Teaching Schedule
The following document contains the teaching schedule for the PBIS Lesson Plans.
Note:
 For Focus time, teachers will keep their homerooms or 1st block classes. A teacher will have the homeroom or first
block kids from the beginning of the day till the end of Focus time.
 All lesson plans will be taught during Focus time for the first 12 days of school as seen below.
 The PBIS Lessons may require you to make copies of certain documents prior to class or to have a projector and
speakers, or the ability to use YouTube. Please review and prepare for all lessons before teaching them. If you would
like to put Matrix expectations into a Smartboard Lesson, feel free to do so.
AUGUST/SEPTEMBER TEACHING SCHEDULE 2014
Sun
24
31
Mon
25
First day
PBIS
Overview
Tue
26
Respect
Lesson
Wed
27
Classroom
Lesson 1
Thu
28
Hallway/
Restroom
Lesson
Fri
29
Cafeteria
Lesson
Sat
30
5
Media
Center
Lesson
6
Locker room/
Emergency
Lesson
1
NO SCHOOL
2
1 Arrival/
Dismissal/
Bus Lesson
3
2 Arrival/
Dismissal/
Bus Lesson
8
Classroom
Lesson 2
9
Flex day/
Extra day
11
CCR
12
CCR
13
CCR
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
7
10
4
33
Day 1: PBIS Lesson 1: First Day PBIS Overview
Teaching Behavioral Expectations Across Locations
Goal: To ensure all students know and understand the guidelines and expectations surrounding “ROAR”.
Location: Classroom
Time Needed: 40 Minutes
List the Observable, Positive Behavioral Expectations in Chosen Location for Each Rule:
Expectations:
Expectations:
Expectations:
Expectations:
Expectations:
Students will have a
positive outlook on their
academics, as well as
their socialization at
school. If not, students
will know who to go to or
where to go
encouragement is
needed.
Students will behave
responsibly when they
are in the common
areas, as well as in the
classroom.
Students will think
before acting and make
wise and sound choices
regarding their
academics and
behavior.
Teach Examples and Non-Examples of Meeting Behavioral Expectations :
Activities to Check for Understanding:
Materials Needed:
o The teacher will inform student of what PBIS is, what
ROAR is and why it is being implemented at SMS.
o Write ROAR on your board vertically and let students
know what each letter stands for. R – Be Respectful,
O – observe Self Control, A – Act Safely, R – Be
Responsible.
o Discuss what it means to do these 4 things by having
the kids look at the student Matrix in agenda. Tell
students that we will learn about the parts of the matrix
during focus for the first two weeks of school. Have
students describe what SMS will LOOK like and
SOUND like when everyone follows these expectations.
o Have students open to the ROAR Stamp Banking page.
Explain ROAR Stamps to the students using the
information from the ROAR Stamps Section of the next
page. Show the students your stamper.
o Have the students look at the page in the agenda
labeled SMS Behavior Infraction Log. Use the section
labeled Behavior Infraction Log from the next page.
o Explain the expectation that students will need to have
their agendas with them at all times and taken with them
to all their classes even to electives.
Accommodations/ Adaptations for Students with Special
Needs:
Paper/ Pencil
Agenda
Matrix
Laminated signs from folder
Acknowledgement to Maintain
Positive Behavior:
34
Student Information for PBIS: (teacher script)
o
o
o
What is PBIS?
o PBIS stands for Positive Behavior Intervention and Support
o It is a program supported by the North Carolina Department of Education and Alamance-Burlington Schools
o It is a school-wide strategy for helping all students achieve important social and learning goals by having a positive
reinforcement and consistent behavior plan.
o As a part of the PBIS program, we will establish several clear expectations for the behavior we desire in all areas of
our school. The expectations for all student behavior will be clear throughout our building.
What does ROAR stand for?
o Be Respectful
o Observe Self Control
o Act Safely
o Be Responsible
Why do we have it at SMS?
o
o
o
o
We know that when good behavior and good teaching come together, you will excel in your learning.
We believe that by helping students practice good behavior, we will build a school community where all students
have an environment where they can succeed and grow.
What will it look and sound like at SMS?
o Students brainstorm how this might look and sound that the school for no longer than 5 minutes.
