greet adults. Be a good listener when it is time to go in, say please and thank you, share with others. Use kind words and actions, take turns, include everyone, help others.
Matrix of Appropriate School Behaviors n The matrix is taught during the first two weeks of school by designated staff members and is revisited monthly the first semester. n During the second semester teachers use a bingo or Jeopardy game to help review the appropriate school behaviors in the designated area. n Classroom- Homeroom or Encore teacher, Hallway- Homeroom teacher, Cafeteria- Holland, Bathroom- Armstrong/McCoy, Media Center- Patram, Playground- PE Teachers, & On the Bus- Holland. Lesson Plans for teaching PBIS are found later in this document. Positive Behavior Strategies Prevention (PBIS Panther Paw Program) (Green Zone Students) Early Intervention + Prevention (Yellow Zone Students) 15% of students Intervention + Early Intervention + Prevention (Red Zone Students) 5% of students 80% of students School Pledge Behavior Matrix Guidance Lessons Weekly, Monthly, & Quarterly Incentives Green Paws Buddy Classrooms Bull Pup Brigade Student of the Month Behavior Charts Parent Conferencing School Counselor Referral Individual & Group Counseling with the School Counselor Days of Guidance Mentor Program School Nurse Referral PEP/IEP (Behavior Goals) Functional Behavior Assessment Behavior Intervention Plan Outside Community Programs School Social Worker Assistance Green Paws n Students can receive Green Paws for following the school rules that have been described in the Code of Conduct and The Matrix of Appropriate School Behaviors. n Students can receive Green Paws by any staff member in the building, at any time of the day. n Green Paws cannot be taken away for any reason. Mentor Program n It is designed to serve students in grades K-5. n The students are selected based on social-skill deficits, attendance concerns, and behavior or academic challenges that have impacted their ability to be successful in the school setting. n This program asks staff members to spend about 30 minutes per week during the school day with one student throughout the year. n Mentors will work on one or two goals throughout the school year with their student. n The program also offers an after school Mentor Celebration for the students and adults. We engage the students in a cooperative group activity, help with homework, and celebrate with a pizza dinner.
Bull Pup Brigade Each homeroom nominates a student each month for particular character exhibit. Grade Level team then decides which student will receive the Bull Pup Brigade T-shirt each month. Daily announcements discuss the characteristics of each character exhibit monthly such as Studious is September, Grit is October, etc Bull$Pup$Brigade$Exhibits$of$Good$Character! STUDIOUS Spent a lot of time studying or reading Showed great care or attention Completed tasks deliberately or with a purpose in mind GRIT Finished whatever s/he began Stuck with a project or activity for more than a few weeks Tried very hard even after experiencing failure Stayed committed to goals Kept working hard even when s/he felt like quitting ZEST Actively participated Showed enthusiasm Approached new situations with excitement and energy SELF-CONTROL- School Work Came to class prepared Remembered and followed directions Got to work right away instead of waiting until the last minute Paid attention and resisted distractions SELF-CONTROL- Interpersonal Remained calm even when criticized or otherwise provoked Allowed others to speak without interrupting Was polite to adults and peers Kept temper in check OPTIMISM Believed that effort would improve his/her future When bad things happened, s/he thought about things they could do to make it better next time Stayed motivated, even when things didn t go well Believed that s/he could improve on things they weren t good at GRATITUDE Recognized what other people did for them Showed appreciation for opportunities Expressed appreciation by saying thank you Did something nice for someone else as a way of saying thank you SOCIAL INTELLIGENCE Was able to find solutions during conflicts with others Showed that s/he cared about the feelings of others Adapted to different social situations CURIOSITY Was eager to explore new things Asked questions to help s/he learn better Took an active interest in learning SUCCESS Attained higher social status, honors, or the like Achieved a goal or something desired, planned, or attempted
Lesson Plan to Teach Behavioral Expectations and Character Education Location: cafeteria Grade Level: K-5 1. Expectations Be responsible, be safe, be respectful, be kind (BARK) 2. Definition/Rule (See Matrix) Responsible Clean up after yourself, use good table manners. Safe Keep hands, feet, and other objects to yourself. Always walk. Respectful Be a good listener. Say please and thank you. Get attention the right way. Use an appropriate tone of voice. Kind Use kind words and actions. Help others. Greet cafeteria workers. 3. Examples: Waiting until your cup is on green to talk Waiting patiently in line to be served Saying thank you to the cafeteria ladies Remembering to get what you need as you go through the line Remembering your lunch number Helping someone if they spill something Non-examples: Turning around on your stool Playing in line when waiting to get served Forgetting to get your fork or milk Hollering across the table at your friend Running in the lunchroom Leaving your trash on the table or floor 4. Activities to Enhance Skill Development Introduce the expectations/rules for the cafeteria. Review the examples and nonexamples with students. Make sure students understand which expectation matches the desired behaviors (responsible, safe, respectful, kind). 5. Activities to Check for Understanding a) Create a T chart with the students to show examples and non-examples. b) Have students fold a piece of paper in half. They will list 3 things which show proper behaviors in the cafeteria and 3 things that do not. c) Role Play cafeteria situations. Let students decide if they are examples or non-examples. d) Take students to the cafeteria for reinforcement activities. 6. Acknowledgements to Maintain Positive Behaviors Use specific verbal praise to let students know exactly which expectation they followed. Give out green paws to reinforce the expectations. Reteach and reinforce the rules before you enter the cafeteria, while you are in the cafeteria, and as you leave the cafeteria.
