AE “Above the Line” Behavior Program
Guidelines and Implementation Information
Promoting Students being “Above the Line”
Our school-wide behavior plan begins with frequent and
specific recognition of desired, or “Above the Line” behaviors.
Regularly reinforcing desired behaviors puts the emphasis on
how we want students to act (as opposed to how we don’t
want them to act) and increases the likelihood that the desired
behavior will be repeated in the future. Below is a list of
possible ideas for rewarding “Above the Line” behavior in
class:
-
Frequent positive and specific praise
“Acts of Character” tickets
Stamps/stickers
Classroom token economy
Reward time (break, computer, games, music, etc)
Positive notes or calls home to parents
Lunch in classroom
Creative celebrations
Classroom jobs or responsibilities
Classroom “Prize Box”
Positive points for individuals, groups, or whole group
Homework passes
Student generated reward ideas
When Students are “Below the Line”
Behavior that is undesirable or “Below the Line” and the
process by which it is handled must be clear and consistent
so that students can use what they know about “what happens
next” to inform good decision making. Student behavior is
best presented as a choice. Students can choose to be “Above
the Line” and be praised/rewarded, or they can choose to be
“Below the Line” and subject to clearly identified interventions
or consequences that are in place.
Classroom and Grade Level Behavior Plans
So that the office staff is aware of classroom and grade level
behavior plans and can then support them and use them when
processing with students or addressing behavior problems,
each classroom (or grade level if working together) will
need to submit a description of their classroom behavior
plan to the office the first week of school. Whatever the
approach or plan, the following essential components must be
included:
Clear steps and progressive consequences – This helps
students make good decisions by making clear “what happens
next.”
Includes a processing component for students to reflect
and process on their behavior – Just assigning punishment
for a poor choice does not always mean a change in student
behavior the next time. Students must reflect and have the
opportunity to process through their poor choices. Making
reflection and processing about how students can “fix” their
behavior or a problem makes consequences more powerful
and increases the chances of behavior patterns changing.
Involves a parental contact process by the teacher –
Parents are a critical part of any school-wide behavior
program. Among the most powerful of rewards for students
can be a positive note or phone call home. On the flip side,
informing parents of problems is also a powerful consequence.
Tapping into parents for support with behavior problems in
school is a must. Communication with parents could include
signed behavior notes, emails, phone calls, or conferences.
Eventually leads to a referral to the principal - If a student
is unwilling to change their behavior after the clearly outlined
steps, interventions, and consequences have been ineffective,
then a referral to the principal is warranted. When a student is
referred to the principal, the teacher should log problem
behaviors from that day in Powerschool. The principal will
support classroom plans through meeting with students,
contacting parents, and assigning administrative consequences
when necessary. It will be the principal’s responsibility to
communicate with the teachers/staff about the result of office
referrals for behavior.
Every student starts each day on the first step - Each day is
a new opportunity to make good decisions, even for students
that frequently make bad choices.
Homework and signed papers are handled separately Oftentimes, homework completion and conduct at school are
lumped together in classroom behavior plans. Homework
completion can be influenced by factors in the home
environment that are beyond the school’s (and the student’s)
control. Students have control over their choices during the
school day, but may not always have control of the home
setting, including whether or not they have time or access to
help if homework is too difficult. Students should be held
accountable for missing homework, including having to stay in
from recess to complete missing assignments, but homework
should not be a component of a plan that’s focus is to promote
good behavior choices while in school.
An ongoing record of data on student behavior will be kept
and can be provided to school staff or parents as a result of
the plan – Data-driven decision-making is not just for
academics. A well-designed plan can provide data on student
behavior when needed. The data can be positive, such as a
student staying on “green” or the first level of a plan for several
days or weeks in a row. It can also provide data on behavior
problems, such as a student reaching “red” or an office referral
three times in the last week. Whatever the plan, it should be
able to provide information about the pattern of a student’s
behavior when needed…good or bad.
Example Classroom Consequence Framework
The following is an example classroom or grade level
framework using colored cards representing steps toward
interventions and consequences for “Below the Line” behavior.
This framework is not required, but is an example that can
be used or modified if you would like. Individual teachers
or grade levels will have the flexibility to develop their own
plan to fit their classroom or grade level needs.
Green
You’re Above the Line!
Great Job!
Yellow
Verbal Redirection
Choose a replacement behavior to
get back Above the Line!
Orange
How will you “fix” your behavior?
“Fix it” slip during break/lunch
Discuss “fix it” with teacher
Pink
Red
Complete Below the Line Behavior
Report
to be signed by parent and returned to
school/Phone call home if necessary
Office Referral to Principal
Administrative Consequences
“Bottom Line” Behavior
Some behavior should result in an immediate referral to the
principal. These are called “Bottom Line” behaviors. These
behaviors include significant problems such as fighting,
hurting others, stealing, bullying, or other very serious
problems the teacher or staff member feels strongly
should be handled by the principal. If a student is sent to
the principal because of a “bottom line” behavior, a log entry
should be made in Powerschool by the teacher to document
the incident and how it was addressed. If handled by a staff
member without access to Powerschool, an email should be
sent to the principal.
Special Area Classes and Large Group Settings
Students should be rewarded for good choices or held
accountable for wrong choices throughout the entire school
day, not just in the classroom. This includes special area
classes and large group settings such as before school in the
APR, lunch, break, and in bus line. For this purpose, our
school will utilize a common behavior slip to report news
regarding behavior in settings not in the classroom. This
slip will be developed over the summer and shared with staff
at the beginning of the year.
Implementation of “Above the Line”
Implementing our school-wide program will be a team effort.
One of the big advantages to a school-wide approach is the
development of a “common language” for behavior in
school. A consistent approach and language for desired and
undesired behavior in school will help provide a clear and
consistent set of expectations for students throughout the
school year. Any implementation of a “school-wide” program
is a daunting task. Below are a few notes about plans for the
first year of our implementation:
- “Kick-off” assemblies will be held with each grade level
about the program
- Letter to parents about our new school-wide program
- “Above the Line” will be a part of our daily
announcements
- Teachers can plan activities at the beginning of the year
(or as needed during the year) to develop examples of
what “Above the Line” behaviors look like in their setting
- Posters for the program will be developed over the
summer for classrooms and throughout the school
- Feedback will be important. Our school improvement
team will evaluate/adjust our implementation
throughout the school year
- All documents and information about the program will be
available to teachers/staff through the AE Wikispace