O
A
Observe Self
Control
Act Safely
R
R
Be Respectful
Be Responsible
PBIS
TABLE OF CONTENTS
General PBIS Information
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PBIS Representatives…….......………………………………………………………………………………………….3
PBIS Guide…………………………….……………………………………………………………………………………….4
Matrix……………………………….……………………………………………………………………………………………6
Daily PBIS Implementation ................................................................................................ 8
PBIS Staff Input Form .......................................................................................................15
Major and Minor Infractions
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Student Behavior Management Process ..........................................................................16
Definitions and Examples of Infractions ..........................................................................17
Disciplinary Report Form .................................................................................................19
Three and Five Infraction Scripts .....................................................................................20
Student Related Sheets and Signs
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Intervention Reflection Sheets (Class and Detention)......................................................21
ROAR Menu......................................................................................................................22
ROAR Menu Tickets……………………………………………………………………………......…………………..23
Respect Sign..………………………………………………………………………………….…………………………...24
Give Me Five Sign………………………………………………………………….........……………………………..25
The Four Questions Sign……………………………………………………………………...………………………26
Parent Letters
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Parent Letter 1 in English………………………………………………………………………….………………….27
Parent Letter 1 in Spanish……………………………………………………………………………....……………28
Parent Letter 2 in English…………………………………………………………………………………....……….29
Parent Letter 2 in Spanish………………………………………………………………………………………....…30
Lesson Plans
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PBIS Teaching Schedule....................................................................................................31
PBIS Lesson 1: Overview...................................................................................................32
PBIS Lesson 2: Respect......................................................................................................36
PBIS Lesson 3: Classroom 1…….........................................................................................38
PBIS Lesson 4: Hallway......................................................................................................39
PBIS Lesson 5: Restroom...................................................................................................40
PBIS Lesson 6: Cafeteria....................................................................................................41
PBIS Lesson 7: Arrival/Dismissal.......................................................................................43
PBIS Lesson 8: Bus.............................................................................................................44
PBIS Lesson 9: Emergency.................................................................................................45
PBIS Lesson 10: Locker Room...........................................................................................46
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PBIS Lesson 11: Media Center..........................................................................................48
PBIS Lesson 12: Classroom 2.............................................................................................50
PBIS Lesson 13: Flex Day/Extra Day..................................................................................53
PBIS Team Representatives
“Together Everyone Achieves More”
771 Southern High School Rd
Graham, NC 27253
School Representative
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Nicole Dodd
Anna Peepers
6th Grade Representative
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Leigh Anne Tucker
7th Grade Representative
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Brandy Cates
8th Grade Representative
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Stephen Stewart
Darryl Roseboro
Administrative Representative
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Scott Lewis
EC Department Representative
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Elective Representatives Other Representative
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Jaclyn Zins
Other Representatives
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Robin Mann
Positive Behavior Intervention & Support Guide
“Together Everyone Achieves More”
771 Southern High School Rd
Graham, NC 27253
Office: 336 – 570 – 6500
Fax: 336 – 570 – 6504
Principal: Heather Ward
Positive Behavior Intervention & Support (PBIS) allows for the opportunity to provide a consistent and fair
behavior plan. The original theories behind this approach to discipline were developed by special education
instructors. However, the benefits of this type of a plan are beneficial to ALL students.
Research shows that students achieve at a higher level when they know school expectations and feel safe.
PBIS will help us improve both of these objectives. Our plan provides detailed expectations in main areas of
the school while putting an extreme emphasis on respect and safety.
The success of our plan will improve with time and with the participation of our families. Research also shows
us that school behavior plans that are followed in the home greatly improve their effectiveness at school.
The critical elements of the plan are as follows:
1. There are four overall expectations for students. As part of Focus time activities, students will be
explicitly taught about “Tigers ROAR”, including how expectations play out in different school settings.
Posters throughout the school will advertise and reinforce “Tigers ROAR”.
a. Be Respectful
b. Observe Self Control
c. Act Safely
d. Be Responsible
2. What is “Positive?” The PBIS plan includes elements of a traditional discipline plan that includes schoolwide expectations, specific consequences for breaking those expectations/rules, and a system of
documenting the interventions attempted to reduce the problem behavior. However, the fear of
punishment has been shown to be a relatively ineffective means of reducing inappropriate behaviors
with most people. Thus what makes the PBIS plan “non-traditional” is its focus on reducing the
problem behavior through positive support and explicit teaching of appropriate behaviors rather than
through fear of punishment. When teachers observe students following expectations, they will give
ROAR Stamps on the appropriate page of the student agenda.
3. Each student will have his/her agenda with them at all times. Inside the agenda, students have a
Behavior Infraction Log. This log is a way for all of the teachers of a particular student to keep track of
his/her behavior. The Behavior Infraction Log has a list of specific infractions that may occur by a
student during the day, a place to document those infractions, and a place to list any interventions
used. One important element of our PBIS plan is consistency. Expectations must be taught and
reinforced consistently throughout the school. Likewise, when students do not meet expectations, the
consequences that follow must also be consistent.
4. We cannot expect students to know appropriate social and behavior skills without explicit instruction.
It is important that we teach our students what type of behavior is expected while they are at school.
We cannot assume they know how to behave in a school setting. Students may not have seen
appropriate school behavior in years past. Students may have different standards of behavior at home
than we expect from them at school. Every teacher must accept the responsibility of explicitly teaching
students how to behave properly in all of the school settings.
5. Classroom displays and information will help reinforce our school-wide expectations. The following are
required classroom displays:
a. PBIS Classroom Expectations
b. PBIS Matrix
c. Disrespect/ non-compliance poster
d. The Four Questions sheet
e. Universal Attention Signal (“Give Me 5”)
f. Student Behavior Management Process
g. Classroom incentives: ROAR menu
h. Social Contract: To be made during Focus Lesson
6. A commonly used word on the Tigers ROAR matrix is “respect”. Students are to be respectful towards
adults as well as their peers. The term “respect” can be ambiguous, so PBIS has created the poster “Be
Respectful at All Times”. This poster includes (but is not limited to) what both respect and disrespect
looks like.
a. Displaying respect toward adults
1) Follow directions of all adults
2) Use polite language; yes, yes ma’am/sir, please, thank you
3) Use polite greetings; good morning and good afternoon
4) Treat all adults the way you want to be treated
5) Display a positive attitude
b. Disrespect & non- compliance
1) Rolling your eyes
2) Smacking/sucking your teeth
3) Not responding (to an adult) when spoken to: putting your head down instead of
responding, refusing to respond, ignoring
4) Mumbling under your breath
5) Turning away from adults while they are speaking to you
6) Talking back/”sassing”
7) Using inappropriate or vulgar language
c. Displaying respect towards students
1) Allow all students to learn while in the classroom
2) Use polite language; yes, please, thank you
3) Use polite greetings; good morning and good afternoon
4) Treat all peers the way you want to be treated
5) Display a positive attitude
d. Disrespect towards students
1) Excessively loud bodily noises: yawning, burping, etc.
2) Name calling
3) Laughing after directions or after consequences are given
4) Grabbing other students property
5) Physical contact
6) Spitting or biting
7) Throwing objects
Tigers R.O.A.R.
PM
Procedures
Respect others’
privacy and keep
hands to self
Come to school
dressed
appropriately
Treat everyone
with respect
Respect school
property
Treat others with
respect using
appropriate
greetings
Use appropriate
voice level
Keep hands to self
Hallways
Restrooms
Be respectful of
teachers,
classmates, and
property
Treat everyone
with respect
Follow classroom
rules and
procedures
Keep hands, feet,
and objects to self
Maintain
appropriate noise
level
Keep hands to self
Maintain your
place in line and
follow teachers’
procedures for
lining up outside of
classrooms
Flush, wash hands,
and use only one or
two paper towels
Use appropriate
voice levels
Keep your hands,
feet, and objects to
yourself
Leave only at the
appropriate
dismissal time
Maintain
appropriate voice
level
Use restroom
quickly and return
promptly to class
Follow the school’s
cell phone policy
Always walk
Act Safely
AM
Procedures