Location: Buses Rule 1: Be Responsible Expectations: Be ready when the bus arrives. Keep all items in your bookbag. Help keep the bus clean. Wait in the designated area. Demonstrate EXAMPLES (What to Do) Rule 2: Be Safe Expectations: Walk carefully up and down the bus steps. Keep aisles clear. Remain seated and facing forward. Keep hands and feet to yourself. Remain on the sidewalk and away from traffic until an adult directs you. Rule 1. Stand at the bus stop and be on time. Keep everything in your bookbag. Pick up trash that you see on the bus. Rule 2. Walk up and down the steps. Keep things out of the aisles. Sit and look forward. Keep your hands to yourself. Stand still and attentively at the bus stop. Rule 3. Follow the bus driver s directions. Speak quietly on the bus. Rule 4. Use nice words. Slide over for others to sit with you. Keep your hands to yourself. PBIS Lesson Plan Time Needed: 45 minutes Rule 3: Be Respectful Expectations: Follow the bus driver s directions the first time they are given. Use a low voice to speak to those near you. Discuss NON-EXAMPLES (What NOT To Do) Rule 4: Be Kind Expectations: Use nice language. Slide over when someone needs a seat. Keep hands and feet to yourself. Rule 1. Do not be late to the bus. Do not take things out of your bookbag. Do not leave trash on the bus. Rule 2. Do not run and jump on the steps. Do not put things in the aisles. Do not turn while in your seat. Do not touch others. Do not horseplay at the bus stop. Rule 3. Do not ignore the bus driver. Do not yell on the bus. Rule 4. Do not use ugly words. Do not hog the seat. Do not touch others. Activities to Check for Understanding: -Have students list on a piece of paper three things they should do on the bus. -Have students list on a piece of paper three things they should not do on the bus. Activities to Extend Skill Development -Have students role play examples and discuss non-examples with each other. -Develop a T chart for the expectation. -Take a field trip to the buses (check for availability)
PBIS Lesson Plans: Hallway- Begin by discussing ways to be responsible, safe, respectful, and kind in hallways. Refer back to matrix to compare the students answers to what the school matrix says.give examples and non- examples and have the students give reasons for why it is an example or non- example. Have students role play the examples. Example: Taylor saw some art work on the bulletin board that had really cool glitter on it. She REALLY wanted to feel the glitter! She remembered the teacher had asked her to follow directions and keep her hands to her side in the hallway, so Taylor just looked at the glitter. It was really pretty! Nonexample: (ONLY the Teacher role- plays non- examples): Tina and Julie were doing the Wee Delivery for the day. They talked loudly as they gathered the mail and took it to the classrooms. Ms. Heath had to shut her classroom door. Example: Gus was walking by himself down the hallway on his way back to class. Even though he was by himself, he walked in the walk zone. Nonexample (ONLY the Teacher role- plays non- examples): There were some really cool snowman art work on the bulletin board so Sam touched them to feel if they were soft. Example: Ann s class was walking to music which is Ann s favorite class. So Ann walked quietly so she could get to music and sing! Nonexample: (ONLY the Teacher role- plays non- examples): Tommy really liked the school secretary so when his class walked by her office, he shouted, Hi! The secretary was on the telephone. Non- example (ONLY the Teacher role- plays non- examples): As his class was walking to lunch, Calvin saw his sister in her classroom. He stopped and called her name. Calvin interrupted his sister s learning and caused his line to get backed up. This was not compassionate to his sister and his classmates. Example: Lori s class was leaving art and walking back to their classroom. Lori saw her best friend Beth whose class was coming out of the gym. Lori gave Beth a little wave and a smile. List of re- enforcing activities: 1. Have students write their own examples and non- examples 2. Take the students on a walk around the hall to practice the procedures you have just discussed 3. Students can draw a picture of what a perfect BARK hallway would look like 4. Take a picture of your students following being respectful in the hallway, walking and working quietly and following directions. 5. Check with the media specialist to see if there are books that address being respectful in the hallways. 6. Describe and practice an outside voice by holding your arms away from your body. Describe and practice an inside voice by holding your hands together in front of your chest.
