Be “Paws

Transcription

Be “Paws

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School Wide Positive Behavior Support (SWPBS)
Be “Paws-itive”
The school Wide Positive Behavior Support system has been adopted by
Indian Valley Elementary Center as a means to instill proper behavior within our
students. Using the guided model approach to teach proper types of behavior, the
faculty and staff of Indian Valley are constantly showing the students the types of
behavior we hope to see from them. After faculty/staff discussions it was
determined that our “hot spots” include: the bathrooms, playground, cafeteria,
auditorium, the nurse’s office, laptops, and buses. From here we developed our
core expectations for each area. These expectations focus on our slogan: Be “Pawsitive”. Throughout our school, at each “hot spot” location, students are reminded of
our “Paws-itive” expectations for that particular area. The expectations are broken
down into four general items: Respectful, Responsible, Ready, and Safe. Each
student is encouraged to show better behavior by following these simple
expectations in order to shape themselves into becoming Better “Paws”.
The SWPBS is best understood by thinking of it as RTII for behavior. Tier 1
is the universal piece, which includes all students. As referrals are made and
documented for behavior, data can be tracked and will allow administration to
make decisions on behalf of the student to progress to Tier 2 or 3, if needed. A
sample referral form follows, as well as a broken down tier triangle for your
reference.
With this program, we are able to acknowledge the students on various
levels for showing proper behavior. Students can be acknowledged independently,
as a class, and then as the school. To acknowledge the students independently, we
have chosen to implement a system called “Be Paws-itive”. They are also
acknowledged independently within the classroom setting. Using “Paw” tickets to
acknowledge students for displaying proper classroom behavior and following
classroom expectations correctly, teachers are able to acknowledge students
according to their own acknowledgement system. A classroom acknowledgement
system is in place as well. Finally, this program offers a chance for the entire
school to celebrate proper behavior at the close of each marking period. Further
explanations of each acknowledgement system follow.
If you should have any questions regarding the School Wide program, please
do not hesitate to ask. The School Wide core team has a representative from each
grade level. They are your “go to” people. The next “step” would be to the building
coaches, and finally to the principal. If there is something that you feel needs taken
directly to the principal please do so. Thank you for your part you play in making
this program a success.
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CONTINUUM OF
SCHOOL-WIDE
INSTRUCTIONAL &
POSITIVE BEHAVIOR
SUPPORT
FEW
~5%
Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
~15%
SOME
Tertiary Prevention:
Specialized
Individualized
Systems for Students with
High-Risk Behavior
Secondary Prevention:
Specialized Group
Systems for Students with
At-Risk Behavior
ALL
~80% of Students
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3
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Acknowledgement System
1. Teachers, paras, bus drivers, lunch staff, and administrators should hand out 10
tickets per week (any student in the school). Watch for students who are
demonstrating positive behaviors. You can hand out tickets during lunch duty,
recess or even walking down the hallway. Quickly fill out the PAW with the
observed behavior, student’s name and your name.
2. There will be 5 prize buckets across from the gym, in the display case. The
prizes will change each week. The prize buckets will be marked so the students
know what prize they hope to win. Designate a time, each day, for students to
drop off their PAWS tickets into the buckets. (This could be prior lunch,
special, end of the day before announcements, recess) Whatever works for the
classroom teacher!
3. At the beginning of each day, 3 students’ names will be drawn from the
buckets. Their names will be announced during the morning announcements.
These students need to come to the office immediately to receive a simple
acknowledgement and to write their name in the PAW-of-Fame Book in the
office. The teacher’s name on the PAW ticket will also be announced so they
can be acknowledged as well. The tickets will go back into the buckets until the
end of the week.
4. Every Friday, at least 5 students’ names will be drawn from the buckets. These
students need to come to the office immediately to receive the prize from the
bucket. They will sign the PAW-of-Fame Book. The teacher’s name on the
PAW ticket will be read too.
5. Faculty and staff members will be acknowledging their coworkers throughout
the week. When a faculty or staff member is acknowledged he/she will place
his/her ticket in one of bins located in the office. A drawing will be held every
other week.
6. Classroom teachers will need to keep track of who has received PAWS in their
class on the classroom poster or in a way that best suits your classroom needs.
(You could have students be in charge of this!)
7. School Wide Celebrations will be held at the end or near the end of each
marking period.
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I WAS CAUGHT BEING “PAWS-ITIVE”
Student Name:_________________
Student Name:_________________
Given By: _____________________
Given By: _____________________
Student Name:_________________
Given By: _____________________
Student Name:_________________
Given By: _____________________
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Observe Problem Behavior