Classrooms
Follow social
contract of
classroom
Control
Observe Self
Be Respectful
Southern Middle School’s Expectations
Use classroom
materials
appropriately and
for intended
purpose
Enter, exit, and
maintain orderly
movement
Walk on the right
side of the hallway
Pick up trash even
if you did not make
the mess
Keep air fee of
fragrances
Walk directly to
assigned area
Follow dismissal
routines and
procedures
Consider safety of
self and others
when moving
between assigned
areas
Go directly to the
destination in a
timely manner and
stay there
Use designated
entrances to enter
the building
Walk to and from
destination using
the sidewalk only
Be Responsible
Be prepared with
agenda, necessary
materials, and
assignments.
Complete
assignments on
time
Keep hallways
clean
Use agenda to sign
in and out of class;
carry agenda at all
times.
Actively participate
in class activities
Bathroom monitors
will check the
restrooms before
and after the
restroom break
Be on time for
school every day
Be on time for
Homework Haven
and breakfast
Throw away your
trash
Check to make sure
you have
everything you
need to take home
before leaving your
classroom
Follow school
policy on use of
electronics in the
school building
Report any
problems with the
restrooms
Return forms with
required signature
by due date
Tigers R.O.A.R.
Southern Middle School’s Expectations
Cafeteria
Show respect with
voice and actions to
cafeteria staff using
words like “please” and
“thank you”
Media Center/
Computer Lab
Treat materials with
care, including books,
magazines, and
computers
Locker Rooms
Be respectful of other
people’s belongings
Be respectful of the
privacy of others
Emergencies
Remain silent during
any emergency drill or
situation
Only touch food that
you are going to
purchase; food is to be
kept in the cafeteria
Be respectful of others
and their property
Keep hands, feet, and
objects to self
Be polite to the bus
driver and follow bus
procedures; no arguing
Be respectful of
teachers, classmates,
and property
Maintain control of
body and food at all
times, use appropriate
voice level
Bus
Use appropriate voice
level and no socializing
Keep your hands, feet,
and objects to yourself
Know your
assignments and
remain on task
Maintain appropriate
voice level and
conversation topics
Follow the school’s cell
phone policy
Stay calm
Act in a mature
manner
Use an appropriate
voice level which is not
distracting to driver
Place book bag at your
feet or on your lap
Walk at all times
Stay in assigned area
Keep pathways open at
all times
Use computers and all
other equipment
appropriately
Remain seated unless
you are going to speak
to your teacher
Get in, get dresses, get
out in an orderly
manner
Report any broken
equipment to teacher
Be neat and toss trash
in the garbage
Have lunch number
and money ready
Use only the computer
to which you are
assigned
Keep up with your
personal possessions
and turn in found items
that do not belong to
you
Walk to the bus using
front walkway only
Remain seated
Keep air free of
fragrances
Get all food before
sitting down
Clean up after yourself
and others.
Follow all directives
and procedures
Report problems to an
adult
Assist teacher or peers
when directed
Stay in assigned seat
Be on time
Daily Implementation
NOTE: This is the behavior program for the school. Consistency needs to be observed throughout all grade levels and
subject areas. If you have questions about implementation, please contact your PBIS Representative.
1. PBI Student Agendas
a. Sudents’ agendas should be in their agenda binder and visible. As you circulate the room, carry your
ROAR Stamper and give out stamps to students for meeting expectations.
b. Agendas have the Behavior Infraction Log, The ROAR Stamp Personal Banking Page, and the Matrix in
the back. We recommend that you have students get a ½ inch binder and have students keep their
agendas in it to prolong its life.
c. Students must also carry agendas where ever they go and have them during elective classes and
FOCUS time. If unaccompanied by a teacher, agendas should be filled out before leaving class complete
with date, time, location, and teacher signature. Classroom restroom breaks and lunch time should be
the only occasions a student does not need to carry his or her agenda with them. However, taking
agendas to and from these places as a class can be used as a way to manage hallway behaviors if the
option is needed. Encourage students to be careful with their agendas and not lose them. Agendas
may not be folded or rolled. (the ½ inch binder will help with this)
d. Please be vigilant as you stand by your door during class change time or while students leave for
electives/Focus time that they have their agendas. Have them return to class/cubby if they do not have
their agenda. Note: Standing in the hallway at classroom change and greeting students at the door are
parts of Capturing Kids’ Hearts Program, which is a focus for the school year.
e. Lost agenda:
1) Your classroom routine of students placing their agendas on their desk in the beginning of class is
the perfect opportunity to observe if a student does not have his or her agenda. This would be the
time to ask where it is and determine if it is temporarily lost.
2) If the agenda is temporarily lost, send the student with a written pass to your team agenda person
to have them pick up a temporary-use infraction sheet and a homework assignment sheet. The
team agenda person will document that this particular student lost his or her agenda and gets an
infraction. For that day, the temporary agenda would replace the agenda. This meaning that the
temporary agenda should remain on the desk at all times and should be carried with them
throughout the day. If a student needs an agenda during electives, they will need to find their
agenda person. Students must turn in the temporary agenda to their last teacher of the day and
take the homework assignment sheet with them. This teacher will bring the temporary agenda
back to the student’s homeroom teacher directly or to their mailbox. When the homeroom teacher
receives the sheet the next day, he or she will hold onto it until the student has brought the agenda
back to school and copy infraction(s) into the real agenda.
3) Students cannot earn any ROAR Stamps when they do not have their real agenda. This is an
incentive to keep track of their real agenda. However, it is necessary to note they can still receive
infractions.
4) If the agenda is permanently lost, the student will need to buy a new agenda from the team agenda
person for $1.00. These replacement agendas are a different color than the original assigned
agenda to that particular nine weeks. They WILL NOT be able to replace any lost ROAR Stamps or
daily earned points. The ONLY exception is if students take the initiative to purchase a new agenda
due to unforeseen damage. Teacher is responsible for collecting and disposing of the old agenda.
New agendas can be purchased only in the morning before 8:30. Losing an agenda at the end of the
nine weeks would result in a student losing all of the possible points earned for that 9 weeks. If the
old agenda is found make transfers necessary and throw out one of the agendas.
5) Agenda People Duties: The teacher in charge of temporary agendas and selling agendas is to keep
up with who gets a temporary and replacement. He/she will need to keep track on a master list
who is buying and getting replacement agendas. The running list will help keep track of infractions
in the case that the infractions were not transferred back into original agenda or new agenda. All
money is due to the office in your designated manila envelope by 8:30 to Stephanie or Robin. One
of the two will receipt the money and put it in your mailbox to give to the student. The teacher
selling a new agenda will mark a #2 for the purchased agenda to show it is the second purchase.
Have a mini conference when the student is getting an agenda.
2. Behavior Infraction Logs:
a. At the end of the agenda, you will find the SMS Behavior Infraction Log. The Behavior Infraction Log is
linked with the “Student Behavior Management Process” flowchart in the PBIS Teacher Packet.
b. In the beginning of the nine weeks, teachers should write the student’s name on the front of the
agenda and on the Behavior Infraction Log for their homeroom. Please write your last name under the
students name and #1 in the upper right hand corner. This indicates that this is the first agenda for this
student for the nine weeks. The homeroom name is to help if the agenda is lost. If they get another
agenda, please write #2 on the Behavior Infraction Log and cross out the previous dates point were
earned.
c. Infractions are defined under the “Teacher – Managed” or minor infraction and “Office – Managed” or
major infraction within the appropriate sections of the “Student Behavior Management Process”
flowchart.
d. The teacher will use the Behavior Infraction Sheet for minor infractions.
e. Specific infraction definitions and examples are listed on the page titled, “Definition and Examples of
Infractions,” also located in the PBIS Teacher Packet.
f. On Monday mornings during MIRP, homeroom teachers are to check the Behavior Infraction Logs in
students’ agendas notating on a homeroom roster the number of signatures from the previous week.
This will monitor student infractions in case of lost/missing agendas. Recording data in this manor can
be done by one person on the team and tracked through a Google Doc. If interested, contact your PBIS
Representative.
g. All successful days or parts of days are rewarded with ROAR Points and tallied AT THE END OF THE
NINE WEEKS. This is separate from the everyday, actual ROAR Stamps given to students from staff. All
ROAR Points are earned on the Behavior Infraction Log and will be rewarded at the END of the nine
weeks, NOT at the end of the day or week. In order to attend the end-of-the-nine-week incentive,
students will have to earn a certain amount of ROAR Points.
1) If a student has NO behavior infractions for that day, they earn 10 ROAR Points for the day. At the
end of the day, they should write in the number 10 in the total column.
2) As infractions occur within the day, the amount of ROAR Points one can earn decreases.
One signature infraction – can only earn 5 ROAR Points for the day
Two signature infractions or more– earn 0 ROAR Points for the day
h. No ROAR Points are earned if a student has ISS for any portion of the school day or OSS. A zero and
line through the day should be written on the student’s Behavior Infraction Log by the ISS
coordinator when the student enters ISS. The homeroom teacher puts a zero and line through the
day(s) in the student’s Behavior Infraction Log when the student returns from OSS.
i. ROAR Point Clauses:
1) It is up to the team to decide if the student will earn ROAR Points for days they are absent – not
including ISS, OSS, or CUBS. We suggest giving absent students the 10 total ROAR points for the day