7. Draw a map of the school and color in red the places where it is expected to walk quietly. Color green where it is OK to run and use an outside voice. 8. Have students repeat the following verbal rehearsal rhyme in unison: When walking down the hall, I ll hold my head straight. When walking down the hall, I ll keep a steady gate. To my side my hands will stay, as I take the shortest way. When around the school I go, I ll keep my voice down low. Repeat the rhyme enough times until the group can perform rehearsal sentences fairly well. 9. Students can create a song to help them remember to BARK in the hallway 10. Make a poster of the steps to following directions and post in the classroom and throughout the building.
Area: Bathroom Materials Needed: None Review Expectations: Responsible Safe Respectful Kind Use paper products wisely. Put paper in the trash. Use time wisely. Wash your hands. Keep hands, feet, and other objects to yourself. Refrain from horseplay. Use good manners, respect privacy of others, and clean up after yourself. Use kind words and actions, wait patiently. Objective: Students will use the bathroom appropriately. Discuss and Model Positive Examples: Wait quietly in line for your turn. * Respect the privacy of others Flush the toilet. To wash your hands: turn on the water, 1 pump of soap, and wash for 15 seconds, turn off the water Dry hands and throw paper towel in the garbage/ Pick up any trash you see on the floor When finished, stand in hallway using the BARK rules. Discuss Negative Examples: Wetting hair Standing in a group to get into restroom Leaving paper towels in the sink/throwing paper towels Yelling in the bathroom Practice the Positive Behaviors Check for Understanding -Create a T-chart -Role play
Location: Classroom/Library 1. Expectation/Character Ed: Grade Level: K- 5 Be Responsible 2. Definition/Rule (Refer to Matrix) Today we are going to talk about the ways to be BE RESPONSIBLE in the classroom/library. Refer students to the matrix to see what that means. 3. Activities to Enhance Skill Development Ask students to define what BEING RESPONSIBLE means. Shape their responses into observable behaviors (e.g. if they say doing the right thing, ask for examples of doing the right thing that equate to observable skills, such as following directions the first time they are given, coming to school on time, getting pencils sharpened, taking a seat quietly without teachers telling them, doing quality work, turning in homework every day, putting books in the correct place in the library ) Share non- examples with students (e.g. teacher asks you to stop talking but you continue, coming to school late, not having pencils sharpened when class starts, and not taking library card when they go to check out books ) Discuss the importance of these rules in school. 4. Activities to Check for Understanding Have a student explain and give an example of one class rule, Then allow another student to give a non- example of that same rule. 5. Activities to Extend Skill Development Have students role play examples and non- examples with each other. Ask student was he/she BEING RESPONSIBLE? How do you know? 6. Acknowledgements to Maintain Positive Behaviors Use specific verbal praise to let students know exactly which expectation they followed. Reteach and reinforce the rules. Adults will be watching to see if you are BEING RESPONSIBLE in the classroom/library. You may be asked to tell me what you did to BE RESPONSIBLE.
**Teachers use this same format to teach the other three expectations: BE SAFE, BE RESPECTFUL, BE KIND!!! Playground Lesson Plan Lesson Plan to Teach Behavioral Expectations and Character Education Location: Playground Goal and Objective: Students should take turns and share equipment safely while on the playground. Students are not expected to use their feet, hands, and objects in a destructive manner or intent to harm another person. Students are to play Responsibly, Safely, Respectfully, and Kindly. Anticipatory Set/Introduction: The teacher will tell the students that they are going to review the rules for outdoor playtime. Students will line up to go outside. Focus and Review: The students will learn to how to conduct themselves in a Kind manner when entering and exiting the building quietly and walking in an orderly manner to and from the playground. Teacher Input: The teacher will explain the expectations for Responsible behavior on the playground and why it is important to act appropriately. Guided Practice: Allow students to line up within the classroom for recess. Instruct students to use Kind words and actions when lining up and remember to line up in an orderly manner. The students will proceed to the playground area where they will be Respectful by being good listeners and follow all directions. The teacher will distribute P.E. equipment in an orderly fashion. Once the students have the equipment or they are at the stationary playground equipment they must be Responsible by using the equipment appropriately, and playing fairly. Students must play Safely by keeping hands feet, and other objects to themselves. They will also be Safe by staying inside the fence. They will stay Safe by not playing too rough. Student Activity: Ask a group of students to discuss the improper way to behave on the playground and a group of students to demonstrate the proper way to play on the playground. Allow students to observe behaviors and discuss differences. Independent Activity: Students will be allowed to play on the playground and the teacher will monitor to see if they understand how to be Responsible, Safe, Respectful, and Kind on the playground. Closure: Teacher can ask students will be asked True or False questions about the proper procedures for playing on the playground. Extension Activities:
***Play a group game outside reinforcing positive behaviors ***Have students create posters to depict at least one playground safety rule Box of Bull Pup Bones Wii Time (1 hour) ipad or computer time (1 hour) Wal-Mart Gift Card Gym or playground time (1 hour) Principal for the Day Happy Meal from McDonalds Lunch with staff member of student choice itunes card Pizza with 2 friends without bounces (After student name is called please complete and send to Mr. Parker) Student Name Student Choice Teacher Name Date