Agenda:
o A big piece of the PBIS program is your agenda. It has in it many important documents for the program.
o You must carry your agenda where ever you go and have them during elective classes and your focus group
classes.
o When you walk into your classes each day, you will make sure your agenda binder is visible and accessible to your
teacher at all times. This will make it easier for the teacher to give you ROAR stamps for following school wide
expectations and being ready for class. What are ROAR Stamps? We will talk about that in a moment.
o If your team has not required the new agenda binder, say this: Be sure to keep your agenda safe and flat. Folding
and rolling the agenda are not permitted.
o If you left your agenda at home or misplaced it, you can get a blue temporary agenda from the teacher on your
team who is in charge of agendas. They will write down your name and you will get an infraction signature. We will
talk about those later. You will treat the temporary agenda like it is your real agenda for the day. At the end of the
day, you will turn it into your very last teacher of the day even if it is an elective teacher.
o If you lost your agenda, replacement agendas cost $1.00 and can be purchased from the teacher who is in charge
of agendas by 8:30. You may only get one replacement agenda in the nine weeks. If you find your original agenda,
be sure to show your teacher. They will know what to do with the extra.
o
o
o
o
o
o
o
o
o
ROAR Stamps:
ROAR Stamps are daily tangible rewards for students and get stamped onto the ROAR Stamp banking pages in the
back of your agenda. Have them turn to the back to see this page.
Teachers will reward students who follow matrix expectations with ROAR Stamps on the appropriate page in the
agenda.
NO students may handle the ROAR Stamper. Ever.
Students can use their earned stamps to purchase items from the grade level store, or items from the ROAR Menu.
ROAR Menu is determined by teams. Show students the ROAR Menu.
Some teachers will allow you to purchase all items on the list; others may mark out ones they will not let students
use in their class. They also might change the prices. Make sure you look for the ROAR Menu in your classes to see
if there are changes.
Some items may need a ROAR Menu Ticket to be filled out. Your teacher will let you know.
Teachers will mark out used stamps and sign receipts if necessary.
If you lose your agenda, you lose your accumulated ROAR Stamps from the ROAR Stamp Personal Banking Sheet.
ROAR Stamps will not be replaced.
35
o
o
If you get a temporary agenda, you may not earn stamps.
SMS Behavior Infraction Log:
o In the back of the agenda, there is a page labeled SMS Behavior Infraction Log. Have them turn to this page in the
back of their agenda.
o Teachers and staff will use the Behavior Infraction Log for minor infractions no matter what teacher you have. Any
adult in this building can give you an infraction if you are not following the expectations.
a. Look at this page. See the top box on the right side. There are six different types of infractions: Not Prepared,
Transitions, School Expectations, Class Procedures, Classroom Disruptions, and Disrespect. Infractions are
categorized in student agendas as: Incentive Points only, Incentive Points and Detention only, and Incentive
Points, MIRs, and Removal from class.
o
If you behave in a way that is listed as a minor infraction, you will be asked the four questions:
1. What are you doing? 2. What are you supposed to be doing? 3. Were you
o
o
o
o
o
doing that? 4. What are you going to do about it? Your teacher will take your agenda. If you
do the same infraction or a different minor infraction, you will get an infraction signature on the Behavior
Infraction Log. At your third infraction signature in one behavior category, your parent will be contacted. If you get
five signatures in one behavior category, you will have a conference with an administrator and be given a
consequence.
 Teacher note: Teams may have set in place other interventions—ex. Silent (or Learning) lunch, student
conference, after-school detention, behavioral reflection log, or reteaching the expectation.
If you get 3 infraction signatures all in one block in the same day in the categories 4 or 5, the office will be paged
and an administrator will take you to the office and give you a consequence.
For some of you, the Behavior Infraction Log is a way to track your progress on earning the end of the nine weeks
incentive. The incentive is a big celebration to congratulate you for following the school wide expectations for the
whole nine weeks.
 If a student has NO behavior infractions for that day, they earn 10 ROAR Points.
 As infractions occur within the day, the amount of ROAR Points one can earn decreases.
 One infraction signatures – you can only earn 5 ROAR Points for the day.
 Two or more infraction signatures – earn 0 ROAR Points
For the first incentive, you will have to earn 340 points or more.
No ROAR Points are given to students when they are in ISS or OSS.
Behavior Infraction Logs are checked on Mondays and will be collected at the end of the nine weeks to see who
earned the incentive.
The Matrix:
o Over the next couple of weeks of school, you will be learning about the Matrix and what expectations are in the school. By
the time we are done teaching these expectations, you will be expects about what expectations are on the Matrix. You will
be expected to follow the Matrix.
36
Day 2: PBIS Lesson 2: Respect
Teaching Behavioral Expectations Across Locations
Location: Classroom
Time Needed: 40 Minutes
List the Observable, Positive Behavioral Expectations in Chosen Location for Each Rule:
Expectations:
Expectations:
Expectations:
Expectations:
Expectations:
Be respectful of teachers
and classmates
Be prepared with all
necessary materials each
day.
Actively participate in
class activities
Know and follow
classroom procedures
Complete all assignments on
time and to the best of your
ability
Teach Examples and Non-Examples of Meeting Behavioral Expectations :
Activities to Check for Understanding:
Materials Needed:
1.
2.
3.
4.
Form a group (3 - 4 students).