or using completion of work as a factor in giving points back to the student. Students should be
told of your decision.
2) ROAR Points cannot be exchanged out for ROAR Stamps or vice versa.
j. Behavior Infraction Logs will be collected at the end of the nine weeks. Prior to collection, students will
total up the “total column” on the Behavior Infraction Log and write the number at the bottom.
Teachers will verify that the number is correct or use a specially designed spread sheet to calculate the
amount of points earned (email Kati Gasper if you would like this spread sheet). They will circle and
initial the correct number. Students who have the amount of points needed to attend the incentive
will be given an Incentive Invite Sheet. This sheet will have their name, amount of ROAR Points, and
details of the incentive. ISS/OSS list for the nine weeks will be sent out prior to counting points. Two
separate assignments of ISS or any OSS assignments eliminate a student from attending the incentive.
3. Incentives:
a. The first incentive: Movie Mania – Students will have 90 minutes to watch a movie
b. The second incentive: Movie Mania – Students will have 90 minutes to watch a movie
c. The third incentive: Bowling
d. The fourth incentive: Wacky School Day(Classroom rotations/picnic) (all grade levels on one day)
e. Students have to earn a certain amount of points on their Behavior Infraction Log to make them
eligible to attend the incentive. Points and counting information will be sent out in the beginning of the
9 weeks.
f. Most incentives cost the student $5 to $10.
g. Snack, drink, or prize donations are usually needed for the incentives to help keep costs lower.
h. PBIS harvest dance will bring down the cost of incentives.
4. Minor Infractions:
a. If a minor infraction occurs, such as talking out of turn, teachers should provide students with the four
questions. The teacher will collect the agenda after the warning, and continue teaching.
b. If the same infraction occurs or a different minor infraction occurs in the same class, the teacher will
initial, number, write the code number for the infraction and write the code number for the
intervention used in the specific areas on the Behavior Infraction Log before sending the student to the
next class.
c. 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 MIRs only, and Incentive Points, MIRs, and Pick-Ups.
d. Fill in the appropriate columns on the behavior infraction log for the given infraction. Write the date
the infraction was given in the appropriate category on the chart in the margin.
e. Please take a brief second either at that moment you fill in the agenda or at the end of class to explain
to the student why he/she received the initial.
f. It is also appropriate to suggest a replacement behavior. Use of interventions is to correct and prevent
the behavior from happening again. See below interventions.
g. Students should be asked the four questions prior to getting the first infraction and their sheet
initialed.
h. If a minor infraction occurs in the hallway or any non-classroom areas, the teacher who observes the
infraction has the right to sign and initial the student’s Behavior Infraction Log regardless if the
student has that teacher or not. If this occurs, please email the homeroom teacher of the student to
explain the situation. If a MIR needs to be written because of this infraction, please contact the
homeroom teacher to make arrangements about calling home.
i. Gum is an infraction. All students who have gum will get an infraction without a warning. This means
that we are not going to search for it, but if we see it, then it is an infraction. Refrain from giving gum
as rewards. This was a decision made by our school administration, the school leadership team, and
the PBiS team.
5. Interventions:
a. A signature, verbal warning, and/or nonverbal warning are not always an appropriate intervention to
prevent the behavior from happening again.
b. Students are motivated to act out because they want to obtain something or avoid something.
c. Try other interventions on the list by observing the motivation behind the behavior.
6. MULTIPLE Minor Infractions:
a. In one class period: Three minor infractions in one class that have been documented on the Behavior
Infraction Log are considered an Office Managed (major) infraction. The three infractions MUST be
from categories 4 and 5 ONLY. ON the third minor infraction that has taken place in one class period
(as soon as the third infraction takes place), the teacher is to press the intercom button and call for an
administrator. Teachers are to hand the agenda to the administrator, which will give details needed for
appropriate consequences. Three infractions in a class show that the student is just not willing to
cooperate in class and change the behavior thus resulting in being pulled from class to have a
conference with an administrator.
b. Three accumulated minor infractions in one category: If a student gets three infractions in one
category, the teacher who gives the third infraction will contact the parent and use the Three
Infraction Notification Script on page 20. Parents requested that they wanted to be notified before the
student received a MIR. Calling at three was the solution that the PBIS team came up with to meet this
request from the parents.
c. Accumulated Minor Infractions over a time period: On the Behavior Infraction Log, if a student
accumulates 5 minor infractions in categories one through five, the teacher who has given the 5 th
signature will fill out the Minor Incident Report (MINOR column) on the Disciplinary Report Form by
filling out all columns except Major Incident Report column. On the chart in the margin of the Behavior
Infraction Log, draw a line after the 5th date in that category. Write “MIR filled out” and initial. This will
notify other teachers that you have completed a MIR for those infractions.
d. How to fill out a Minor Incident Report: Fill out the Minor Incident Report (MIR) by checking the box
on the top of the form indicating that this form serves as a Minor Incident Report (MIR). Using the
signatures -1 through -5, the teacher can check appropriate boxes on the form and have the student
sign it. The MIR needs to be given to the assigned grade level administrator before the end of the day.
The teacher will also contact the parent prior to giving the MIR to an administrator at the end of the
day. A detailed script in the PBIS Teacher Packet can be used when calling home to parents on page 21.
Consequences will be based on the category and will be documented.
7. Major Infractions:
a. Teachers reserve the right to bypass warnings and immediately press the intercom button for an
administrator if a minor infraction has occurred for the third time and/or the infraction is listed
under the “Office – Managed” or major infraction.
b. At no time should a teacher try and handle an office-managed behavior alone.
c. He/she should request the presence of an administrator and fill out the Office Discipline Referral
(MAJOR column) on the Disciplinary Report Form. The teacher will check the box on the top of the
form indicating that this form serves as an Office Discipline Referral. No Minor Infraction boxes should
be checked if it is a major infraction.
d. Using information from the major incident, the teacher will check the appropriate boxes on the form
while waiting for the administrator to get to the classroom or as soon as possible.
8. Tiger ROAR Stamps:
a. Daily tangible rewards for students will be given in the form of Tiger ROAR Stamps.
b. This is different from the point system from the Behavior Infraction Log.
c. Teachers will reward students who follow matrix expectations with ROAR Stamps on the appropriate
page in the agenda. It is suggested that teachers give more ROAR Stamps in the beginning of the school
year and ease back as the year progresses.
d. Problems can arise if students have access to your stamp. Please keep it with you or in a safe spot.
Secure stamps to prevent student theft. Please hide the stamp from your students when you have a
substitute in your room.
e. NO students may handle the ROAR Stamper.
f. Students can use their earned stamps to purchase items from the grade level store, or items from the
ROAR Menu. Purchasing may be done at non-teaching moments and/or at teacher/team discretion:
student led opener, before school, lunch, after school, while working on homework, etc. Items on the
ROAR Menu are suggestions and you may add or delete items from the ROAR Menu as your
team/grade level chooses. Further school store information will be given out at a later time. Students
will be able to make purchases at Movie Mania and Wacky School Day Incentives.
g. Certain ROAR Menu items may need a reward ticket so the student can use it at a later date; ie. sit with
a friend at lunch or put name in for the weekly raffle. Students or teachers will fill out a ROAR Menu
Ticket for those items when purchased. The ROAR Menu Ticket needs to have teacher signature to be
valid.
h. Use a permanent marker to initial and cross off used ROAR Stamps on the ROAR Stamp Personal
Banking Page.
i. If students lose their agenda permanently, they lose their accumulated ROAR Stamps from their ROAR
Stamp Personal Banking Sheet.
j. ROAR Stamps will not carry over to the next nine weeks. Students should try to use them up.
k. Excessive stamping for non-matrix expectations, for getting a question correct, for wearing certain
clothing, etc. is not permitted. Excessive stamping could be considered 8 or more stamps at one time.
Reward appropriately.
l. PLEASE – do NOT take ROAR Stamps away for not having homework or to use the bathroom. Students
should have the control over how they spend their ROAR Stamps. However, in the case of buying a
pencil, phrase it as so: “You can either purchase a pencil with 2 stamps or get an infraction. Your
choice.” Do not just take two stamps and give them a pencil.
m. If your stamper runs out of ink, we will have ink for you. Do not throw away your stamper. Ink is
located in room Leigh Anne Tucker’s and Nicole Dodd’s room.
9. Detentions:
a. Detentions are used at the team’s discretion. However, it is suggested that it be used for students to
make up missing work.
b. Students will sign in at the detention and information will be entered into a Google Doc.
c. School-wide detentions are held periodically through the week. Please pay attention to emails about
detention times and locations. Email this person to let them know you have assigned particular
students to detention.
d. Make sure the student has work to do during the detention.
e. Students will have a detention reflection sheet to complete for administrative detentions.
f. 24 hours prior to the detention contact the parent to confirm the date and time.
10. Late work:
a. Students do not receive an infraction for missing or late work.
b. It is suggested that students have working silent lunches to make up this work or are assigned after