Ignore Behavior
Physical Proximity
Warning/Conference with Student:
Ask 3 Questions:
1. What expectation are you not following
2. Do you understand the expectation or should we work on it together?
3. Can you follow the expectation from now on?
Positive reinforcement when
appropriate behavior is shown
Office (Major)
Classroom (Minor):
Write a referral for
behavior
**Teacher takes action
privately with
student(s)
 Re-Teach behavior
 Assign
consequence
 Complete follow
up agreement
 Contact home
File a minor behavioral
referral





NO
Is behavior
office managed?
Classroom Behavior
 Attendance – Inform
parents on effect on
academic performance
 Tardy – Inform parents on
effect on academic
performance
 Profanity directed at
student
 No supplies
 Tattling
 Non-compliance
 Name calling
 Lying
 Minor stealing
 Cheating
 Dress code violations
 Minor harassment
 Running
 Inappropriate touching
 Damaging materials
 Wanderers
YES
Office Behavior
 Attendance – Inform
parents on effect on
academic performance
 Tardy – Inform parents on
effect on academic
performance
 Vandalism
 Substances
 Insubordination
 Weapons
 Profanity directed at adults
 Major disruptions
 Fighting
 Verbal intimidation
 Forgery/Major
Theft/Plagiarism
 Cutting school
 Harassment (including
sexual)
 Physical Aggression
Crisis (School Handbook)
Drugs and alcohol
Bomb threat or false alarm
Arson, weapons or explosives
Actively engaging in harm to self or others
Leaving school grounds
Write referral to office
and contact parent
Administrator takes
action and assigns
consequences
Administrator follows
through on consequences
and contacts family
Administrator provides
feedback to staff
If repeated majors:
Team meets to develop
intervention plan
(Tier 2 or 3)
Immediately
inform office
and escort
student to
office
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SWPBS Office Referral Definitions
Minor Problem
Definition
Behavior
Tardy – Inform parents Student arrives at class after the bell at 8:20 am.
on effect of
academic
performance
Attendance – Inform
Student misses three consecutive days.
parents on effect of
academic
performance
Student engages in low-intensity instance of inappropriate
Profanity
language.
No supplies
Student does not bring appropriate materials to class.
Student engages in brief or low-intensity failure to follow
Non-compliance
directions or talks back.
Student delivers low-intensity, socially rude or dismissive
Disrespect
messages to adults or students.
Lying
Student is being untruthful.
Minor stealing
Student engages in low-intensity theft.
Cheating
Student is not doing one’s own work.
Student wears clothing that is near, but not within, the
Dress code violations
dress code guidelines defined by the school/district.
Student engages in low-intensity, but inappropriate,
Minor harassment
physical or verbal aggression.
Running
Student is not walking.
Physical
Student engages in non-serious, but inappropriate
contact/Physical
physical contact
aggression
Damaging materials
Student engages in low-intensity misuse of property
Technology violation
Student engages in off-task use of technology.
Wandering
Student is in school but not where they are supposed to be
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Major Problem
Behavior
Tardy – Inform
parents on effect
of academic
performance
Attendance –
Inform parents on
effect of
academic
performance
Vandalism
Substances
Insubordination
Weapons
Profanity
Major disruptions
Fighting
Verbal
Intimidation
Threats
Forgery/Major
Theft/Plagiarism
Cutting school
Harassment
(including sexual)
Physical
aggression
Definition
Student is repeatedly late.
Student is repeatedly absent.
Student participates in an activity that results in destruction or
disfigurement of property.
Student is in possession of drugs, alcohol, or tobacco.
Student engages in refusal to follow directions or talks back.
Student is in possession of knives, guns (real or look alike), or
other objects readily capable of causing bodily harm.
Student delivers verbal messages that include swearing, name