Have the students
a. Write down their group’s definition of respect.
b. Develop a list of situations when they need to
be quiet to show respect in school (see page
33).
c. Discuss briefly why they need to be quiet in
each of these situations listed on the next page.
(Allow 20 minutes for a, b, and c)
Show students the Respect Laminated Sign and go
through what it says on the sign. These are expectations
to follow.
Show the Give Me 5 laminated sign and explain to 7 th
and 8th graders that this replaces the time out signal. 6th
grade can just explain the sign/signal. Practice using the
signal.
Accommodations/ Adaptations for Students with
Special Needs:
Paper/ Pencil
Respect Laminated sign
Give Me Five Laminated Sign
Acknowledgement to Maintain Positive Behavior:
37
School Quiet Times
Staying quiet at these times shows our respect
 During a fire drill
 During Silent Reading time
 During a Hazardous Weather Drill
 During School Announcements
 When a visitor enters the classroom
 When the teacher is talking or teaching
 During a Test/Quiz
 When standing in a line such as in the cafeteria
 When walking in the hallways during class time
38
Day 3: PBIS Lesson 3: Classroom
Teaching Behavioral Expectations Across Locations
Location: Classroom
Time Needed: 40 Minutes
List the Observable, Positive Behavioral Expectations in Chosen Location for Each Rule:
Expectations:
Expectations:
Expectations:
Expectations:
Expectations:
Be respectful of
teachers,
classmates, and
property
Be prepared with
agenda, necessary
materials, and
assignments
Follow social
contract
Ask for permission
to leave the
classroom and use
your agenda
Actively participate
in class activities
Follow classroom
rules and
procedures
Keep hands, feet,
and objects to self
Enter, exit, and
maintain orderly
movement
Always Walk
Speak at
appropriate times
and with
appropriate voice
level
Use classroom
materials
appropriately and
for intended
purpose
Use agenda to
check-out and checkin
Complete
assignments on
time
Take responsibility
for actions and
learning
Teach Examples and Non-Examples of Meeting Behavioral Expectations :
Demonstrate NON-EXAMPLES (What NOT To Do)
Demonstrate EXAMPLES (What To Do)
Example 1. A student raises his/her hand to answer
Example 1. You noticed that a student accidentally
a question, but gets it wrong. Under your breath you
dropped his pencil without knowing. Instead of leaving
cough, “what an idiot”.
it on the floor you picked up the pencil and gave it back
to your classmate.
Example 2. When you needed your homework you
had to go to your cubby and get it.
Example 2. You brought all of your needed materials
to school in your bag, and then took those materials out
at the beginning of class.
Example 3. During a classroom discussion, the
teacher called on you 3 times. Each time you looked
up and said, “uhhhh I don’t know”.
Example 3. During a classroom discussion you were
intently listening and raising your hand several times to
share your opinion.
Example 4. Immediately after you entered the room
you walked straight to your best friend and started
talking about how much fun you had over the
weekend.
Example 4. You entered the room quietly, took out all
of your materials and sat down listening for further
instruction.
Example 5. You chose not to do your homework at
home last night. Instead you rushed through it in
homeroom just to get it done.
Example 5. You wrote down all of your homework in
your planner. At home you took out the planner and
completed all of your work. You then turned the work
into the teacher on time.
Activities to Check for Understanding:
1) Discuss each example and have students demonstrate your procedure for entering the classroom.
2) Have students demonstrate your procedure for packing up, .
3) Have a discussion about what makes an assignment late.
39
Day 4: PBIS Lesson 4: Hallway and Restroom
Teaching Behavioral Expectations Across Locations
Location: Hallway
Time Needed: 20 minutes
List the Observable, Positive Behavioral Expectations in Chosen Location for Each Rule:
Expectations:
Expectations:
Expectations:
Expectations:
Expectations:
Treat everyone with
respect
Maintain appropriate noise
level
Keep hands to self
Pick up trash even if you
did not make the mess
Keep hallways clean
Use agenda to sign in and
out of class; carry agenda
at all times
Maintain your place in line
and follow teachers’
procedures for lining up
outside of classrooms
Walk on the right side of the
hallway
Teach Examples and Non-Examples of Meeting Behavioral Expectations :
Demonstrate NON-EXAMPLES (What NOT To Do)
Demonstrate EXAMPLES (What To Do)
Example 1. You are on the way to the restroom when Example 1. You are leaving the restroom when you see
you notice your best friend sitting in a classroom with your best friend is coming toward the restroom. You
an open door. You begin to talk to them quietly.
quietly say, “Hello.” You then keep walking to your
classroom.
Example 2. You are switching classes. The door is
still closed at the class you are going to. You take the
opportunity to talk about your weekend plans with
friends that are not on your team.
Example 2. You are switching classes. The door is
closed at the class you are going to. You line up
quietly on the wall and wait for the other students to be
dismissed before you enter the class.
Example 3.
Example 3.
Lesson Plan:
- Explain the expectations for hallway procedures by reading over the Matrix expectations.
- Have the students come up with examples of what the expectations would look like and would
not look like. Have them share as a whole group. The above are ideas to get the students started
on brainstorming. Have them come up with something they shouldn’t do and then change it to
something they should. Write some of their do’s and don’ts on the Smart Board.
- Discuss personal space as a class. Brainstorm ideas of ways to say hello to your friends
without physical contact or loud/lengthy discussions.
- Emphasize that while in the hallway, people are learning in other parts of the hallway and we
should respect those classes by remaining quiet and orderly in the hallway.
Activities to Check for Understanding:
Materials Needed:
1.
Practice the hallway procedures by taking
them into the hallway and watch for
correct behaviors.
2. Reinforce correct behaviors as you see
them.
Paper, pencil, markers
40
Day 4: PBIS Lesson 5: Hallway and Restroom
Teaching Behavioral Expectations Across Locations
Location: Restrooms
Time Needed: 15 minutes
List the Observable, Positive Behavioral Expectations in Chosen Location for Each Rule:
Expectations:
Expectations:
Expectations:
Expectations:
Expectations:
Respect others’ privacy and
Report any problems with
Use appropriate
Follow the school’s
Keep air free of
keep hands to self
the
restrooms
voice level
cell phone policy
fragrances
Respect school property
Flush, wash hands,
and use one or two
paper towels
Only 4 students
admitted in the
restroom at one
time
Throw away your
trash
Use restroom quickly
and return promptly
to class
Bathroom monitors
check the
restrooms before
and after the
restroom break
Teach Examples and Non-Examples of Meeting Behavioral Expectations :
Demonstrate NON-EXAMPLES (What NOT To Do)
Demonstrate EXAMPLES (What To Do)
Example 1. You are the bathroom monitor. When you
Example 1. You enter the restroom and see that
enter the restroom you notice that someone has made a
there are six people already in the restroom. You
mess. You allow the class to enter the restroom. After
come back to the entry way and wait your turn.
everyone has exited the restroom you return to the line
and stand quietly.
Example 2. You are in the restroom and your best friend Example 2. When you have finished using the
enters. Although you have washed your hands and are
restroom, you wash your hands and use a paper
ready to leave, you hang out and talk to your friend for a
towel to dry your hands. You throw your paper
few minutes. When your friend has washed their hands
towel in the trash.
you walk out together, use a paper towel, and then walk
back to class.
Example 3. You had PE a few minutes ago. You feel
Example 3. You notice that the bathroom stall you
like you need to “freshen – up”. You go to the restroom
are using has new graffiti. After taking care of your
and spray AXE on your clothes.
bathroom needs, you report the problem to your
teacher.
Lesson Plan:
- Teacher will show the short video on bathroom behavior:
http://vimeo.com/groups/pbisvideos/videos/20955249.
- Teacher will go over the SMS expectations for the restroom.
- Explain what will take place next. A student will read the scenario from above and will ask make
your face at the end of reading it. If it appropriate, they will look happy or excited if it is
inappropriate, they will look sad. Teacher will pass out strips of scenarios. See examples above.
The student will read and say make a face.
- Discuss as a class as necessary.
Activities to Check for Understanding:
1. Monitor appropriate behavior while taking a
restroom break.
Materials Needed:
- Strips of paper with scenarios
- Projector, speakers, computer and/or
Smartboard
41
Day 5: PBIS Lesson 6: Cafeteria
Teaching Behavioral Expectations Across Locations
Location: Cafeteria
Time Needed: 40 minutes
List the Observable, Positive Behavioral Expectations in Chosen Location for Each Rule:
Be Respectful:
Observe SelfAct Safely:
Be Responsible:
Show respect with
control:
Walk at all times
Get all food before
voice and actions to Maintain control of
sitting down
cafeteria staff using body and food at all Keep pathways
words like “please”
times; use
open at all times
Have lunch number
and “thank you”
appropriate voice
and money ready
level
Remain seated
Be respectful of
unless you are
Clean up after
teachers,
Only touch food that going to speak to
yourself and others
classmates, and
you are going to
your teacher
property
purchase; food is to
be kept in the
cafeteria
Use cafeteria time
to eat properly and
with good manners
Opener:
1. In pairs or small groups, students create a “T chart” with labels “Do This/Not That” columns
2. Have students list examples of behaviors, sounds, sights they should do/hear/see and should not
do/hear/see in the cafeteria
Intro to new material:
1. Teacher and students discuss the ideas listed on charts; teacher displays matrix for cafeteria and
reviews expectations; students compare the expectations to the examples on their charts by checking
off or highlighting the ones they have listed
Model/practice:
1. Call on students to come to front of the class to demonstrate what the behavior looks like when done
properly (May also allow students to demonstrate non-examples)
For example – Have 3 students come to class. One will pretend to be cashier. Other students pretend
to gather all food, put on trays, say “please” and “thank you” when paying, sit down, and eat. Also,
students demonstrate good table manners.
For example – Have 1 student model what respecting a teacher would look like. Then have another
student model what respect of property would look like (i.e., sitting with bottom in chair, wiping spills off
of tables)
Discussion:
1. Discuss with students the importance of having procedures in the cafeteria
For example – fire hazards when pathways are blocked, tripping hazards when pathways are blocked,
cleaning up after everybody because we should all respect the space that we share
Materials Needed: T-charts, pencils, copy of PBIS matrix for cafeteria
42
Lesson 5: Do This / Not That Activity
Directions:
 Brainstorm with your partner or by yourself ideas of what to do in the cafeteria and what not to do in
the cafeteria.
43
Location: Classroom
Day 6/7: PBIS Lesson 7: Arrival/Dismissal
Teaching Behavioral Expectations Across Locations
Time Needed: 40 minutes or more
List the Observable, Positive Behavioral Expectations in Chosen Location for Each Rule:
R
-Come to school dressed
appropriately
-Treat others with respect
using appropriate
greetings
O
-Walk directly to your
assigned destination
-Keep hands, feet, and
objects to self
-Use appropriate voice
levels
-When dismissing, leave
ONLY at the appropriate
dismissal time for you.
-Maintain appropriate
voice level
A
-Walk directly to
assigned area within a
timely manner and stay
there
-Consider safety of self
and others when moving
between assigned areas
-Use designated
entrances to enter
building
-When dismissing,
follow all routines and
procedures
-Walk to and from your
assigned destination
using the sidewalk
Opener:
-Brainstorm what “arrival” time and “dismissal”
time LOOK LIKE… sights, sounds, etc., at
SMS currently (as in last year) by using the
Smart Notebook File that will be sent out to you.
If you use the “duel screen” option in the Smart
Notebook file, you can have two students up at
the board at one time.
-Discuss any “rules” already in place AS THEY
KNOW THEM for arrival and dismissal
-Are there any “problems” they see with these
two times of the day at SMS currently (last
year)?
-… and, how can we show “respect” during
arrival and dismissal…?
R
-Be on time for school
every day
-Be on time for
Homework Haven and
breakfast
-Follow school policy on
use of electronics in the
school building
-When dismissing, check
to make sure you have
everything you need to
take home before leaving
your classroom
Activities:
-Go through the rest of the Smart Notebook
File to the kids which shows slides of our
Arrival/Dismissal expectations combined.
Stop at “R-O-A-R”, and discuss what those
letters even stand for. This will be emailed
out.
-Then, show the “To Do or Not To Do”
slides and discuss each line individually.
-Have the kids give a “Thumbs Up” if they
decide it’s a “to do” situation and a “Thumbs
Down” if it’s a “not to do” situation.
Discuss implications.
WRITE APPROPRIATE student responses to
these issues on the board.
44
Location: Classroom
Day 6/7: PBIS Lesson 8: Bus
Teaching Behavioral Expectations Across Locations
Time Needed: 30-35 minutes
List the Observable, Positive Behavioral Expectations in Chosen Location for Each Rule:
R
O
A
-Be respectful of others
and their property
-Use appropriate voice
level
-Walk to the bus using
front walkway only
-Keep hands, feet, and
objects to self
-Place bookbag at your
feet or on your lap
-Remain seated
R
-Stay in assigned seat
-Be on time
-Be polite to the bus
driver and follow bus
procedures; avoid
arguing
-Report problems to an
adult
Opener/Activating Prior Knowledge:
http://www.youtube.com/watch?v=vudG5vjKoiw
Go into Youtube and enter the above address, or search
“School Bus Accident in Detroit” while on Youtube.
(NOTE: Most times if you restart your laptop, the
school will not block you out of Youtube.
SOMETIMES, however, you may be blocked, and will
not be able to do this)
This clip shows the result of a bus and car collision,
without showing anybody being hurt… it would be good
to show and to discuss during it what CAN happen if a
bus driver is distracted by poor behavior on the bus.
Students can brainstorm what types of behavior could
cause distraction, resulting in an accident. (Allot 5
minutes for this opener)
Activity/Discussion:
Then, divide the kids into 4 groups. Give a large
piece of poster paper or bulletin-board-type
paper to each group with markers. Give each
group a letter (R-O-A-R), with the expectations
on each letter. Have the group make a poster
with the expectations written on the poster, and
whatever graphics could help teach the
expectations. Be sure and tell them they only
have 15 minutes to do this, so everyone in the
group should have a marker and help to create
the poster.
Following this, each group should come up in the
R-O-A-R order and present/teach the
expectations of their “letter” to the class. (Briefly
discuss why these are crucial to bus safety. Allot
10 minutes for this… a little over 2 min. per
group).
45
Day 8: PBIS Lesson 9: Emergency and Locker Rooms
Teaching Behavioral Expectations Across Locations
Location: Emergency situations (variable)
Time Needed: 20 minutes
List the Observable, Positive Behavioral Expectations in Chosen Location for Each Rule:
Opportunities for
Be Respectful:
Observe SelfAct Safely:
Be Responsible:
practice:
Remain silent
control:
Follow all directives Assist teacher or
during any
Stay calm
and procedures
peers when
*Practice during the
emergency drill or
directed
lesson
situation
Act in a mature
*Future opportunities
manner
will occur during drills
Opener:
3. Brainstorm possible emergency situations at school (e.g., fire, lock down, weather) and appropriate
reactions to those situations (e.g., stay quiet, follow teacher directions, etc)
Intro to new material:
2. Teacher displays and reviews PBIS matrix for emergencies
Model/practice:
1. Students will practice 3 different emergency drills – fire drill, tornado drill, and lockdown – following the
expectations of the matrix during each drill.
2. Teachers, please remember that expectations are the same across the school, but your designated
areas are different. Just practice for your classroom.
Materials Needed: copy of PBIS matrix for emergency, copy of your classroom tornado and fire drill maps
46
Day 8: PBIS Lesson 10: Emergency and Locker Room
Teaching Behavioral Expectations Across Locations
Location: Locker room
Time Needed: 20 minutes
List the Observable, Positive Behavioral Expectations in Chosen Location for Each Rule:
Opportunities for
Be Respectful:
Observe SelfAct Safely:
Be Responsible:
practice:
Be respectful of
control:
Get in, get dressed, Be neat and toss
other people’s
Keep your hands,
get out in an orderly trash in the garbage *Students will
belongings
feet, and objects to manner
practice expectations
yourself
Keep up with your
and behaviors in
Be respectful of the
Keep air free of
personal
locker room during
privacy of others
Maintain
fragrances
possessions and
P.E. Teacher will
appropriate voice
turn in found items
monitor and provide
level and
that do not belong
feedback.
conversation topics
to you
Opener:
1. Brainstorm: What problems have you had in the locker room during P.E.?
Intro to new material:
1. Teacher introduces locker room PBIS matrix of expectations
2. Go over each expectation and present examples and non-examples of each; may allow students to
brainstorm the examples and non-examples
Checks for understanding:
1. Have students list 3 behaviors they will exhibit or display during P.E. while in the locker room; have
students write “I will” statements
Materials Needed: PBIS matrix for locker room, “I will” statements handout – next page.
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Name: ____________________________Date: ________
Name: ____________________________Date: ________
In the locker room,
In the locker room,
I will ____________________________________
_______________________________________.
I will ____________________________________
_______________________________________.
I will ____________________________________
_______________________________________.
I will ____________________________________
_______________________________________.
I will ____________________________________
_______________________________________.
I will ____________________________________
_______________________________________.
Name: ____________________________Date: ________
Name: ____________________________Date: ________
In the locker room,
In the locker room,
I will ____________________________________
_______________________________________.
I will ____________________________________
_______________________________________.
I will ____________________________________
_______________________________________.
I will ____________________________________
_______________________________________.
I will ____________________________________
_______________________________________.
I will ____________________________________
_______________________________________.
Name: ____________________________Date: ________
Name: ____________________________Date: ________
In the locker room,
In the locker room,
I will ____________________________________
_______________________________________.
I will ____________________________________
_______________________________________.
I will ____________________________________
_______________________________________.
I will ____________________________________
_______________________________________.
I will ____________________________________
_______________________________________.
I will ____________________________________
_______________________________________.
Name: ____________________________Date: ________
Name: ____________________________Date: ________
In the locker room,
In the locker room,
I will ____________________________________
_______________________________________.
I will ____________________________________
_______________________________________.
I will ____________________________________
_______________________________________.
I will ____________________________________
_______________________________________.
I will ____________________________________
_______________________________________.
I will ____________________________________
_______________________________________.
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Day 9: PBIS Lesson11: Media Center/Computer Lab
Teaching Behavioral Expectations Across Locations
Location: Classroom, Media Center, or
Time Needed: 40 Minutes
Computer Lab
List the Observable, Positive Behavioral Expectations in Chosen Location for Each Rule:
R
O
A
R
-Treat the library materials
with care, including books,
magazines, and computers.
-Use appropriate voice
level.
-Know what job you are
there to do and do it.
-Stay in assigned area.
-Use computers and all
other equipment
appropriately.
-Report any broken
equipment to teacher.
-Stay focused.
-Use only the computer to
which you are assigned.
Teach Examples and Non-Examples of Meeting Behavioral Expectations :
Demonstrate NON-EXAMPLES (What NOT To Do)
Demonstrate EXAMPLES (What To Do)
Example 1. While in the library, Mickey Mouse put his hands on
everything in sight. Book covers were ripped, some computer
seemed vandalized and several magazines were out of place.
Ms. Davis was not pleased.
Example 1. While in the Media Center, Mickey Mouse noticed
that some books were out of place. He decided to turn the
out-of-place books into Ms.Davis for reshelving. John reported
any broken computer equipment to Ms. Davis and/or Mr. East
because it was the right thing to do.
Example 2. When entering the Media Center Donald Duck is
yelling at his friend in the front of the line to save him a good seat.
Later he yells to his friend that he has read that book before.
Example 2. When Donald Duck had to speak to a fellow
student, he walked over to them when it was appropriate and
spoke in a quiet voice. He chose not to yell because the
Media Center is a quiet learning environment.
Example 3. Tinker Bell was supposed to be researching the
Ancient Romans; however she did not bring her pencil nor her
research guide with her. Therefore, she decided to look for a
good book to read for MIRP and then walk around the Media
Center and socialize. When class was over, the teacher was
disappointed that Tinker Bell did not do any of his research.
Example 3. Tinker Bell brought her needed materials to the
Media Center and immediately started her Roman research
and got all of her work done before the end of class. After her
teacher checked over her work, Tinker Bell was able to find a
good book for MIRP.
Example 4. Wile E. Coyote’s class came to the Media Center
and Pluto decides he does not like his assigned seat. He
ventures over to another area, knowing that he probably will not
be able to read or to do his best work there.
Example 5. Sylvester’s class goes to the computer lab. John
notices that keys are missing from or switched on the keyboard.
Example 4. Wile E. Coyote’s class came to the Media Center
and he followed his teachers’ instructions on where to sit. This
allowed him to do his best work. He was able to stay out of
trouble and to get all of his work done.
Example 5. Sylvester notices keys are missing from or
switched on the keyboard. He informs the teacher of this
situation because it is the right thing to do and in order to clear
himself from being blamed for something a former student did.
Example 6. Throughout computer lab time, Goofy completes
his assignment by staying focused and then asks his teacher
what sites would be appropriate to be on once finished. John
does not socialize across the lab, as this causes others’ focus
to be interrupted.
Example 6. Throughout computer lab time, Goofy is opening
web pages that are not related and are even not school
appropriate. He is also socializing across the room during this lab
time.
Example 7. Minnie Mouse decides that her computer is not
working as fast as she’d like. Therefore, she bangs on the keys
and then switches with a peer’s computer. The teacher does not
have a correct computer number for her any longer.
Example 7. Minnie Mouse decides that her computer is not
working as fast as she’d like. She knows that it takes the
network a while to get everyone up and running smoothly.
She also knows that computer work is often more interesting
than book work, so she waits patiently during the slow
computer times. Minnie Mouse does not bang on the keys
and does not switch computers without the teacher’s
permission.
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Suggested Lesson Plan for a 40-min. Time Slot:
Discuss what “traditional library work/learning environment” is comprised of. How have we
been taught in the past (elementary school, etc.), that the library should LOOK LIKE, in terms
of student behavior? What should the library SOUND LIKE? What types of activities do we
DO in the library, traditionally? Brainstorm this list on a word document displayed with a data
projector or SMART board, OR write this on the board.
Then, brainstorm how one should behave when in a school computer lab. This will activate
prior knowledge and remind them of how one should act in the lab.
THEN, divide the class into groups of 3-5 students. Give each group a scenario slip of paper
filled with the “what NOT to do” scenarios, paired with the “what to do” scenarios. Have
students come up with a SILENT CHARADES-STYLE skit of the “what to do” scenario.
Following this, each group should come up and read out their “what NOT to do” scenario for
the classroom audience and then PERFORM their silent skit of what to do. The classroom
audience members will then calmly “guess” what their positive scene is depicting. The teacher
then leads a class discussion as to why this alternative positive behavior would be more
appropriate.
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Day 10: PBIS Lesson 12: Classroom 2
Teaching Behavioral Expectations Across Locations
Location: Classroom
Time Needed: 60 Minutes
List the Observable, Positive Behavioral Expectations in Chosen Location for Each Rule:
Expectations:
Expectations:
Expectations:
Expectations:
Expectations:
Be respectful of
teachers,
classmates, and
property
Be prepared with
agenda, necessary
materials, and
assignments
Complete
assignments on
time
Follow social
contract
Ask for permission
to leave the
classroom and use
your agenda
Actively participate
in class activities
Follow classroom
rules and
procedures
Keep hands, feet,
and objects to self
Enter, exit, and
maintain orderly
movement
Always Walk
Speak at
appropriate times
and with
appropriate voice
level
Use classroom
materials
appropriately and
for intended
purpose
Use agenda to
check-out and checkin
Take responsibility
for actions and
learning
Lesson Plan:
Activities:
Materials Needed:
- Social contract pages – the next two
1) Create the Social Contract for your class.
pages.
If you are not trained in Capturing Kids
Hearts, the 2nd option should be observed.
- Use materials from the Capturing Kids
Hearts Workbook and/or team mates
who have been trained. Have the
discussion about the difference
between fair and equal.
- Have the students answer the
questions on the sheet.
- Come up with a list of words. A student
should write the words on a sheet and
should be discussed.
- Have the students agree to the words
on the paper as the contract for the
class that everyone follows.
- Throughout the day, have your other
classes sign the sheet after you go
over the words with them.
2)
An alternative is to bring your team
together during this time and make a team
social contract. Print it after and students
will sign it the following day.
Accommodations/ Adaptations for Students with
Special Needs:
Acknowledgement to Maintain Positive Behavior:
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CREATING A SOCIAL CONTRACT
1. Create Buy-In for the Social Contract.
a. Sell the contract w/ enthusiasm.
b. Show relevance – gives them the control, they are mature, YOUR class (ownership), if I don’t have to get involved,
there won’t be a need for any consequences.
c. TEAMWORK – working together to make a good science class.
2. Building the Social Contract.
a. Put students in groups of 4-5.
b. Each group member is assigned a role:
i. facilitator – make sure everyone in the group is participating, makes sure the question is answered clearly.
ii. scribe – writes responses down for the group.
iii. spokesperson – speaks for the group.
iv. timekeeper – keeps track of time.
v. on-task person – keeps group focused on the task at hand.
c. Each group gets a copy of the 4 questions which they answer in their group.
d. Call the class back together, but the groups stay together.
e. Volunteer serves as scribe to write the class’s ideas on a piece of butcher paper on the board.
i. Scribe guidelines:
1. don’t number the responses.
2. don’t place the responses in sections.
3. use KEY WORDS or phrases.
4. if a word or idea is duplicated, place a check next to it.
5. don’t write while the spokesperson is reporting.
3. Processing:
a. Get responses from EACH group for EACH question.
b. After a group reports their answers, choose one of the responses to discuss (DO THEY GIVE ALL THE ANSWERS
FOR ALL FOUR QUESTIONS AT ONCE?)
c. As answers are given, address the issues you know are going to happen throughout the year. For ex., talking out of
turn, not paying attention, not participating.
d. Dialogue is KEY. Example questions:
i. Respect = What if I work all night to prepare a really neat lesson and nobody participates. Would that be
respectful? OR What if I worked really hard to prepare materials and people misused them? Would that be
respectful?
ii. Participate = What if one of you comes to class not feeling 100% that day. What would participation look
like for that day? Giving the best of what you have that day, but not sleeping in class.
iii. Ask “Is it the same as …” to reduce the number of responses. If they say no, have students explain the
difference.
4. Elements of the Social Contract:
a. 10 – 25 terms.
i. If there are too many, have a student combine them and represent to the class.
5. REQUIREMENTS:
a. Listen.
b. Effort/participation. No put downs.
c. Appropriate language – what would Ms. Ward say if she saw it? Standard in the professional world.
d. Non-verbal signs: WHAT IS THE SIGNAL FOR THE TEACHER TO USE WITH THE WHOLE GROUP?
- the signal the group uses with each other.
- a signal for put-downs (fouls).
* If it’s called, it counts.
* It’s not a “toy.”
* Can be called by someone else.
* No explanation is needed.
ALL STUDENTS SHOULD SIGN THE CONTRACT.
- Consequences remain the same with the PBIS Program.
Implementation of the Social Contract.
Raise hands for who is willing to follow the contract and to help those around them follow it – majority rules even if students don’t
want to follow it.
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PBIS Lesson 13: Extra/Flex Day
Teaching Behavioral Expectations Across Locations
Location: Classroom
Time Needed: 40 Minutes
Goal:
-
Use this day either as a flex day because you were a little behind on teaching the lessons
OR
-
Use to help solidify knowledge of the expectations
Teach Examples and Non-Examples of Meeting Behavioral Expectations :
Activities to Check for Understanding:
Materials Needed:
To solidify knowledge of the expectations:
Option 1:
- Develop a song or slogan to help remember
the meaning of the acronym ROAR.
Paper/ Pencil
Agenda
Option 2:
- Run off a few sheets of a regular matrix.
- Make it into a puzzle by cutting it apart.
- Put it in an envelope, and have the students
try to make it whole again.
Option 2: Envelopes, cut apart Matrix,
Accommodations/ Adaptations for Students with
Special Needs:
Acknowledgement to Maintain Positive Behavior:
Option 1: Blank paper
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