school detentions for the accumulation of missing work. If an after school detention is assigned,
teachers will need to notify parents that their child has received a detention and notify the detention
teacher. Also, a student could use 10 stamps for an “oops” or a one-day extension for full credit. It was
recommended that students’ grades drop for each day that homework is late beyond its due date.
c. Students should get all homework in within the 3 week progress report timeframe. After the progress
report is sent home, give the student a final day to get the work in. The student can then be given a 0
in the grade book for that homework assignment.
11. Teacher PBIS Responsibilities: (not limited to)
a. Give out ROAR Stamps for students meeting expectations (everyday)
b. Fill out ROAR Menu Tickets if necessary
c. Give infractions
d. Initial Behavior Infraction Log, number, and code appropriately.
e. Fill out MIR’s and ODR’s.
f. Contact parents on 3rd infraction.
g. Call parents on 5th infraction.
h. Call parents as needed or for frequent missing work.
i. Teach expectations using lesson plans in the packet.
j. Use interventions to prevent bad behaviors.
k. Stand at the door prior to all classes and at the end of the day before duties to help monitor hallway
behavior. (everyday) Check for agendas for students going to electives and focus group.
l. Check homeroom Behavior Infraction Logs on Monday. Tally teacher signatures on a homeroom roster
sheet easily made in Power Source or Google docs. (once a week)
m. Collect homeroom Behavior Infraction Logs and total ROAR Points prior to the end of the nine week
incentive. (4 times a year)
n. Send emails or letters home for donations for the grade level store. (occasionally) Store Prizes:
Compile a letter as a team or grade level to send home to the students requesting certain supplies for
grade level school store. Send donations to your store representative.
o. One-time decisions to make with team or grade level:
1) Deciding absent policy with ROAR Points
2) When students can cash in ROAR Stamps in class for ROAR Menu items and what exactly they
can use their ROAR Stamps to “purchase” from the ROAR Menu – A high cost means that some
of the prizes are unattainable. Try to keep a variety to make the ROAR Stamps worth getting.
3) Use of detention as a team
Positive Behavior Intervention & Support Staff Input Form
Name: (optional) _____________________________________
Date:_____________
1. How is PBIS working for you?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
2. What would you like to see added to it?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
3. What would you like to see changed or deleted?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
4. What interventions have you tried?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
—Which have been effective?___________________________________________________________
—Which have not worked?_ ____________________________________________________________
—Which have you not yet tried?_________________________________________________________
5. Do you use any other interventions that you would like to share with the staff? Please describe.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
6. What other ideas, comments, or questions do you have?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Please turn these in to your PBIS Representative.
Thank you for your input,
Southern Middle School’s PBIS
Southern Middle School
Student Behavior Management Process
Classroom Teachers
NO
NO
Is this Behavior
Office Managed?
YES
YES
Sidebar
Teacher will notify parent with phone call on 3rd infraction in one category.
Issue slip when student has 5 signatures in one category – hence numbering the infractions as the student receives them.
Take concrete action to correct behavior.
When possible, have the corrective action correspond to the behavior being corrected.
Homework does NOT warrant for infractions, MIR’s or ODR’s. It is suggested to contact parents for frequent homework
issues AND to use silent lunches and detentions to help students make up work.
Definition and Examples of Infractions
MINOR
1.01 Abusive Language by/with students
Words or actions that may threaten to do injury to another person or that intimidate another person through fear for his/her
safety or well-being. Examples include racist, sexist, and sexual preference terms/words.
1.02 Talking at inappropriate times
Talking at inappropriate times may look different from teacher to teacher and from setting to setting. Each teacher needs to
clearly explain when it is appropriate to talk and when it is not. Some examples include: talking during a test, talking while
another student or the teacher is talking, blurting out, talking during a fire drill, etc.
1.03 Using Inappropriate Language
The use of vulgar or irreverent (disrespectful or rude) words. Examples include sexually-related slang terms, name calling or
telling other students to shut up.
1.04 Out of seat at inappropriate times
Out of seat at inappropriate times may look different from teacher to teacher and from setting to setting. Each teacher needs to
clearly explain when it is and when it is not acceptable for students to be out of their seats.
1.05 Throwing things in class
The act of tossing any object in the air. (It does not always have to be thrown at a person.) Examples include throwing paper or
paper wads, pencils, pens, etc.
1.06 Eating/drinking at inappropriate times
On most occasions eating and drinking should be done only in the cafeteria. However, a teacher may grant a student this
privilege on special occasions. Examples include eating and drinking in a classroom or common area, including gum.
1.07 Not prepared for class
Not being prepared for class can be different depending on the teacher and class. Each teacher needs to clearly explain to
students what “not being prepared for class” means during the beginning of the school year. For example: not having materials
needed including the agenda, not having a pencil, no book, etc.
1.08 Disruption
Behavior causing an interruption that disrupts or interferes with the educational process. Disruption includes sustained loud talk,
yelling, or screaming, making noise with materials, horseplay, roughhousing, or play-fighting, and/or sustained out-of-seat
behavior.
1.09 Disrespect towards adults
Disrespect is defined as the feeling with which a person regards anything considered mean, vile, or worthless; disdain; scorn.
Please refer to the “Respect” posters for examples.
1.10 Disrespect towards students
Disrespect is defined as the feeling with which a person regards anything considered mean, vile, or worthless; disdain; scorn.
Please refer to the “Respect” posters for examples.
1.11 Lying/cheating
Student fabricates untrue stories; copies other student’s work, plagiarizes (claims another’s work as their own), or forges a
parent’s signature.
1.12 Off Task
Student blatantly or passively does not follow teacher instruction for task-oriented activity.
1.13 Vandalism
Student deliberately impairs the usefulness of the school’s property or the property of other students. Examples include stealing
from teachers or students, writing on desks, stealing an agenda and writing all over it, putting wrappers or other inappropriate
materials in toilets, drinking fountains, sinks, urinals, etc. If vandalism in restrooms causes flooding, there is pen/marker writing
on the walls/bathroom stalls, property is defaced or tagged, then this becomes an office-managed behavior (Major infraction)
1.14 Use of Electronics/Toys
Misusing school/teacher electronic devices –ex. Computer, Smartboard, Smart Response System (clickers), digital cameras, flip
cameras, projectors, overheads, keyboards, mice, etc. Using cell phones (calling/texting/talking video or pictures) at school
during school hours or having it out in sight of others or the teacher. Playing with toys unrelated to lessons as a way to distract
from educational process. Confiscate phone and bring to office and sign Behavior Infraction Log. Confiscate toy item and sign
Behavior Infraction Log.
1.15 Tardies to Classroom
Student arrives late to class without proper documentation. This does not include students who are late in the morning and have
signed in. Student goes to the bathroom without permission in between classes and is late for the next class. Student does not
directly go to next class, sauntering through the hallway talking with other late students. Student takes too long at cubby and is
late for the next class.
1.16 Horse Play
The act of being rough with other students as if to simulate fighting or acting in a foolish manner that causes alarm to teachers
and/or peers.
1.17 Not Following Daily Procedures
Student knows and has practiced daily procedure and deliberately does not follow or chooses to ignore daily procedures.
1.18 Other acts of misconduct
This infraction includes anything that a teacher feels does not fit under one of the previous infractions. This could include using
classroom materials or equipment in inappropriate ways.
1.19 Sleeping
Student puts head down and sleeps in class or pretends to sleep in class, in turn, missing work or instructional time.
1.20 Out of Assigned Area
Any time a student is not in the area they are assigned to be in. Assigned areas are considered to be holding areas for students
before and after school, areas where the teacher has directed students to be located, and areas where the teacher has given the
student permission to go with the agenda.
1.21 Calling/Blurting Out
Student talks over other students or teacher. Student calls or blurts out at inappropriate times in class against the teachers’
wishes.
MAJOR
Most Major Infractions are listed in the SMS Student Handbook and in the ABSS Student Handbook because they warrant larger
consequences and are explained in greater detail. However, the PBIS Team would like to just make some clarifications for some
behavior issues that may not be specifically explained in these documents.
2.01 Non-compliance
Failure or refusal to act in accordance with adults’ commands, requests, or rules. Blatant or passive. Direct forms of noncompliance include refusal statements such as, “No,” “Make me,” or “You can’t make me do anything!” with accompanying
body language or posturing that communicates the student is not going to comply. (IRIS Media, Inc. Content by Geoff Colvin,
Ph.D. Managing Non-Compliance)
2.02 Leaving the Room Without Permission
Student walks or runs out of class without permission
2.03 Skipping
Student misses an entire or majority of a block without proper documentation and/or unknown whereabouts.
2.04 PDA (Public Displays of Affection)
Students showing affection to other students whether it be intended or not. Hand holding even if same gender, kissing,
cuddling, excessive or long hugs, etc.
Antecedent
(if possible)
MINOR Repeated
Problem Behaviors (MIR)
Transition
Category 1:
(1A) No agenda in class/hallway
(1B) Out of assigned area