calling, or use of words/gestures in an inappropriate way.
Student engages in behavior causing an interruption in a class
or activity. Disruption includes sustained loud talk, yelling, or
screaming; noise with materials; horseplay or roughhousing;
and/or sustained out-of-seat behavior.
Student is involved in mutual participation in an incident
involving physical violence.
The delivery of direct or technology-based messages that
involve intimidation, teasing, taunting, threats, or name
calling.
Student delivers a message of harmful intent to self or others.
Student is involved by being in possession of, having passed
on, or being responsible for removing someone else’s
property; or the student has signed a person’s name without
that person’s permission, or claims someone else’s work as
their own.
Student leaves grounds or misses class without permission.
The delivery of disrespectful messages in any format related to
gender, ethnicity, sex, race, religion, disability, physical
features, or other protected class.
Student engages in actions involving serious physical contact
where injury may occur to self or others (i.e., hitting, punching,
hitting with an object, kicking, hair pulling, scratching, etc.)
*Code Purple
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Lesson Plan to Address Behavior
in the Cafeteria
Step 1: Identify the desired behavior and describe it in observable, measurable terms.
Respectful behavior: Students will use a 0 voice when out of seat; #2 voice when
seated; touch own food; say “Please” and “Thank you”; and be kind.
Responsible behavior: Students will clean up after self; follow the flow on dumping;
place belongings in cubby; Stop, Walk, and Talk (SWT).
Ready: Students will get everything they need and only what they need the first time
through the line.
Safe: Students will raise hand if they need anything; bottom on seat and feet on the
floor.
Step 2: List a rationale for teaching the behavior (Why is it important?)
*It is important to be respectful in the cafeteria so the noise doesn’t disrupt other
students and cafeteria workers. Using proper manners and being kind is appropriate
behavior when eating in the cafeteria. Touching your own food is important so that
students don’t interfere in others’ personal space.
*It is important to be responsible in the cafeteria so students learn how to clean up
after themselves and keep the cafeteria clean. They should know where to go when
dumping so that there is less confusion. Keeping belongings in cubbies is important so
students don’t lose their personal items. Students should use SWT so that they can
solve their own problems.
*It is important to be ready in the cafeteria so that students are not disrupting other
students in line.
*It is important to be safe in the cafeteria so that students do not get hurt or hurt other
students.
Step 3: Identify examples and non-examples of the desired behavior (What would the
behavior look/sound like? What would the behavior not look/sound like?)
Examples
Non-examples
 Use a 0 voice when out of their seat
 Unkind words
 Use a#2 voice (normal voice) when
 Teasing
seated.
 Pushing/shoving
 Come in, put belongings in cubby (if
 Yelling
they have them), sit down, and wait
 Running
to be dismissed to the line
 Getting into a person’s physical space
 Touch only their own food
 Leaving food items on the table or
 Keep hands and feet to yourself
floor
 Getting out of line
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











Say “please” and “thank you” to
other students, teachers, and
cafeteria staff
Be kind to everybody
If you leave any food or wrappers on
the table, clean them up.
Get only one napkin, fork/spoon, and
straw when in line
Walk to the line when dismissed – NO
running
Stay in your place in line
Use only amount needed of
condiments
When dismissed to dump tray, walk
and follow the correct flow
When dismissed to go to recess, get
belongings and walk to recess
Raise hand if they need something
Sit with bottom on seat and feet on
floor (if they reach  )
Utilize SWT if needed








Using more condiments than needed
Getting more utensils than needed
Sitting down before having all needed
materials
Keeping belongings on them rather
than in cubby
Touching other people’s food
Not following the flow
Tattling
Not sitting on bottom
Step 4: Practice/Role Play Activities (Students NEVER model non-behaviors!)
Model expected behavior (I do): Teacher(s) model or read following scenarios. The
teacher discusses why second scenario is an example of respectful behavior.)
Sally ran into the cafeteria, yelling “I’M HUNGRY! I HATE CHICKEN NUGGETS!” She threw her
coat on the floor and went straight up to line and grabbed a handful of napkins and straws. She
budged in the front and ran to get way too much ketchup. When she sat down, she realized she
forgot a fork, so she ran up to get one, while yelling at her friends. When she got back to her
table, she was turning around and grabbing fruit snacks from the boy behind him. Sally had to
go to the bathroom, so she just walked to the bathroom to go. After she got back, she got up
and dumped her tray, but went the wrong way and was bumping into students and teachers.
She went straight out to recess and didn’t wait for the teacher.
Sally walked into the cafeteria and placed her belongings into her cubby. She walked in a
straight line to her table. She sat and talked with her neighbors until the teacher dismissed her
to the line. She walked to the line and grabbed one straw, one napkin, and one fork. She
thanked the cafeteria workers and walked to get a little bit of ketchup. When she got back to
her table, she sat on her bottom with her feet on the floor and ate her lunch. She had to use the
restroom, so she raised her hand and asked the teacher. When she got back, she realized a
wrapper was on the floor, so she picked it up and put it on her tray. The teachers dismissed the
students to dump. She walked in the correct direction to dump her tray. She sat down and
waited for the teacher to dismiss, so then she walked to recess.
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Lead students through behavior (We do): Teacher(s) present following scenario.
Students will discuss why second scenario is an example of respectful behavior.
While several students were sitting at their table, Bobby leaned over and grabbed Kim’s
pizza and said, “You don’t need that pizza, you fat cow.” Kim started screaming at
Bobby and went to tell the teacher, whining, “He took my pizza and called me a fat
cow!”
While several students were sitting at their table, Bobby leaned over and grabbed Kim’s
pizza and said, “You don’t need that pizza, you fat cow.” Kim told Bobby to stop making
fun of her and to give her the pizza back. Bobby listened and apologized for his
comment. The teacher witnessed this and gave them each an acknowledgement ticket.
Test to ensure students understand behavior (You do): With a peer, students are
asked to come up with their own scenario. Student groups will act out appropriate,
respectful behavior for their scenario. Teacher and other students will provide
feedback to peer groups.
Step 5: Provide opportunities for practice



Publicly recognizing students who display respectful behavior
Teacher regularly models respectful behavior
Booster lessons
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in the Auditorium
Respectful Behavior: Students will give their full attention to the presenter(s). A (0)
voice will be used at all times, unless instructed to speak/participate by the presenter(s).
Students will be seated with feet in front of them.
Responsible Behavior: Students will keep their hands and feet to themselves at all times
in order to not disturb those around them.
Ready: Students’ bodies will be still and facing the front of the stage.
Safe: Students will raise their hand to participate or obtain an adults’ attention.
Students will remain seated unless otherwise instructed.
*It is important to be respectful to the presenter(s) when in the auditorium. Using voices
and not sitting still when seated will prevent others from being able to hear, see, and
enjoy the presentation.
*It is important to be responsible in the auditorium in order to keep our bodies and
voices under control.
*It is important to be ready in the auditorium so that the presenter(s) know we are
prepared to listen to their presentation. If we are not ready, the presentation may not
begin on time and we may not be able to enjoy it in its entirety.
*It is important to be safe in the auditorium so that others can enter and leave quickly.
Being safe will also prevent student accidents.
Examples
Non-examples
- 0 voices
- Touching others around us
- Raise hand if help is needed
- Turned around in seat
- Facing front
- Sitting on knees
- Feet on the floor
- Speaking to other students
- Remain seated
- Hands and feet to self
-Listen to presenter
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Kevin was not excited about today’s assembly. He was very upset that he would have to
sit through eighty minutes of musical presentations. Because of this, he decided to turn
around and talk to his friend, Sam, about their upcoming baseball practice.
Kevin was not excited about today’s assembly. He was very upset that he would have to
sit through eighty minutes of musical presentations. However, he realized that although
he did not enjoy the topic, he would be respectful to those performing onstage. Kevin’s
teacher acknowledged his respectful behavior with a “paw ticket”.
Emily, Jenn, and Courtney chose to sit next to each other for the band assembly in the
auditorium. They did not like the two students who were performing a routine onstage.
They decided to lean back in their seats and “boo” the performers using a (1) voice and
giggle afterwards. The performers onstage noticed the girls’ behavior.
Emily, Jenn, and Courtney chose to sit next to each other for the band assembly in the
auditorium. They did not like the two students who were performing a routine onstage;
but they chose to applaud for the students at the end of the performance. The students
onstage felt good about their performance.
- Reminders prior to the beginning of every assembly
- Individually recognize students who display respectful behavior
- Music teachers regularly model respectful auditorium behavior
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on the Playground
Respectful: The students will be able to share and take care of the equipment. The
students will use positive forms of communication.
Responsible: The students will be able to pick up and return all equipment that is left
out when the whistle blows and also use the equipment correctly. The students will
dress for the weather. When problems arise the students will use the SWT strategy and
when needed the students will use the buddy bench.
Ready: The students will be able to line up quickly and quietly when the whistle is
blown.
Safe: The students will be able to play within the boundaries. Students will keep the
mulch on the ground and wear closed toed shoes with a back.
It is important to be respectful when using the playground so everyone can enjoy the
equipment and their recess time. It is important to be responsible when using the
playground so that the equipment gets returned to the correct location and does not
become damaged. It is also important to dress for the weather so the students can
comfortably play outdoors. The use of the SWT strategy helps the students solve
problems independently and positively. The buddy bench will ensure that all students
will have a friend to play with at recess. It is important to be ready so that the students
can hear instructions from the teacher. This helps all members of the learning
community make it back into the school quickly quietly. It is important to be safe by
staying in the boundaries, keeping the mulch on the ground, and wearing closed toed
shoes with a back. This way the students will always be in the teacher’s sight and reduce
the injuries on the playground.
Examples
Non-examples
 Going down the slide feet first.
 Climb up the slide or going
down head first.
 Swinging forward and
backward.
 Twisting in the swing.
 Waiting to take your turn.
 Pushing others out of the way.
 Keeping the mulch on the
 Throwing mulch.
ground.
 Yelling or pushing others.
 Using positive communication.
 Continuing to play after the
 Line up quickly and quietly.
whistle.
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teacher discusses the examples.

Susie climbed up the ladder to go down the slide saying get out or my way and
pushing several students. She then goes down the slide head first.

Johnny sees Billy sitting on the buddy bench and goes over and asks him to play
football. They hear the end of recess whistle and takes the football to the toy bin
and line up in their correct places quickly and quietly.

Peggy and Barbie are arguing over who can swing. Barbie puts up her hand and
Peggy continues to argue. So, Barbie walks away with Peggy close behind. Barbie
immediately goes to a teacher.
Lead students through behavior (We do): Teacher(s) present(s) the following scenarios.
Students will discuss their observations.

George grabbed a handful of mulch and threw it up into the air. When it came
down it landed on Pete’s head. So Pete picked up a handful of mulch and threw
it back at George.

George picked up a handful of mulch and then put it back down. He
remembered the expectations for the playground. He then walked over to Pete,
who was sitting on the buddy bench, to ask if he wanted to play.
asked to come up with their own positive scenario. Student groups will act out
appropriate, respectful behavior for their scenario. Teacher and other students will
provide feedback to peer groups.