(1C) Running / horseplay in hallway /
grounds/cafe
(1D) Not in class line
(1E) Talking / noisy when outside of
classroom
(1F) Inappropriate display of affection
(1G) Littering –
building/grounds/cafe
Teacher
directive
Told ‘no’
Given a
warning
New activity
Silent Lunch
Alone
Working with
peers
Working
independently
Other
____________
Category 2:
(2A) Gum
(2B) Dress Code
(2C) Use of cell/electronics
(2D) Eating/drinking
(2E) Vandalism (student correctable)
(2F) Spray Fragrances
Category 3:
(3A) Off task
(3B) Not following daily procedures
(3C) Cheating/copying other’s work
(3D) Tardy to class
Category 4:
(4A) Talking at inappropriate times
(4B) Out of seat at inappropriate
times
(4C) Throwing things in class
(4D) Calling out / blurt out
(4E) Horseplay in classroom
Category 5:
(5A) Abusive language by or with
students
(5B) Disrespectful to adults
(5C) Disrespectful to students
MAJOR
Problem Behavior(s)
(ODR)
3 Signatures on
Infraction Log (agenda) in
one class
Non-compliance
Language (curse words)
Inappropriate feedback
Leaving classroom
without
Permission
Skipping class
Sexual
Comments/Gestures
PDA (public displays of
affection – kissing)
Bullying
Major dishonesty
(lying in conjunction with
office managed
behavior)
Mutual sexual contact
Fighting/Assault
(punching, biting)
Verbal Threats
Threatening gestures
Smoking (or possession
of)
Alcohol (possession of)
Weapons
Vandalism (significant)
Drugs (possession of)
Major disruption (room
clearing/student removal)
Sexual Assault
Theft
Other
_______________________
Possible
Motivation
Obtain peer
attention
Obtain adult
attention
Obtain
items/activities
Avoid
tasks/activities
Avoid work
Avoid peer(s)
Avoid
adult(s)
Unclear/don’t
know
Intervention(s)
Apology
Behavior Contract
Behavior
reflection sheet
Change of
environment
Change seat
Loss of privilege
Non-verbal cue
Parent Contact
Re-teach
Expectations
Signature
Student
conference
Silent Lunch
Team conference
Time-out
Verbal warning
Written warning
Other
_______________
Other
_____________
Explanation ___________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________
Student Signature _______________________________ Teacher Signature ______________________________
Parent Contacted
Check Box
Student Comments ___________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________________________
PBIS Minor Incident Report Script
Hello: This is _____teacher’s name_____, one of _______child’s name___________ teachers at Southern Middle
School. I am calling to make you aware that _____ child’s name______ has been given a Minor Incident
Report because he/she has received 9 signatures on his/her Behavior Infraction Log in his/her agenda.
According to the Positive Behavior Intervention and Support program, after 9 signatures a Minor Incident
Report is filled out for the student and given to an administrator who will call and assign a consequence.
After looking at your student’s Behavior Infraction Log in the agenda, teachers gave him/her signatures
for the following infractions:
If you would like to schedule a conference with ___ child’s name____ teachers, I will be happy to assist you
by asking the teacher(s) to contact you to schedule a time for you to meet. If you do not hear from the
teacher within a couple of days, please feel free to contact one of our administrators - Ms. Ward, Mr.
Williams, or Mr. Lewis - to schedule a conference. Thank you for your support as we work to have the
best learning environment possible for everyone at Southern.
SMS Student Reflection Sheet
Name:________________________ Grade: _____ Team: _________________ Date: _______________
I received infractions for the following reasons: (example: I was out of my seat and I told the teacher to shut
up)_______________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
_________________________________________________________________________________________.
Look at the PBS Matrix for Southern Middle School on the back of your agenda.
The expectations that I had trouble with were: (I was supposed to know and follow classroom procedures and
be respectful of students and
adults)____________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
_________________________________________________________________________________________.
I had difficulty following these expectations because:
___I didn’t know the expectation existed
___I didn’t understand the expectation
___I chose not to follow the expectation.
Next time, I would choose to behave differently. I would ________________
__________________________________________________________________________________________
__________________________________________________________________________________________
_________________________________________________________________________________________.
Check the appropriate box:
___I clearly understand the expectations at SMS
___I need to meet with someone who can help me to better understand what is expected of me as a SMS
Tiger.
____________________________
Student Signature/Date
____________________________
Person reviewing reflection/Date
ROAR Menu Ticket
ROAR Menu Ticket
ROAR Menu Ticket
ROAR Menu Ticket
ROAR Menu Ticket
Date: _________________ Date: _________________ Date: _________________ Date: _________________
Item Bought
______________________
Student Name
______________________
Teacher Signature
______________________
Item Bought
______________________
Student Name
______________________
Teacher Signature
______________________
Item Bought
______________________
Student Name
______________________
Teacher Signature
______________________
Item Bought
______________________
Student Name
______________________
Teacher Signature
______________________
ROAR Menu Ticket
ROAR Menu Ticket
ROAR Menu Ticket
ROAR Menu Ticket
Date: _________________ Date: _________________ Date: _________________ Date: _________________
Item Bought
______________________
Student Name
______________________
Teacher Signature
______________________
Item Bought
______________________
Student Name
______________________
Teacher Signature
______________________
Item Bought
______________________
Student Name
______________________
Teacher Signature
______________________
Item Bought
______________________
Student Name
______________________
Teacher Signature
______________________
ROAR Menu Ticket
ROAR Menu Ticket
ROAR Menu Ticket
ROAR Menu Ticket
Date: _________________ Date: _________________ Date: _________________ Date: _________________
Item Bought
______________________
Student Name
______________________
Teacher Signature
______________________
Item Bought
______________________
Student Name
______________________
Teacher Signature
______________________
Item Bought
______________________
Student Name
______________________
Teacher Signature
______________________
Item Bought
______________________
Student Name
______________________
Teacher Signature
______________________
ROAR Menu Ticket
ROAR Menu Ticket
ROAR Menu Ticket
ROAR Menu Ticket
Date: _________________ Date: _________________ Date: _________________ Date: _________________
Item Bought
______________________
Student Name
______________________
Teacher Signature
______________________
Item Bought
______________________
Student Name
______________________
Teacher Signature
______________________
Item Bought
______________________
Student Name
______________________
Teacher Signature
______________________
Item Bought
______________________
Student Name
______________________
Teacher Signature
______________________
Southern Middle School
“Together Everyone Achieves More”
771 Southern High School Rd
Graham, NC 27253
Office: 336 – 570 – 6500
Fax: 336 – 570 – 6504
Principal: Heather Ward
PBIS and Capturing Kids’ Hearts
August 2014
Dear Southern Middle School Parents & Guardians,
Positive Behavior Intervention and Support (PBIS) is a program supported by the North Carolina Department of
Education and Alamance-Burlington Schools to promote and maximize academic achievement and behavioral
competence. It is a school-wide strategy for helping all students achieve important social and learning goals
because we know that when good behavior and good teaching come together, our students will excel in their
learning.
As a part of the PBIS program, we will establish several clear expectations for the behavior we desire in all
areas of our school. We will explicitly teach those expectations to the students and reward them frequently with
various positive rewards for their excellent behavior. You will be able to ask your child, “What are the
expectations in your classroom/ cafeteria/ hallway/ on the bus?”, “What happens when a teacher sees you
following school expectations?”
PBIS will operate in conjunction with Capturing Kids’ Hearts. Capturing Kids’ Hearts is a program which
focuses on building trust between teachers and students as well as between students and their peers. Its goal is
to empower students to manage their own behavior in a positive way. With Capturing Kids’ Hearts in action,
some of the things students will see will be teachers greeting their students at the door with a handshake, high
five, or elbow bump, and a smile. Students may share good things in the beginnings of their classes; they will
learn to affirm one another, and to reframe negative experiences and comments into positive words. Before
receiving an infraction, a consequence under PBIS, students will be asked four questions as a warning and in an
effort to redirect their behavior.
We believe that by helping students practice and recognize positive behaviors, we will build a school
community where all students participate in an environment that allows them to succeed and grow.
Please contact our school if you have any questions or need further information. Thank you for your support!
Sincerely,
Southern Middle School’s
Positive Behavior Intervention and Support (PBIS) and Capturing Kid’s Hearts (CKH) Team
Escuela Secundaria Southern
“Trabajando Juntos Logramos Más”
771 Southern High School Rd
Graham, NC 27253
Oficina: 336 – 570 – 6500
Fax: 336 – 570 – 6504
Directora: Heather Ward
El Programa PBIS y el Programa Capturing Kids’ Hearts
agosto 2014
Estimados Padres y Guardianes de los Estudiantes de la Escuela Secundaria Southern,
El programa para promover y maximizar el rendimiento académico y la buena conducta, Intervenciones y
Apoyo Para Una Conducta Positiva (PBIS, por sus siglas en inglés), tiene el apoyo del Departamento de
Educación de Carolina del Norte y del Sistema Escolar Alamance-Burlington. Es una estrategia a nivel escolar
para ayudar a todos los estudiantes a lograr metas sociales y de aprendizaje importantes porque sabemos que
cuando la buena conducta y la buena enseñanza se unen, nuestros estudiantes sobresalen en su aprendizaje.
Como parte del programa PBIS, implementaremos varias expectativas claras sobre la conducta que deseamos en
todas las áreas de nuestra escuela. Les enseñaremos esas expectativas explícitamente a los estudiantes y los
premiaremos frecuentemente con varios premios positivos por su excelente conducta. Usted podrá preguntarle a
su hijo(a), “¿Cuáles son las expectativas en tu salón de clases/la cafetería/el pasillo/en el autobús?” o “¿Qué
sucede cuando un maestro(a) se fija que estás cumpliendo con las expectativas escolares?”
El programa PBIS trabajará en colaboración con el programa Capturing Kids’ Hearts (Capturando el Corazón
de los Niños). Capturing Kids’ Hearts es un programa que se centra en edificar la confianza entre los maestros
y estudiantes así como también entre los estudiantes y sus compañeros. Su objetivo es capacitar a los
estudiantes a controlar su propia conducta de manera positiva. Con el programa Capturing Kids’ Hearts en
función, algunas de las cosas que los estudiantes observarán será a los maestros saludar a los estudiantes en la
puerta con un apretón de manos, chocar los cinco, o dar un golpe de codo y una sonrisa. Los estudiantes podrán
compartir cosas buenas al comienzo de sus clases. Aprenderán a apoyarse unos a otros y a transformar las
experiencias y los comentarios negativos en palabras positivas. Antes de recibir una infracción, una
consecuencia bajo el programa PBIS, al estudiante se le hará cuatro preguntas como advertencia en un esfuerzo
por mejorar su conducta.
Pensamos que por medio de ayudar a los estudiantes a implementar y reconocer la conducta positiva,
edificaremos una comunidad escolar donde todos los estudiantes participarán en un entorno que les permita
tener éxito y desarrollarse.
Si tiene cualquier pregunta o necesita información adicional, favor de comunicarse con nuestra escuela.
¡Gracias por su apoyo!
Atentamente,
El Programa de PBIS y el Equipo de Capturing Kids’ Hearts (CKH)
de la Escuela Secundaria Southern
Southern Middle School
“Together Everyone Achieves More”
771 Southern High School Rd
Graham, NC 27253
Office: 336 – 570 – 6500
Be
Fax: 336 – 570 – 6504
Principal: Heather Ward
Respectful, Observe Self Control, Act Safely, Be Responsible
September 2014
Dear Southern Middle School Parent & Guardians,
Now that we have been in school for three weeks, the Positive Behavior Intervention and Support (PBIS) Team
would like to share a bit more information with you about “Tigers ROAR” at SMS. We hope your child has
explained that he/she can earn ROAR Stamps for appropriate behaviors and that inappropriate behaviors are
documented on a Behavior Infraction Log in the agenda that each student keeps with them at all times
throughout the day. Both of these are components of our PBIS Plan.
The first aspect of PBIS at Southern Middle is the school-wide expectations, which are laid out in the form of a
matrix. The matrix can be found in the student agenda and on the SMS Website. These expectations have been
taught to the students during focus time of the first full two weeks of school. On a daily basis, students can
receive ROAR Stamps for meeting the expectations of the school. Students will be able to use the ROAR
Stamps for various rewards which include Student Store items, attending Friday Free Time, and other options
from the ROAR Rewards Menu. Throughout the year, please keep a look out for letters or emails indicating
donation/needs for the PBIS program and its success.
The second aspect of PBIS at Southern Middle School is the Behavior Infraction Log in the student agenda.
This log is to document various infractions that might occur throughout the day. For example, talking at
inappropriate times, disrespect, and not being prepared for class will result in a teacher signature on the
infraction log. If an infraction occurs, the teacher will sign the log, write the infraction code and document any
intervention used. Student agendas are an easy way to stay informed about your students’ assignments,
upcoming events, and behavior. Making sure your child brings the agenda to and from home every day and uses
it frequently will help your child maintain positive involvement with the PBIS program.
We would like your input and your involvement. Please contact us at school if you have any questions or need
further information. Thank you for your support!
Sincerely,
Southern Middle School’s
Positive Behavior Intervention and Support (PBIS) Team
Escuela Secundaria Southern
“Trabajando Juntos Logramos Más”
771 Southern High School Rd
Graham, NC 27253
Oficina: 336 – 570 – 6500
Fax: 336 – 570 – 6504
Directora: Heather Ward
Respectful, Observe Self Control, Act Safely, Be Responsible
(Sea Respetuoso, Ejerza control de sí mismo, Actúe de manera segura, Sea Responsable)
Be
Septiembre 2014
Estimados Padres y Guardianes de la Escuela Secundaria Southern,
Ahora que hemos estado en la escuela durante tres semanas, al Equipo de Intervención de Comportamiento
Positivo y Apoyo (PBIS) le gustaría compartir un poco más información con usted acerca de “Tigers ROAR”
(los tigres rugen) en la Escuela Secundaria Southern (por sus siglas en inglés SMS). Esperamos que su hijo(a)
le haya explicado que él/ella puede ganar Sellos ROAR por comportamiento apropiado y que los
comportamientos inapropiados son documentados en un Registro de Infracciones de Conducta en la agenda que
cada estudiante mantiene consigo en todo momento durante el día. Ambos son componentes de nuestro Plan
PBIS.
El primer aspecto de PBIS en la Escuela Secundaria Southern se refiere a las expectativas de toda la escuela las
cuales de delinean en una forma modelo. El modelo se encuentra en la agenda estudiantil y en el sitio web de
SMS. Estas expectativas se han enseñado a los estudiantes durante el tiempo de enfoque de las primeras dos
semanas completas de clases. Diariamente los estudiantes pueden recibir Sellos ROAR debido a cumplir con las
expectativas de la escuela. Los estudiantes serán capaces de usar los Sellos ROAR para varios premios los
cuales incluyen artículos en la Tienda Estudiantil, asistir a Tiempo Libre de los viernes, y otras opciones del
Menú de Premios ROAR. Durante el año, por favor manténgase al tanto de recibir cartas o correos electrónicos
indicando donaciones/necesidades para el programa de PBIS y su éxito.
El segundo aspecto de PBIS en la Escuela Secundaria Southern es el Registro de Infracciones de Conducta en la
agenda estudiantil. Este registro es para documentar varias infracciones que pudieran ocurrir durante el día. Por
ejemplo, hablar en momentos inapropiados, faltar el respeto, y el no estar preparado para la clase dará lugar a
una firma del maestro(a) en el registro de infracción. Si una infracción ocurre, el maestro(a) firmará el registro,
escribirá el código de la infracción y documentará cualquier intervención utilizada. Las agendas estudiantiles
son una manera fácil de mantenerse informado acerca de las asignaciones de sus estudiantes, eventos que se
aproximan y del comportamiento. El asegurarse de que su hijo(a) traiga la agenda a la escuela y la lleve a la
casa diariamente y que la use frecuentemente ayudará a su hijo(a) a mantener una participación positiva con el
programa PBIS.
Nos gustaría su aportación y su participación. Por favor, póngase en contacto con nosotros si tiene alguna
pregunta o necesita más información. ¡Gracias por su apoyo!
Atentamente,
Equipo de Intervención de Comportamiento Positivo y Apoyo (PBIS)
de la Escuela Secundaria Southern
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
Mon
25
First day
PBIS
Overview
Tue
26
Respect
Lesson
Wed
27
Classroom
Lesson 1
31
1
NO SCHOOL
2
1 Arrival/
Dismissal/
Bus Lesson
3
2 Arrival/
Dismissal/
Bus Lesson
8
Classroom
Lesson 2
9
Flex day/
Extra day
10
14
15
16
21
22
23
28
29
30
7
Thu
28
Hallway/
Restroom
Lesson
Fri
29
Cafeteria
Lesson
Sat
30
4
5
Media
Center
Lesson
6
Locker room/
Emergency
Lesson
11
12
13
17
18
19
20
24
25
26
27
Flex day/ Extra
fill in the blank
matrix or
puzzle
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:
Student Information for PBIS:
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 AlamanceBurlington Schools
o It is a school-wide strategy for helping all students achieve important social and learning
goals by having a positive reinforcements 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.
o What does ROAR stand for?
o Be Respectful
o Observe Self Control
o Act Safely
o Be Responsible
o Why do we have it at SMS?
o We know that when good behavior and good teaching come together, you will excel in your
learning.
o 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.
o 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.
o 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 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 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 ROAR Stamps:
o 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.
o Teachers will reward students who follow matrix expectations with ROAR Stamps on the
appropriate page in the agenda.
o NO students may handle the ROAR Stamper.
o Students can use their earned stamps to purchase items from the grade level store, or items
from the ROAR Menu. Show students the ROAR Menu.
o 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.
o Some items may need a ROAR Menu Ticket to be filled out. Your teacher will let you know.
o Teachers will mark out used stamps and sign receipts if necessary.
o If you lose your agenda, you lose your accumulated ROAR Stamps from the ROAR Stamp
Personal Banking Sheet. ROAR Stamps will not be replaced.
o If you get a temporary agenda, you may not earn stamps.
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.
o 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 MIRs only, and Incentive Points, MIRs, and PickUps.
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 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.
o If you get 3 infraction signatures all in one block in the same day, the office will be paged
and an administrator will take you to the office and give you a consequence.
o 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
o For the first incentive, you will have to earn 340 points or more.
o No ROAR Points are given to students when they are in ISS or OSS.
o 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.
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
 Be prepared with all  Actively participate  Know and follow
 Complete all
teachers and
classmates
necessary materials
each day.
in class activities
classroom
procedures
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:
Paper/ Pencil
1. Form a group (3 - 4 students).
Respect Laminated sign
2. Have the students
Give Me Five Laminated Sign
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)
3. Show students the Respect Laminated Sign
and go through what it says on the sign.
These are expectations to follow.
4. Show the Give Me 5 laminated sign and
explain to 7th 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:
Acknowledgement to Maintain Positive
Behavior:
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
Day 3: PBIS Lesson 3: Classroom 1
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
Complete
assignments
on time