Have a student demonstrate how to go down the slide, swing on the swings, and
line up according to our expectations.
 Public recognition for students who display our school’s expectations on the
playground.
 Teachers regularly model playground expectations.
 Booster lessons will be provided when expectations are not met.
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During Dismissal
Respectful behavior: Students will use a #1 voice. They will listen to teacher on duty.
Responsible behavior: Students will walk to your bus line and keep hands, feet and
belongings to yourself. Students need to know where they need to be.
Ready behavior: Students will have all belongings. Students will be ready to move.
Safe behavior: Students will face forward and listen to bus leaders and teachers.
It is important to be respectful during dismissal because there are times when the
teacher on duty needs to relay important directions.
It is important to be responsible during dismissal because students need to go directly
to their bus lines, so there is less confusion at the end of the day.
It is important to be ready during dismissal because students do not have time to go
back to their classroom for forgotten belongings. Students also need to be ready to
move so that the bus lines move quickly out of the building.
It is important to be safe during dismissal because students need to safely get on their
correct busses for their ride home.
Examples
Non-examples
 Using #1 voice
 Yelling
 Walking
 Running
 Hands and feet to yourself
 Diddle-Daddling/moving too
slowly
 Knowing where your bus line is
located
 Pushing/shoving
 Standing in a line/facing
 Wandering around the hall/not
forward
sure where to be
 Paying attention to the
 Standing in a group
movement of the line
 Turning around with your back
 Leaving belongings in your
to the front of the line
backpack
 Running back to your classroom
 Listening to directions given by
for forgotten items
teacher on duty
 Talking when a teacher is giving
directions
Students will be actually going through dismissal procedures. Buses will be called,
students will walk to their appropriate bus line. Teacher will acknowledge the students
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who are using all of the above responsible, respectful, ready and safe behaviors.
Teacher will demonstrate non-examples of behaviors and discuss why it is important not
to do these things.
**Upstairs dismissal should follow hallway behavioral expectations when leaving the
building.
Students will again practice dismissal procedures, this time being aware of and trying to
demonstrate all appropriate behaviors.
Small groups of students will be asked to come up with their own scenario. Student
groups will act out respectful, responsible, ready, and safe behaviors. Teacher and other
students will provide feedback.
 Booster lessons
 Tickets will be given for respectful, responsible, ready and safe behaviors
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in the Hallway
Respectful behavior: Students will use a #0 voice, quiet feet, and stop for the National
Anthem.
Responsible behavior: Students will walk with a purpose.
Ready behavior: Students will keep their hands at their sides and face forward.
Safe behavior: Students will keep their hand on the rail when going down the stairs, take
one step at a time, and stay to the right.
It is important to be respectful when in the hallway so anyone can be heard if needed,
so others classes are not interrupted, and to observe the National Anthem when
playing.
It is important to be responsible when in the hallway so we are always walking with a
purpose.
It is important to be ready when in the hallway so that student’s hands are to
themselves and they are facing forward to be ready for anything that may come in front
of them.
It is important to be safe when in the hallway so students are not injured and transitions
are successful by keeping to the right.
Examples
Non-examples
 Not talking
 Talking
 Walking w/Quiet feet
 Dragging your feet
 Stopping for the National
 Continuing to walk when the
Anthem
National Anthem plays
 Walking with a steady pace to
 Walking slow
the next place
 Hands not at your side
 Hands at your side
 Looking around and behind one
 Facing Forward
another
 Hand on rail when using the
 Not using the rail
stairs
 Jumping down the stairs
 Taking one step at a time when
 Going from left to right or being
going down the stairs
on the left when transitioning
 Staying to the right when
from place to place
transitioning from place to
place
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Teacher will walk down the hallway modeling examples of desired behaviors and discuss
why these behaviors are desired. Then teacher will walk down the hallway modeling
non-examples and discuss why these behaviors are not desired. Teacher will then walk
down the hallway modeling desired behaviors and discussing why these behaviors are
desired.
Students will model desired behaviors and discuss why this scenario is desired.
 Weekly scenarios
 Publicly recognizing students who display respectful behavior
 Teacher regularly models respectful behavior
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On the Bus
Respectful- Students will maintain an appropriate level of speech, #2 voice. The bus will
be kept free of wrappers and papers.
Responsible- Students will keep, hands, feet, and belongings to themselves.
Ready- Students will get seated quickly and will remain seated during the ride.
Safe- Students will demonstrate safety by remaining seated at all times, and face
forward.
It is important for students to arrive home safely from school. By implementing these
simple strategies/expectations students will limit the distractions to the bus driver. A
clean environment should be left after students depart the bus. This shows respect and
responsibility.
Examples
Non-examples
Seated
Standing
#2 Voice
Yelling
Use trash can
Leaving items on the floor
Face forward
Turning around
Stay seated until your stop
Switch seats at a bus stop
Keep hands to yourself
Touching another person, taking their
Getting seated quickly
items.
Walking past your seat
Model expected behavior (I do):
A bus will be brought in and students will be escorted to the bus. Once at the bus, the
presenter will go through examples and non-examples of proper bus behavior.
Presenter will present the information, repeating the phrase respectful, responsible,
ready, and safe. Presenter will notice and acknowledge positive behaviors as students
are presenting them on the bus.
Lead students through behavior (We do):
A brief trip in the school bus will take place. Students will participate in a simulation on
the way out and the presenter/teacher and a few students will get off the bus and
properly get on the bus to reinforce proper entering/exit behaviors. Students will be
prompted to notice how the entrance and exit take place.
Test to ensure students understand behavior (You do): While on the way back to the
school, students will be informed that we are practicing our bus dismissal. Students on
the left hand side of the bus, as facing the front of the bus, will be allowed to dismiss
first. Students on the right hand side will practice waiting and we will depart.
21
In order to practice proper bus behavior, booster lessons will be offered, as needed,
once data shows that students are in need of a refresher. Teachers can model these
strategies while on field trips with students.
22
in the Nurse’s Office
Students will show respect by using a #1 voice and be patient while nurse is occupied.
Students will be responsible by having a pass or teacher permission to visit.
Students will be ready by entering and sitting in an empty chair and only use the beds if
instructed to do so.
Students will be safe by remaining seated and walking while entering and exiting the
office.
It is important to be respectful so that the nurse can help all students in a timely
manner.
Examples
Non-examples
Quietly walk in and sit down in a chair.
Interrupt the nurse while on the phone
Patiently wait for the nurse to talk to
or with another student.
you.
Run in the office and jump on the beds.
teacher discusses why second scenario is an example of respectful behavior.) Matt fell
and scraped his knee and the teacher gave him permission to go to the nurse’s office.
He walked in and sat down in a chair (quietly, because the nurse was on the phone.)
Students will discuss why second scenario is an example of respectful behavior. Julie got
a paper cut in Art class and went to the nurse without permission. She went in yelling
she needed a band-aid immediately.
Julie has a bad headache and asked for permission to go to the nurse. She walked in
and sat down quietly in a chair.
Have students role-play or discuss possible scenarios when they would need to go to see
the nurse.
23
While using Laptops
Students will show respect by being patient, taking turns, shutting down completely and
closing the cart door.
Students will show responsibility by carrying it with 2 hands, walking with the laptop,
reporting damage and only taking your assigned computer, replacing and plugging in,
wrapping the mice correctly and using headphones correctly.
Student will show they are ready logging in quickly, using only their account and staying
on task.
Students will be safe by walking slowly with laptops, using 2 hands to carry and staying
on the appropriate sites.
It is important to be respectful with the laptops so that all students have a chance to use
them and so the laptops don’t get damaged.
It is important to be responsible while using the laptops so they don’t get damaged and
they can be used in the future.
It is important to be ready so that students can get to work right away and accomplish
their task.
It is important to be safe so that students do not get injured and the laptops do not get
broken.
Examples
Non-examples
Student gets a laptop, shuts the cart door
Student gets laptop, runs down the hall,
and walks quickly to their classroom, while does not get their assigned number, and
holding the laptop with 2 hands.
pushes others on the way.
Student logs onto the laptop and quickly
goes to the correct site designated by their
teacher.
Student uses peers’ account and
password, is off task (playing games or
looking up other things), turns off
computer by pushing the button.
teacher discusses why second scenario is an example of respectful behavior.) Susy
walks quietly to the cart, finds her assigned number, carefully takes the laptop (with 2
hands) and walks back to the classroom. She logs on and immediately begins to work on
assigned task.
24
Students will discuss why second scenario is an example of non- respectful behavior.
Charlie runs to the cart, grabs a random laptop, pushes others while holding it with one
hand, grabs a mouse by the tail, swings it around, and finally makes it back to his seat.
Then, he logs on and immediately starts watching youtube videos and distracts others
around him.
Charlie walks quietly to the cart, finds his assigned number, carefully takes the laptop
(with 2 hands) and walks back to the classroom. He logs on and immediately begins to
work on assigned task.
feedback to peer groups. Have a student act out the correct way to retrieve, handle,
and return laptops to their cart.
25
Settings
Expectations
Respectful
Responsible
Cafeteria
 0 voice when out of
Playground
Dismissal
 #1 voice*
 Listen to teacher on
 Clean up after yourself  Pick up and return all
 Flush if needed
equipment that is left out  #1 voice*
 Follow the flow
when whistle blows
dumping
 1 pump
 Place your belongings  Dress for the weather
 1 towel
in a cubby
 Use the equipment
 Get the job done
correctly
 SWT**
 SWT**
 Use the buddy bench
 Walk with a
 Walk to your bus line
 Keep hands, feet, and
 Get everything you
 Line up quickly and
 Use the bathroom
 Hands at your
 Have all belongings
 Be ready to move
 Raise your hand if
 Play within the
 Hand on the


 Wash your hands
 Keep the water in
 Face forward
 Listen to bus leader
equipment
 Put paper towels
Hallway
 0 voices*
 Quiet feet
 Stop for
seat*
 #2 voice when seated*
 Touch your own food
 Say “please” and
“thank you”
 Be kind
 Share the equipment
 Take care of the
Bathroom
in the trashcan
 Give others privacy
duty
National
Anthem
purpose
belongings to
yourself
 Know where you
need to be
only when needed
Ready
Safe
need, and only what
you need, first time
through the line
need something
Bottom on the seat,
feet on the floor
quietly when the whistle
blows

boundaries
Mulch stays on the
ground
Closed toe/back shoes
only when needed
 Wait your turn
the sink
 Writing utensils
stay in the
classroom
side
 Face forward
rail
 One step at a
time
 Stay to the
right
26
Settings
Expectations
Respectful
Bus
 #2 voice*
 Keep the bus clean
Auditorium
 0 voices*
 Sit with backs against the seat and
feet still in front of you
 Listen to the presenter
Laptops



Do not vandalize
Shut down
completely
Be patient and
wait your turn
Nurse



Responsible
 Keep hands, feet and
belongings to yourself
 Keep hands and feet to yourself






Ready
 Get seated quickly and
remain seated
 Facing front


#1 voice*
If nurse is
on phone
or with
another
student,
wait
patiently
Respect
privacy of
others
Carry with two
hands
Report damage
Only take your
assigned
computer
Replace and plug
in
Close the laptop
cart door
Wrap your
mice/headphone
tail

Must have
a pass or
teacher
permissio
n to visit
Log in quickly
using your own
account
Stay on task

Enter and
take a seat
in a chair
27
Safe
 Remain seated at all times
 Face forward
 Raise your hand
 Remain seated



Stay on the
appropriate sites
Walk slowly
Carry with two
hands

Only lay
down on
beds if
instructed
to do so

Remain
seated in
chairs
Walk
when
entering
and
leaving

*Voices
0 – No voice
#1 – Whisper voice
#2 – Normal voice
**SWT – “Stop, Walk, and Talk”
If you have any questions, ask the member that correlates to your position:
Esh: 4th and 5th
Loht: 2nd/Specials/ Bus
Walker: Cafeteria/Custodians
Mauery: 3rd
Kenepp: K/1st
Rebling:
Title/Office/Speech/Guidance
Quigley-Jones:
Learning/Emotional
Support/Paras
28

Be “Paws

Transcription

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