Follow social
contract

Ask for
permission to
leave the
classroom and
use your
agenda

Actively
participate in
class activities

Take
responsibility
for actions and
learning

Follow
classroom
rules and
procedures

Speak at
appropriate
times and with
appropriate
voice level

Keep hands,
feet, and
objects to self

Enter, exit, and
maintain orderly
movement

Always Walk


Use classroom
materials
appropriately
and for
intended
purpose
Use agenda to
check-out and
check-in
Teach Examples and Non-Examples of Meeting Behavioral Expectations:
Demonstrate NON-EXAMPLES (What NOT To
Demonstrate EXAMPLES (What To Do)
Do)
Example 1. A student raises his/her hand to
Example 1. You noticed that a student accidentally
answer a question, but gets it wrong. Under your dropped his pencil without knowing. Instead of
breath you cough, “what an idiot”.
leaving it on the floor you picked up the pencil and
gave it back to your classmate.
Example 2. When you needed your homework
Example 2. You brought all of your needed
you had to go to your cubby and get it.
materials to school in your bag, and then took
those materials out at the beginning of class.
Example 3. During a classroom discussion, the
Example 3. During a classroom discussion you
teacher called on you 3 times. Each time you
were intently listening and raising your hand
looked up and said, “uhhhh I don’t know”.
several times to share your opinion.
Example 4. Immediately after you entered the
Example 4. You entered the room quietly, took out
room you walked straight to your best friend and all of your materials and sat down listening for
started talking about how much fun you had over further instruction.
the weekend.
Example 5. You chose not to do your homework Example 5. You wrote down all of your homework
at home last night. Instead you rushed through it in your planner. At home you took out the planner
in homeroom just to get it done.
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.
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:

Keep hands to self
 Treat everyone with  Maintain
 Maintain your place  Walk on the right side
appropriate noise
level
respect

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
in line and follow
teachers’
procedures for
lining up outside of
classrooms
of the hallway
Teach Examples and Non-Examples of Meeting Behavioral Expectations :
Demonstrate NON-EXAMPLES (What NOT To
Demonstrate EXAMPLES (What To Do)
Do)
Example 1. You are on the way to the restroom
Example 1. You are leaving the restroom when
when you notice your best friend sitting in a
you see your best friend is coming toward the
classroom with an open door. You begin to talk
restroom. You quietly say, “Hello.” You then keep
to them quietly.
walking to your classroom.
Example 2. You are switching classes. The
Example 2. You are switching classes. The door
door is still closed at the class you are going to.
is closed at the class you are going to. You line up
You take the opportunity to talk about your
quietly on the wall and wait for the other students
weekend plans with friends that are not on your
to be dismissed before you enter the class.
team.
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
Paper, pencil, markers
taking them into the hallway and watch
for correct behaviors.
2. Reinforce correct behaviors as you see
them.
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’  Use appropriate  Follow the
 Keep air free  Report any
privacy and
voice level
school’s cell
of fragrances
problems with
keep hands to
phone policy
the restrooms

Flush,
wash

Throw
away
self
hands, and use  Only 4
your trash
 Respect school
one or two
students
property
paper towels
admitted in the
restroom at
 Use restroom
one time
quickly and
return promptly
 Bathroom
to class
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
Example 1. You enter the restroom and see
you enter the restroom you notice that someone has that there are six people already in the
made a mess. You allow the class to enter the
restroom. You come back to the entry way
restroom. After everyone has exited the restroom
and wait your turn.
you return to the line and stand quietly.
Example 2. You are in the restroom and your best
Example 2. When you have finished using the
friend enters. Although you have washed your
restroom, you wash your hands and use a
hands and are ready to leave, you hang out and talk paper towel to dry your hands. You throw your
to your friend for a few minutes. When your friend
paper towel in the trash.
has washed their hands you walk out together, use a
paper towel, and then walk back to class.
Example 3. You had PE a few minutes ago. You
Example 3. You notice that the bathroom stall
feel like you need to “freshen – up”. You go to the
you are using has new graffiti. After taking
restroom and spray AXE on your clothes.
care of your 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
Location: Cafeteria
Smartboard
Day 5: PBIS Lesson 6: Cafeteria
Teaching Behavioral Expectations Across Locations
Time Needed: 40 minutes
List the Observable, Positive Behavioral Expectations in Chosen Location for Each Rule:
Be Respectful:
Observe Self-control:
Act Safely:
Be Responsible:
 Show respect with
 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
3.
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
2.
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
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.
Check box
Day 6/7: PBIS Lesson 7: Arrival/Dismissal
Teaching Behavioral Expectations Across Locations
Location: Classroom
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
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
Opener:
Activities:
-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…?
-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.
WRITE APPROPRIATE student responses to
-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.
these issues on the board.
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

Be respectful of
others and their
property

Use appropriate
voice level

Keep hands, feet,
and objects to self

Place book bag at
your feet or on
your lap

Be polite to the bus
driver and follow
bus procedures;
avoid arguing
Opener/Activating Prior
Knowledge:

A
Walk to the bus
using front
walkway only

Remain seated

Report problems to
an adult
R

Stay in assigned
seat

Be on time
Activity/Discussion:
Then, divide the kids into 4 groups. Give a large
piece of poster paper or bulletin-board-type
http://www.youtube.com/watch?v=vudG5vjKoiw
paper to each group with markers. Give each
group a letter (R-O-A-R), with the expectations
Go into Youtube and enter the above address, or
on each letter. Have the group make a poster
search “School Bus Accident in Detroit” while on
with the expectations written on the poster,
Youtube.
and whatever graphics could help teach the
(NOTE: Most times if you restart your laptop, the
school will not block you out of Youtube. SOMETIMES, expectations. Be sure and tell them they only
however, you may be blocked, and will not be able to have 15 minutes to do this, so everyone in the
group should have a marker and help to create
do this)
the poster.
This clip shows the result of a bus and car collision,
without showing anybody being hurt… it would be
Following this, each group should come up in
good to show and to discuss during it what CAN
the R-O-A-R order and present/teach the
happen if a bus driver is distracted by poor behavior
expectations of their “letter” to the class.
on the bus. Students can brainstorm what types of
(Briefly discuss why these are crucial to bus
behavior could cause distraction, resulting in an
safety. Allot 10 minutes for this… a little over 2
accident. (Allot 5 minutes for this opener)
min. per group).
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:
Be Respectful:
Observe SelfAct Safely:
Be Responsible:
Opportunities for
control:
practice:
 Remain silent
 Follow all
 Assist teacher
 Stay calm
during any
directives and
or peers when  *Practice during
the lesson
emergency
procedures
directed
 *Future
drill or
 Act in a
opportunities
situation
mature
will occur during
manner
drills
Opener:
4. 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:
3. 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
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:
Be Respectful:
Observe SelfAct Safely:
Be Responsible:
Opportunities for
Be respectful of
control:
Get in, get
Be neat and toss
practice:
other people’s
Keep your hands, dressed, get out
trash in the
*Students will
belongings
feet, and objects
in an orderly
garbage
practice
to yourself
manner
expectations and
Be respectful of
Keep up with your behaviors in locker
the privacy of
Maintain
Keep air free of
personal
room during P.E.
others
appropriate voice fragrances
possessions and
Teacher will
level and
turn in found
monitor and provide
conversation
items that do not
feedback.
topics
belong 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.
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 ____________________________________
_______________________________________.
Name: ____________________________Date: ________
I will ____________________________________
_______________________________________.
Name: ____________________________Date: ________
In the locker room,
In the locker room,
I will ____________________________________
_______________________________________.
I will ____________________________________
_______________________________________.
I will ____________________________________
_______________________________________.
I will ____________________________________
_______________________________________.
I will ____________________________________
_______________________________________.
I will ____________________________________
_______________________________________.
Day 9: PBIS Lesson11: Media Center/Computer Lab
Teaching Behavioral Expectations Across Location
Location: Classroom, Media Center, or
Time Needed: 40 Minutes
Computer Lab
List the Observable, Positive Behavioral Expectations in Chosen Location for Each Rule:
O
A
R
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.

Report any broken
equipment to teacher.

Use computers and all
other equipment
appropriately.

Stay focused.

Use only the computer to
which you are assigned.
Teach Examples and Non-Examples of Meeting Behavioral Expectations:
Demonstrate EXAMPLES (What To Do)
Demonstrate NON-EXAMPLES (What NOT 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 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 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 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 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 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
reselling. John reported any broken computer
equipment to Ms. Davis and/or Mr. East because it was
the right thing to do.
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 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 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 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.
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.
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

Follow social
contract

Ask for
permission to
leave the
classroom and
use your agenda
Be prepared with
agenda,
necessary
materials, and
assignments

Complete
assignments on
time
Actively
participate in
class activities

Take
responsibility for
actions and
learning

Follow classroom
rules and
procedures

Keep hands, feet,
and objects to
self

Enter, exit, and
maintain orderly
movement

Speak at
appropriate times
and with
appropriate voice
level

Always Walk


Use classroom
materials
appropriately and
for intended
purpose
Use agenda to
check-out and
check-in
Lesson Plan:
Activities:
Materials Needed:
1) Create the Social Contract for your
- Social contract pages – the next two
class. If you are not trained in
pages.
nd
Capturing Kids Hearts, the 2 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:
CREATING A SOCIAL CONTRACT
1. Create Buy-In for the Social Contract.
a.
b.
c.
Sell the contract w/ enthusiasm.
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.
TEAMWORK – working together to make a good science class.
2. Building the Social Contract.
a.
b.
c.
d.
e.
Put students in groups of 4-5.
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.
Each group gets a copy of the 4 questions which they answer in their group.
Call the class back together, but the groups stay together.
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.
b.
c.
d.
Get responses from EACH group for EACH question.
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?)
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.
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.
b.
c.
d.
Listen.
Effort/participation. No put downs.
Appropriate language – what would Ms. Ward say if she saw it? Standard in the professional world.
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.
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 1: Blank paper
Option 2: Envelopes, cut apart Matrix,
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.
Accommodations/ Adaptations for Students
with Special Needs:
Acknowledgement to Maintain Positive
Behavior: