ANNOUNCER: It's my pleasure this morning to introduce two school teams. First we have
representatives from the Norristown Area School District, Kristie Cupples and Lauren
Zibelman. And from the Lewisburg Area school District, we have Heather Cronk, Tracy Krum,
and Marguerite Musser. And we're going to start with Norristown this morning, and I'm going
to turn it over to Ms. Cupples.
KRISTIE CUPPLES: Oh, well thank you. Good morning, everyone. Okay so, in the interest of
time, just so you know that I do talk pretty fast. We did give you guys our PowerPoint. If you
don't have one, just raise your hand. We'll make sure that you get one. It is not on the little
flash drive. And it's not on the flash drive mostly because--aw, I'm stationary. Mostly because
I just can't work that way. I'm like, I finished last week and I was like, eh, I'm not going to get
done a month before. So I wanted to give you a brief little synopsis just about our school. So
we are at Paul Fly Elementary School. We're in the Norristown Area School District, which is
right outside of Philadelphia. Go ahead, friend. And just some of our demographics. We have
528 students at our school. Our ethnicity is 42% White, 27.5% Black, 20.3% Hispanic, 6.6%
multiracial, 3.4% Asian, .02% American Indian, which I think is means we have one. And
those are all categorized by what parents actually put down on the demographics form. Our
low-income free reduced lunch, we have 261 students, which 49.4% of our population. We
have 58 ESL or ELL students, which is 11%. 45 gifted students. In special ed, we have 85
students at 16.1%, recognizing that's very high. We actually have approximately 19 students
that will be returning to their homeschools next year. And we have ranged from specific
learning disability through other health impairment.
So what you will learn today is a review of our rule matrix and how components such
as our noise zones can help change the way our school looks like in a classroom setting and
non-classroom setting. How our school uses the morning meeting message to communicate
our universal behavior expectations and increase social skills instruction. And a list of
behavior interventions that you can try with your students in your own classroom, or a
behavior cheat sheet, if you will. Dennis laughs at me because I call it the purple paper
because I hand it out on purple paper and people will come to me and they'll be like, You
know, what can I do for XYZ? And I'm like, Look at your purple paper. But yours is white,
because it's all white. That's all I got.
Okay, so our universal rule at school is our students all know we fly with pride when we
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take care of self, others, and things. It's very simple. We kind of broke down the idea of, you
know, respecting ourselves, respecting other people. And we thought, you know, what does
respect look like? It's kind of defined by different things and these were our universal rules.
Right now we are a--we're finishing up our second year of implementation.
This is what our rule matrix looks like. It ranges from on the settings in all six areas:
classroom, cafeteria, hallways, bus and bus stop, bathroom, and playground. Very clearly, I
just kind of wanted to show you our middle of the road in our hallways. You'll notice it says
things such like walk on the center line in the hallway. Walk on the right. With permission, I
walk directly where I belong. Use the Zone 0, which is something that I'm going to talk briefly
about. Pick up trash and keep hands outside. So they're very, very specific rules and
expectations. Our kids are taught them at the beginning of the year. They're reviewed
sometimes on a daily basis during morning meeting, which we'll talk to you a little about, and
during assemblies, during our booster sessions. So all during that time.
Well thanks, friend. Here's just some pictures. Just kind of to explain that we also have
our rules posted everywhere. Last year, during our first year of implementation, it was
something that we lacked and it became just part of our action plan. Let's make sure that we
get our rules posted wherever that we go. It also allows our teachers to constantly be, being
able to say, all right Johnny. Let's go up to, you know, the classroom rules and let's take a
look at, you know, what we should be focusing on today.
Okay so we bought a new Flip, which is like a great tool. I love it to death. And
apparently they're discontinuing them because iPhones are way more amazing, I guess. But
so we bought one this year, and it's really been really fantastic. So we created a little video for
you guys just so you have an idea, a little glimpse into our world. And we're also using the Flip
from a few other things. We've been recording lessons and using them for like, booster
sessions. And also, when we have new students come in, we'll ask them to sit down and take
five minutes and kind of show them the lessons so we're not going through sometimes what
could be an hour or two hours of going through all the lessons that we have for students. So
we'll just show you a little bit here.
[VIDEO BEGINS]
ADULT: I believe that the students' program is very effective due to the fact that we teach the
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child the behavior before we expect it from.
STUDENTS: Others in the cafeteria by picking up trash. I take care of Cook things at recess
by using the equipment properly. When somebody gets sad, we help them. I like blue tickets
because they call our parents and the teachers say I did a good job. It looks like walking
straightly and not bumping into people and Zone 0 and not like playing around and skipping
down the hallways. At Paul V. Fly, I take care of myself and the cafeteria by only eating my
food.
ADULT: One of the things that I really love about SWEBS is that the whole school uses the
same language. So any teacher and any child can have a conversation using the language of
our universal rules.
STUDENT: Because it can get me to do better things and it's not all about getting prizes.
ADULT: What is it about?
STUDENT: It's about learning and doing what you're supposed to do and not [inaudible] an
hour all the time.
ADULT: Very good.
STUDENTS: Take care of others, take care of self, and take care of things. And especially in
the lunchroom, you got to pick up your trash so you don't leave it on the ground and then Mr.
Allen has to do all the work. Fly with pride helps me concentrate on my work because
everybody wants to get the mood tickets. So they will color on it so it's really [inaudible]. By
taking of myself in the bathroom, I use my business, wash my hands, use three pumps of
paper towels. Taking care of self is if somebody gets in trouble, you try not to get involved.
Taking care of others is if someone falls, you help them or get a teacher. In the cafeteria, I
take care of myself by staying quiet, keeping my feet under the table, and not touching other
people's food. And no physical contact. Help others at school because if you get them to
listen to the teacher and be nice to kids and not disrespect other people. I got the blue ticket
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for picking up trash off of in the cafeteria.
ADULT: What's the most exciting thing about getting your blue ticket?
STUDENT: The most exciting is I'm going to get, this is my second blue ticket.
STUDENT: To pay attention and help people if they [inaudible].
ADULT: All of the children on the same page as far as the hallway's concerned. Everyone is
quiet and respectful of learning when they walk on by. And we all use the same universal.
STUDENT: Taking care of yourself is making sure that you're doing all of your homework.
Don't color on the table. [inaudible] and we take care of self, take care of others, and take
care of things.
KRISTIE CUPPLES: It kind of seems like I paid them all to do that. I may have. Aren't they
great? I love them! Okay so one of the things that we really wanted to leave you with today
was number one, just the idea of our noise zones. It was one thing that, you know, creating
your rule matrix is obviously extremely important. It helps develop, you know, setting up your
lessons and how you're going to really teach the expectations. We decided to add this idea of
noise zones to our lessons, to our rule matrix, just to overall the way we wanted the climate of
our school to look. I actually had, one of our teachers came to me and they said, Ms.
Cupples, there's just no way that I really think that our kids and the type of kids we have are
going to really walk silently in our building. And I kind of thought, Why not? You know? Why
can't they? Why can't we teach them to be in an environment where we're getting ready to
learn while they're walking in my building from the playground in the morning and they're
saying, Good morning. And they're preparing themselves to walk into a classroom in a
learning environment. So this is one of the things that we did create and we just, we love it.
So we have three different zones, a Zone 0, 1, and a 2. A Zone 0 is our red zone. So it is
absolutely no voices and no sounds. And that's really important to add, the idea of no sounds.
Because you know kids, they love to snap their fingers and whistle and do everything else
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and stomp their feet. And so we really try to say, Look, no noise no sounds. We have this
Zone 0 in the hallways and that's always. I don't know if you saw, last couple clips of the video
there was a class walking down our staircase. And I actually had just happened to catch them
doing that. I didn't even make them do that. But this is something that we do teach at the
beginning of the year. The kids know that when we saw Zone 0, oftentimes we'll raise our
hands and all the kids will also raise their hands and give us a 0. That means no sound, no
noise. So we do that in the hallways, always. Some of the bathrooms are Zone 0, and that
was really developed so that some grades could kind of choose what they wanted to do. You
can't put an expectation out there that you know is not going to be followed. So what we
recognized was that we have K through 4. So in 4th grade, here's the deal. The girls are
going to go in the bathroom and they're going to chitter chatter and they're going to talk to
each other because that's just what we do, frankly. I was just in the bathroom earlier and I
was talking to someone, so it happens that way. So I can't put an expectation out there
saying, Okay guys, it's Zone 0 in the bathroom when it's clearly not going to be followed. And
I don't want to put an expectation out there that's already, I mean, already going to be failing.
And that's not something I want. So for example, in 4th grade, our expectation is a Zone 1,
which is a whisper voice. And we do expect them to follow that. And then I said, in the Zone 0,
it's also when a teacher raises his or her hand, everyone else raises their hand and it's also a
Zone 0. Thanks, friend.
A Zone one is our yellow zone. Like I said, this is a whisper voice. We had kind of a problem
calling it like, an indoor voice or a regular voice because we recognized that Zone one
needed to be kind of in between a regular normal inside voice basically and a no noise. You
know, we came up with all these things, Oh, you know. A Zone two should be they can just be
loud and boisterous. Well if you have 520 kids that get in an auditorium and they're loud and
boisterous, it's insane. So that's not an expectation that we have at all. So that's why our Zone
one is a whisper voice. We do Zone 1s with a teacher directive and in certain grade-level
bathrooms. This is so useful in terms of managing what our classrooms look like. If you had--if
you're a teacher and you're looking to allow the kids to you know, talk during your centers.
Well, let them talk. So it's obviously not a Zone 0. But you don't want all of them using their
regular indoor voices, so a teacher might say, Okay boys and girls, it's time to use our Zone
one voices. And the kids are very clear about, I mean they know exactly what that means.
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What's great is that also helps with our non-classroom settings. In the hallways, it's always
Zone 0. I mean, it's amazing. I could look down a hallway and know exactly what's going on in
that hallway. There is no noise, there is no talking, they're walking in a straight line. And so it's
also bringing on like a safety component there. It's an amazing thing to watch, and even more
amazing to see it continue to grow and be implemented on a daily basis.
And then of course we have our Zone 2, which is our green voice, our inside voices. We use
this with a teacher directive at recess and on our bus platforms. We have like, nine to ten
buses, which for elementary, that's a lot for us. So we--there are a lot of issues around
busing. You know, in the morning, these kids all coming in. We do allow them on the bus
platform, when they're getting on and off, to be in a Zone 2. But the minute they walk through
the door, it has to be a Zone 0. So this is just one of those things that we really wanted to
bring out to you guys and let you know that it's something that has been really truly effective
in our classroom and in our non-classroom settings, which sometimes can be one of the
issues when dealing with--we call this SWEBS, just so you know. If you kind of hear that. But
we just really want to communicate to you guys this has been one of the most amazing things
that we've put in place in terms of our rule matrix. We purchased our stoplights through
Carson-Dellosa and they look like this, basically. Love them. They're in every single
classroom in our building, every single office, every single hallway, every single bathroom.
You cannot turn the corner without seeing these ridiculous stoplights. So I'm going to pass
this over to Mrs. Zibelman. She is a Kindergarten teacher and a member of our Tier two team.
LAUREN ZIBELMAN: Hi, good morning. So a lot of what Kristie just spoke about is a lot of
what happens in our school-wide community, in the hallway, in the cafeteria. So I'm going to
take you more into the classroom. One of the most vital pieces of--let's see if I can get this in
here--the Tier two of SWIBS, part of SWIBS, is the morning meeting. And this is something
that I conduct in my classroom every morning. The idea--thank you--the idea for the morning
meeting is that it builds a community within your own classroom. So each morning, first thing.
You know, my kids come in, they do their morning work. This is the first thing that we do every
morning. It builds community. It gives students daily practice in social skills and what's
needed for their academic learning. It creates a climate of trust and respect. And it gives
these children a sense of feeling like I'm glad here today. It's important that I'm here today. My
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teacher is happy I'm here, my friends are happy I'm here. It integrates social skills. Sorry,
thank you. It integrates social skills and academic skills. You kind of have, there's a lot of
room to play with the morning meeting based on what your particular class needs. And it
keeps the focus on being proactive rather than being reactive, which is really important. So
you're teaching these skills to the children before you expect them to perform them.
So what does the morning meeting look like? My morning meeting takes approximately 20
minutes every morning. Now like I said, you know, if that seems like a lot of time to you and
you're thinking How can i fit this in my crazy schedule, you can kind of modify it to meet your
own needs. I have four main components in my morning meeting. Each morning I begin with
the greeting, where the children have the opportunity to say good morning to one another.
Eye contact is extremely important. You know, the level of their voice is extremely important.
Facial expressions are important. We emphasize all these things of how to really
communicate effectively with another person just by saying good morning. The second
component is the sharing component. And this, I do different things. Sometimes I allow them
to have a free share, sometimes I make the sharing, you know, a more social piece.
Sometimes it's something academic-based. So again, you can kind of modify it to meet your
own needs. And that gives the children also an opportunity to orally present to their peers.
Which, I just attended an in-service on Tuesday and one of the things that one of our
administrators mentioned was that by the time these children get to 4th and 5th grade, they
really are having a problem giving oral presentations. So this, she said, doing something like
this in Kindergarten gets them started right away. So I find it to be pretty important. And you
know, the kids--you see the kids throughout the year who's very nervous in the beginning of
the year and they get so much more comfortable as the year goes on. So then when they're
my age up here presenting, they'll feel fine. The third part is the activity and this is, this can
also be an either academically or socially-based activity. And it helps the children. It gets
them moving mentally, it gets them moving physically, and it prepares them for their day. It
also allows them to have a little bit of fun in the morning, which is important. And the last part
is the morning message. And this makes the kids aware of the schedule for the day. There's
two components that we use at our school for the morning message. I have one in my own
classroom and then we have a Paul Fly morning message which we'll show you an example
of a little bit later.
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So to start off with the greeting, how I do it is you need to have an established area in
your classroom where you're going to have your morning meeting. Mine is my carpet. We
come each morning and we sit in rectangle seats, meaning we sit on the perimeter of the
carpet. We basically it's a way for them to each say good morning to each other. I say good
morning to them in the morning. They say good morning back to me, but now they have the
chance to say it to one another. And like I said, it provides a sense of recognition and
belonging and it makes them feel like it mattered that they came to school today. And our
attendance rates have been very high this year, so yes. So hopefully this has something to do
with it. And they do. They get--you know, if we have an assembly or something, I mean the
morning meeting, right away. And if we have an assembly in the morning. The morning
meeting is something these kids never want to miss. They never, never want to sacrifice the
morning meeting. Calendar math they're fine with, but the morning meeting, not so much. So
and like I said, it's very important that we make eye contact when we're greeting each other
and that we use each other's names. And you know, the kids love to like, they learn each
other's middle names. They learn each other's last names. They learn each other's
nicknames. And they will use all the names. They have a lot of fun with it. So do you want to
do an example of one? Okay.
So just to show you an example of what a greeting might be, Kristie and I will-KRISTIE CUPPLES: We were practicing last night out at the bar.
LAUREN ZIBELMAN: Okay. So imagine us sitting in a rectangle seat at the carpet. And I
might start and I'll say, or my whole class is now saying, where is Kristie? Where is Kristie?
KRISTIE CUPPLES: Here I am! Here I am!
LAUREN ZIBELMAN: How are you today, ma'am?
KRISTIE CUPPLES: Very fine, I thank you.
LAUREN ZIBELMAN: We're glad you're here. We're glad you're here.
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KRISTIE CUPPLES: And it's really fun and nice and cute. And we actually brought an
example to show you guys. One thing I wanted to mention really quick is that we actually, a
lot of our teachers who use this book and it is in your PowerPoints, 99 Activities and
Greetings. And it goes through literally 99 activities and greetings for different things that you
can do with the kids. Different really fun stuff that you can use for greetings. Some of them
are things like greeting each other in different languages. And they get really excited. They'll
go, Can we do the Japanese greeting today? And just a whole bunch of different and fun
stuff. So we also have copies of this book if you guys are interested afterwards in just taking a
look and-LAUREN ZIBELMAN: Yes, there's also the morning meeting book which is another great
resource. And like I said, some of the greetings can be very lengthy and some of them can
be, can take you two seconds. So you know, it's up to you and depending on how much time
you have in your morning. But if you can just--and you will have the chance to see, we do
have a little bit of video--but if you can envision, you know, you've got 23 children all singing
to you, We're glad you're here, we're glad you're here. If you can the smiles on the kids' faces
just at 9:20 every morning, it's a really great start to the morning.
The second piece is the sharing piece, like I said. So and this is the art of carrying
conversation. And this is an opportunity for these students to really practice their speaking
and listening skills. And like I mentioned, you can connect your sharing topics to academic
content or you can, it can be more social. So for example, I, you know, if we're discussing
time, I may ask all of my sharing to go home and find something some way for them to tell
time. A watch, a kitchen timer, something like that, and that's what they're bringing in for
sharing. If you're in an older grade and you're working on something in writing with descriptive
language. Bringing in something that they can share and you know, using descriptive
language in an oral presentation is a way that you can bring it in academically. And there are
a ton of social ones in here. I mean, the social ones are probably bigger than the academic
ones but you can kind of make your own stuff up too. So, yes. And the sharing is, I mean, my
kids love it. They love sharing.
The activity portion is the third portion. This can take a little longer. So some people--I
think it's another piece. Some people in my building choose not to use this, but I think it's the
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important piece in the morning where the kids actually get to have fun. And that's--you know,
you read a lot in this morning meeting book about one of the human needs is the need to
have fun, and this really brings that in. So they're still in the established meeting place and
this gives them the opportunity to most likely to stand up and kind of move around a little bit.
And you know, they're all doing the same thing. They're either singing the same song or
they're you know, chanting the same poem or they're working together just to kind of work out
some established problem. So it gives them that sense of you know, working together which
is good. Encourages cooperation and inclusion and it provides the teacher with the, again, the
opportunity to address any academic or social needs in the classroom. So that's that
proactive piece instead of being reactive. We don't have to do the example. We'll show them
in the video. Okay.
Okay so then the last piece is the morning message. Now like I mentioned and you'll
see in the video in a little bit, there are two components that we use for the morning message.
We have a Paul Fly morning message and then we have an individual morning message. So
what I do is I do the Paul Fly morning message first to kind of connect it to the entire school
building community. And then I bring it back to my community within my own classroom last.
And that's the last piece I do because the morning message is really, it transitions the
students into the academic day. It gives them an idea of what to expect throughout the day,
who we're going to see, are there any changes in our schedule, which is important for those
kids. They want to know what's going on. They don't want, you know, a lot of surprises. They
want to feel like they're in control as well. So it's a good transition, you know, right into that
calendar math piece. So this is an example of what I use as a morning message. And my kids
they each get an individual copy. We each read through it together. So you can see, you
know, it says the date. This says 2001. Oh sorry. Has the day of the week and the date. It
talks about how we're going to read and write with our friends, we're going to see Miss Paine
and music, and have a great day with your friends. If Kristie was coming in to teach a lesson
that day, I might mention something like that. If it was early dismissal, I'll mention something
like that. So it just gives them an idea of what's going on.
And then the last piece is the Paul Fly morning message. And this is something that we
just started this year and our teachers love it because this gives you the opportunity--well
basically, we have the lunch menu, we have the schedule again, we have a word of the week
in there. We have a vocabulary word, we have Math Monday. We have social skills is
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targeted on Thursdays when we have Turn and Talk Thursdays so teachers will give different
scenarios, different you know, negative scenarios that they've been experiencing in their
classrooms to the person who creates this. And they will then put them into the morning
message, obviously using different names. But, so they can address those problems they've
been having in, you know, the whole building is talking about the whole thing. And then the
last slide, which is the most important is, the last slide everyday says, Here at Paul Fly we fly
with pride. And the whole class will say, When we take care of self, others, and things. And it
gives you that opportunity to address those three things every single day which is huge, I
think. Because, you know, as much as like, we're hearing all this language all over the
building and everything, if you're not saying it in within your classroom and the kids are not
hearing it every day, it's not going to mean as much to them. So and it also gives you an
opportunity after Christmas break, after Easter, to really, you know, go over these things
again with the kids after they've been off for a week. So here we are. Welcome to my morning
meeting where I was taping myself, so please excuse the--I didn't have anybody to help me
that morning.
MORNING MEETING VIDEO
STUDENTS: --your name so please call it out. Gabriella! Good morning, Gabriella. Jump in,
jump out, turn yourself about. We want to know your name so please call it out. Nathaniel!
Good morning, Nathaniel.
LAUREN ZIBELMAN: This is the sharing piece.
LAUREN ZIBELMAN: And why'd you bring those for sharing, buddy?
STUDENT: Because we were learning about Eric Carl.
STUDENT: [inaudible]
LAUREN ZIBELMAN: Should we count by tens or fives? Okay, you go ahead and start.
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STUDENTS: 5, 10, 15, 20, 25, 30, 35, 40, 45, 50.
LAUREN ZIBELMAN: Good, okay. So we know that today for lunch, we have chicken thighs
with chef's salad. Breakfast for Monday is a skillet frittata. Good morning Paul Fly staff and
students. Happy frog-jumping day! Today is Friday, May 13, 2011, the 156th day of school.
Today is an E-day. What do we have on an E-day? Jesus?
STUDENT: Art.
LAUREN ZIBELMAN: Art. Very good. Mrs. Zibelman has to change that. Word of the week.
Vamoose. Remember the word vamoose means to depart quickly. So the example that we
have is when the fire alarm goes off, it is to vamoose and exit the building. Is there anyone
else that has a different sentence for the word vamoose? Anyone have a different sentence
for the word? So here at Paul Fly we fly with pride when we-LAUREN ZIBELMAN AND STUDENTS: Take care of self, take care of others, take care of
things.
LAUREN ZIBELMAN: So tell Mrs. Zibelman what will you do today to fill someone's bucket.
That's our focus for today. Our focus is to fill someone's bucket. So you're job--as simple as
saying hello to somebody fills somebody's bucket, very good. All right, let's take a look at Mrs.
Zibelman's morning message. JJ and Danier, waiting for your eyes up there please. Good
morning super readers. Today is Friday, May 13th-[END OF VIDEO]
LAUREN ZIBELMAN: Okay so that was pretty much the way my morning meeting goes. So I
hope you enjoyed your visit.
KRISTIE CUPPLES: Okay. Dennis gave me the five minutes, so I got five minutes. So one of
the last things that we really wanted to bring to you to kind of give you an idea of the last--I
mean a super huge successful thing in our building has been giving our teachers the tools to
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learn how to manage behaviors in the classroom. One of the things I recognize is that we get
PDed all the time on academics. Math and reading and the best in new, you know, curriculum
that we're going to be getting. But we have no time to give our staff PD on behavior. It's just,
it's amazing to me. And I remember during our first year of implementation, our staff being
like, Well we're not in Tier 2. We don't have any programs yet, so what am I supposed to do
with these kids? And it was one of those things, Well what are you doing in your classroom?
What have you been implementing? What kind of interventions and strategies are you have in
place for this particular student or for your students overall? So this year what we did was I
somehow magically became like the behavior person in the building.
And I'm the counselor. I mean, I've been, you know, trained and have done a lot of
things in terms of behavior but we don't have a behavior specialist in our building let alone our
district. We don't--we have one social worker for the entire district and I end up playing that
role as well. So in terms of, you know, teaching our teachers how to handle behaviors in their
classroom, it was kind of like, all right, well we're going to create a toolbox for you and for me
and for everyone.
So we created this purple paper, this intervention cheat sheet. And i gave it to all of you
and I hope that you can take it back and use it in your building. It's wonderful because it's an
opportunity for you--for us to say to our teacher, Here. If you're having some problems in your
classroom, please take a look at this. Please choose an intervention and let's really make that
work for you in your classroom for this particular student. So you'll see the behavior cheat
sheet has a lot of different things on there. It has some interventions and strategies for kids
who are having focusing attention issues. For just overall general behaviors, on the bottom it
has resources and books to consider. On the page after, it talks about the idea of collecting
data and how important that is. Trying to understand what the function of the behavior is
before we choose the intervention so that we're choosing something that's really targeting that
behavior and the purpose of that behavior. I really would love more about, I could talk about
this forever, to be very honest.
But it's all in your, it's in the packet, and I really--it's been so successful in terms of
helping our teachers just be able to take this paper and say, Uh, this is what's going on. Let
me try this intervention. So three important parts of, obviously, of looking at behavior and
implementing strategies.
One. Collect data. Use those discipline, the office discipline referrals, whether it be in
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your classroom referrals or office. That's the best data to look at. We use Swiss all the time to
choose those focus strategies that we put on our morning message. But I also ask my
teachers, you know, use that data. Use your office discipline referrals to say, Hey look. If this
same kid has been doing XYZ the whole time and you think the function of the behavior is
attention-seeking, take a look at that behavior cheat sheet. Look at the box under the function
that says 'attention-seeking' and find, see if there's an intervention that you could use right
there. The third part is really determining, you know, what you think the function is. Now I'm
not asking anyone to be an expert. I'm kind of just saying, Hey let's just use our professional
judgment and just kind of figure it out. And you can go to the next one because I think we're
running out of time.
On the behavior cheat sheet you'll see that there's an example--or not an example,
these four boxes which go over, you know, four different functions and then also some
interventions that you can choose in order to help implement a strategy. And go to the next
one. Wait, yeah. Yeah. And I'll just give a really quick example and then we're going to pass
over to our friends over here.
A problem. Suzy's in the gifted program. She's not been completing her work. She
states the work is baby work and doesn't like, doesn't feel like doing it. Her behavior is not
participating in class, as defined by not completing work or participating in the assigned
activity. On collecting data, I was informally observing her. And just by the academic data,
she's clearly not completing her work. What's the function? I decided to use an ABC chart, but
in my head. So antecedent, I asked the class to participate or complete a task. The behavior.
Suzy's not compliant, she just sits there. And then what did I do as a consequence? Well I
verbally redirected her to begin her work.
And what happens is she often has the same for recess. So what's the function? Is she
escaping that from, you know, from doing her work? Is she escaping because she doesn't
want to be at recess with her friends? So this is what we actually did for Suzy. I went to that
purple paper. And it said, Hey, for escape I can maybe use something like a task completion
chart. And that's what we chose to do. We used a task completion chart. Suzy has to
complete her work and/or participate in the activity, six out of eight blocks of the day. You can
see all the way from morning work down to specials. If she does, then she earns something of
her choice. She chose that to be either a math activity, reading a book, computer time. So
things that don't cost any money, but are important to her.
14
And one last thing to really, really keep in mind. When we do any kind of behavior
plans with our students, it is absolutely imperative to get parent permission. So oftentimes
we'll do that verbally, but for the most part, we do ask that our teachers get written
permission. So we send something as simple as home as this. So you can see it's pretty like,
it's pretty self-explanatory. And like again, it's in your packets. So I encourage you to, you
know, take back those behavior cheat sheets, use them in your classroom. Change them, do
whatever you need to do with them. But we found them to be really successful. So that's it,
thank you guys so much.
MALE: --their computers up and get set to do their presentation. I thank you to Kristie and
Laura.
TRACY KRUM: Am I good? Okay I'm good. Donald Eichhorn Middle School is in Lewisburg.
Lewisburg is a pretty rural community. It's the home of Bucknell University. And we have been
involved with school-wide positive behavior for six years. We were actually one of the first
cohort schools to be involved, so we've been doing it quite a long time. What we want to just
kind of show you today is just some of the things that we do and it's just important for the
middle school--we are a 6th, 7th, 8th grade middle school--and how successful it's been for
us. We have about 439 students. Our low-income population very interestingly, when we
started this, grew from probably 12% to 24%. Some low-income housing came in and we
received a number of kids from center-city areas.
So just blatantly I'll tell you we were influx of gang members. So we--that came right at
the time we were doing this and I am telling you school-wide saved us. I'm not sure how we
would have dealt with the behaviors we were seeing. It really saved us. Also I think it's
important as we go forth. Right now, Lewisburg last year, and I think this is very important to
note. The math scores in 8th grade were number one in the state. The reading in 8th were
number, like, nine in the state. I am a firm believer that this is the reason. We have it all going
on with our academics, it's great. However, it's our school-wide positive behavior that keep
the kids in class and keep us focused on academics instructional time that have caused that. I
am absolutely, absolutely 100% a believer of that.
So response to intervention school-wide positive behavior. How do they go together?
They do. Absolutely they do. So if we're going to look at just the one side of the behavior
15
systems today, take a look at that. And where we're going to focus on is just the universal
interventions on the bottom. We absolutely do teach behaviors. We have created lesson
plans. We started by forming a SPARRR team. We are safe, peaceful, and ready,
responsible, respectful. I think. I always forget the other R. I always forget the other R. Our
school-wide positive behavior team is made up of the administrator, somebody from each
grade level, support staff, and we have all kinds of support on this team. This team works to
create the matrix, determine the behaviors and what they mean. This team meets once a
week. Review the data. They were exactly right. Our, every decision we make for our kids is
based on data. We no longer willy nilly make decide we're going to do this or that. Everything
is based on data.
We became so good at our first level, the universal stage, that it was very naturally
after about two years to move to the second level, the Tier 2. We have a separate team, the
Tier two team, who uses the data from the universal level of discipline and positive behavior
and makes decisions based on specific kids. Those kids who are struggling, that 12%-15%
who are struggling at the universal level. So the Tier two team makes decisions and then
those decisions are what the teachers in the building follow.
We have established our clear goals, and you all know about that. And as you'll see,
ours is SPARRR, S-P and R-R-R. We have them posted all over the building. We teach the
lessons the very first two days of school. We teach the kids, yes, 6th, 7th, and 8th graders,
line up in the hall and learn how to walk down the hall. Yes, we take them to the bathroom
and we teach the 8th grade boys how you treat the bathroom. We go to the bus. And you -and I'm going to tell you, it is amazing. And when I have to deal with discipline, it is really
simple. Excuse me, where did I teach you that behaving this way in the bathroom is
appropriate? Well, you know-- no. It is so clear to them and it makes a huge difference. We
have posters all over, the kids know it. You can walk into our building and right away say,
What does SPARRR stand for? and every kid will tell you, every teacher will tell you. Okay,
the kids are going to tell you what SPARRR stands for.
[VIDEO BEGINS]
ADULT: Here at Donald H. Eichhorn Middle School, students follow the SPARRR rules. Let's
find out what SPARRR stands for.
16
STUDENTS: Safe. Peaceful. And. Respectful. Responsible! Ready!
[END OF VIDEO]
HEATHER CRONK: Okay so as Tracy said, we defined all of our expectations for the
classroom and for all non-classroom settings by using the matrix and we--go ahead. This is
an example of our matrix, very similar to many other ones that you have seen. Okay? We
teach all of our expected behaviors in the exact spots that they take place in, as Tracy said,
and we model all of our expected behaviors. The other thing that we did is we reviewed our
supervision plans. So we made sure that there was supervision in all of our hot spots
throughout the buildings, so in the hallways, near the bathrooms, all those kinds of places.
And then there's the steps to teaching, which I think most of you are quite familiar with all of
the lesson plans and how that has to get taught. We use the model of I do, we do, you do and
model all of the lesson places.
About two years into implementation, we decided that we also needed to have specific
classroom lesson plans and this has really helped with our Tier 2. And basically, we've asked
every teacher to write and make a matrix for their classroom and define what school-wide
looks like in their specific setting and their classroom. And the teachers teach these behavior
lesson plans in their classroom and they share these, their matrixes on their websites, with
the students. Every student has a copy of them. Some teachers have the students and the
parents sign the matrixes. What we did to get the teachers started with this is we provided
them a checklist of things that we thought were important that they needed to address in their
matrix.
So this is just an example of some of the things that we ask them to address. Materials,
what kind of materials do you want the kids to have to be ready for class. Teacher spaces
versus student spaces. How are you going to start your class, with a bell-ringer, or what do
you want the students to do to start your class. Announcements and interruptions, what do
you want the students to do when there's an announcement or an interruption. Your sign-out
procedures. On-task behavior. And really, this checklist went on and on and on, and we
asked the teachers to then address all of those things in the matrix and make sure that they
teach all of those things to the students. And like I said, this really helped with our Tier two
17
then, because then we can pull out the teacher's classroom lesson plan and talk to students
specifically about what behaviors they're displaying in the classroom. Some tips for teaching
behavior is just to-[VIDEO BEGINS]
HEATHER CRONK: Okay, that was on the bus. So one of our tips is to make sure you
actually bring in a school bus or whatever it is, wherever you're going to teach the behavior.
We do have all of our bus drivers, custodial staff, support staff involved with teaching
behavior. So the bus driver brings the bus in, and we load all the students onto the bus and
have them actually practice getting on and off and listening to what the bus driver has to say.
ADULT: This is a way to solve disagreements the polite.
ADULT: Why is this built here? I do believe you have parked in my space by accident.
STUDENT: I'm terribly sorry. I will not do it again.
ADULT: That is quite all right. Cheerio!
ADULT: Okay so Emily's on the bus. She's got her DSI and she's playing, she has a fabulous
fashionable [inaudible]. So she's playing on the bus, the bus pulls in, she gets up, she walks
off the bus. And now she sees the door. What is she going to do? Fold up the DSI. When she
gets into the building, place it in the fabulous pink carrier. Congratulations.
[END OF VIDEO]
HEATHER CRONK: Okay that was actually our booster session in January and it was
supposed to be bus-loading platform but it was like ten degrees outside so we did have to
stay inside to teach bus-loading platform that particular day so that's why-[VIDEO BEGINS]
18
ADULT: So keep that in mind. Please walk in. You walk in normally, you did a great job.
That's exactly how you do it. And then wait for one of the people on duty to send your line up
and then we get our tray and our utensils and we go to the lunch line and we punch in our
numbers and--what should we do though? What are we having added when you're waiting in
line and getting your utensils out of there? Yes?
STUDENT: Getting your hand sanitizer.
ADULT: Your hand sanitizer. Yes, we're going probably through our second fake lesson
about this. I want you now to turn to each other, you have all the [inaudible} in the cafeteria. I
want you to share a rule about the cafeteria with your neighbor. I'm going to give you 30
seconds. Go! About ten more seconds!
[END OF VIDEO]
HEATHER CRONK: Okay that was beach party day, so we don't normally have sunglasses.
But, and those kids were not paid to act that way. That was after their booster session and
they were loud, but they did follow the rules and were respectful and did everything they
needed to do in the cafeteria. Talking about booster sessions, we re-teached the behaviors
throughout the classroom. We do a booster session usually in January at about midway
through the year, but we also do mini booster sessions several times, whenever students
need them. And those could be one-on-one, they could be small groups, or however you
need to do a booster session. And we basically have different staff that we go to who will run
those booster sessions. We try to make those very meaningful to the students by taking away
some time from them that is important to them, like recess time or even making them stay
after school. Instead of a detention, maybe they have to stay after school and show us how to
appropriately walk down the hallway or something like that. So we try to make the retraining
and the booster sessions very meaningful to the students so hopefully we don't have to
continue to do those over and over again.
[VIDEO BEGINS]
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ADULT: You need to follow your SPARRR rules, which means being safe. What can you do
to be safe on the bus? Hannah?
STUDENT: Keep your feet [inaudible] down the aisle. Don't push people.
ADULT: Okay, Jameson?
STUDENT: Don't stand on the bus or have your head outside the window.
ADULT: What can you do to be peaceful on the bus?
[END OF VIDEO]
HEATHER CRONK: Okay some of our 8th grade students asked us if they could get involved
in help teaching the lessons. So when we did our booster sessions, at that point, those 8th
graders had been through lessons three years in a row. So we were, we said fine. And we let
them reteach during the booster sessions. So that's what that was an example of and we
found that to be pretty successful. Okay I'm going to turn this over to Marguerite now and
she's going to talk about our acknowledgment program.
MARGUERITE MUSSER: Hello everyone. Excuse my voice. I came into this place on
Wednesday night and I just happened to lose it, totally lose it. Okay as Heather said, I'm
going to talk about the dragon stars and our gold card program, which work very well for us.
These are the programs that we use to encourage and celebrate expected behaviors. Okay,
our dragon star program. We use this program for all 6th, 7th, and 8th grade students, okay?
All staff members receive dragon stars to give out to all students if they see them following
the expectations, which of course we said many a times, are safe, peaceful, respectful,
responsible, or ready. These dragon stars that the students get are a hot commodity at the
Donald Eichhorn Middle School, okay? They love them.
When the student gets a dragon star, we have a time--we have our lunch activity time
in the middle of the day. That is when they come--they can come down and hand in the
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dragon stars. Okay? This is also where we collect our data from the dragon stars. We have all
the information that we need on the dragon star for our data. We have a program set up that
they use to put the dragon stars in the computer, okay? They come in at lunchtime, they put it
in the database, and then they pick a number, okay? Then they put their name on the board.
They pick the number, they put the name on the board. And then when we get ten in a row,
either down, across, or diagonal, those ten winners, okay? Those ten names in that are the
winners. Now we do not always have a winner a day. Depends on how many dragon stars
come down. Depends if it's a club day or if it's just a normal homeroom day as to if the kids
can come down to hand them in.
Okay some of the prizes the students get, we call them down at the end of the day if
we do have winner. Some of the prizes are we have free dance tickets. We have ice cream
treats. We have soft pretzels, we have slushies, we have the dragon table that you saw on
the other slide. We also have featured events. And these featured events really help us out
when our data shows us that we need to beef up some stuff. The kids are not behaving well.
So what some of these featured events are, this is our fall festival. We also have the
Valentine's Breakfast. And we also have a beach party, okay? They're three of our big ones.
We also have other ones. We have a extravaganza bus that we take the kids to a park. We
just did that the other week, it worked out really well. So these kind of things encourage
students to behave to get the dragon stars so they can have a chance to win.
Now when we first started quite a few years ago, we were a little worried about our 8th
grade students really buying into this dragons tars. Now they do, okay, but we thought it
would be a good idea to give them something special. Okay so what we did was we figured
out this 8th grade gold card program. The students are actually given a gold card at the
beginning of everything marking period, okay? And that it is a card like this but it is on gold
paper. It's laminated, it has their name and homeroom on it, okay? This gold card affords
them certain privileges, okay? Some of the privileges are like it says there, chewing gum,
popcorn at lunch when available, they can leave three minutes early at the end of the day. We
have special events every marking period for the gold card holders. Some of the special
events that we have for them are first marking period we have the gold card bingo. This is
held right after school. They come back after school and we have an old-fashioned bingo for
them. Prizes, the kids have a really good fun. The second marking period is our karaoke,
okay? We take an hour out of the day at the end of the day and the kids have karaoke. They
21
have a really fun time with that. Both of these programs, okay, work very, very well for us.
Tracy's next?
AUDIENCE MEMBER: Can I ask a question? They all start with the gold card. If they use
their gold card, how do they earn it back?
MARGUERITE MUSSER: They get it back. Every marking period, they get a gold card. And
it's--they have this card if they get a detention, okay, it's gone. Okay? We physically take it
from them, okay? Yes?
AUDIENCE MEMBER: What if they lose it?
MARGUERITE MUSSER: Well, you have to teach, teaching responsibility. Sometimes by the
end of the marking period, they'll like this but they still have it. Yes?
AUDIENCE MEMBER: Do you have any trouble with the kids stealing them?
MARGUERITE MUSSER: The question was, Do you have any trouble with the kids stealing
them? No, we do not because the name and homeroom is on it. Also, if they abuse the
privilege of the gold card, it will be taken away. So if someone does try to show it to get out
two minutes early or three minutes early at the end of the day, it's the teacher's responsibility
to check and make sure it is theirs. Okay? Because we will have kids do that. We've had kids
try it. They find out that it doesn't work because the teachers do check. You know, it's just one
of those, one of those things. Kids will find any way to get around anything.
TRACY KRUM: And one of the things too, I want to add with the gold card. And I've got to tell
you this. Do not do the gold card until you've done dragon stars. It won't work. Everything, you
know, we've learned as we've trained dozens of schools to follow the model that we use. You
cannot just use the gold card. You have to—dragon stars and this whole set-up has to come
first before you can move on to the gold card or the gold card will not work. And then you do
learn. You find when they try to cheat and you learn and you change and. But I'll tell you this
gold card, we are--that we're brilliant. Because that is just a phenomenal--I am telling you, of
22
all the discipline 8th grade, I never see 8th graders. Never see 8th graders for discipline. That
gold card. They know in 6th grade.
Now I'm going to, quick example. When we first had our first training, we--gum-chewing
was running rampant and that drove me insane. So we were sitting as a team and we said,
How can we use this to our advantage? Oh, that was tough, right? Because I hate chewing
gum. So we turned it around. We made it a gold card privilege for the 8th grade only. Not
only--and they have to throw it away, because if they put it under a desk or it become, if it
ends up in the cafeteria, which is where it ends, then they will not only lose the privilege,
they'll lose their gold card. So they can't do that. They have been so responsible with it and
6th and 7th graders don't dare chew gum. It's an 8th grade privilege. It was brilliant. It was
really kind of cool. We stole it from somebody else, I know we did, but that is really absolutely
amazing.
And just, we're going to wrap up now, but just I want to tell you that the first year we
put this into place. And remember, we're talking about the dragon stars and gold card are our
positive and then defining all our behaviors and our discipline is, you know, the consequence
piece. Discipline went down the first 60 days we did this 75%. Seventy-five percent. It was
unbelievable. I have never seen anything like it. This absolutely works. But what you will see
is just what we put up here, it works. You have all this information on your disc or the thumb
drive you got, so you have all of these slides. They dropped dramatically, but more
importantly, going back to the test scores. Kids are in class. Since we had this, I got rid of my
emotional support class. Gone. I don't need it. We are supporting every single one of those
kids in the classroom. Alt ed, maybe one a year. Financially, academically, this is what makes
it work. I am convinced of that. Okay. Now, do you have any questions for either any of us?
Yes?
AUDIENCE MEMBER: [inaudible] The very first presenter in the uh---. With students going
down the steps require, do they have any positive beginning of the year. Kids are, I think,
prepared to do that. [inaudible] students and they're going down the hallway and I know they
keep quiet. I know that that's possible. [inaudible]
KRISTIE CUPPLES: Right so the question is basically when looking at like, our Zone 0,
particularly in the hallway that we, you know, your kids are doing it but oftentimes we find out
23
that our staff is not doing it and how do we handle that. We have the same problem. I mean,
I'll tell you what. Sometimes my kids are so much better at following the expectations than our
adults are. We have been doing like a staff member of the week sort of thing where we'll
randomly give out and announce them and put them on our morning message and give them,
like, a gift card to Wawa for $5, things like that where we're picking them out. Like, for
example, I had one of my teachers, Mrs. Brasburger, she was walking down the hallway. And
she saw a student that was not her own and she just said, Oh Johnny, I'm so proud of you.
You're walking in the Zone 0 in the hallway. And I heard that from my office and we had
rewarded her. So I think it's important to reward our staff on a consistent basis and changing
up what those rewards may look like. The other thing is that I think it's really important just to,
we remind each other, you know? I think it's really important that if I see even staff members
talking, I'll say, you know, Hi friends, it's a Zone 0 in the hallway. I get caught doing the same
too because our school's built in like, little pods. So oftentimes our little meeting places take
out, you know, take place in the hallway.
So I think it's a matter of just being really open with our staff members and saying, All
right, please know that, you know, we are teaching our children these expectations but we
expect our staff to follow the same ones. And it's difficult. And I think it's just a matter of
constantly reminding. You know, at a staff meeting just saying, You know, it's important that
we follow these expectations ourselves as well. So I think rewarding and I think reminding.
TRACY KRUM: And what I want to add too about this is this is great, but we didn't do it
because it's something fun and we had nothing else to do with our time. Our data has proven
kids are in your class, our achievement has gone up, it has been very meaningful, very
concretely to the teachers. Now, at the secondary level, it's real easy for me as the principal
and I have done this to say, I want to be really clear here. We're talking safety issues. We
have decided as a team, and a team of not just myself but eight other staff members, that this
is what's important. And I'll tell you, when we implemented this and started it, it was really
hard for this team to come to these decisions of what meant what. We really banged our
heads. It was a lot of work. I had no problem telling a teacher, We as a team did this. You will
do this. And I have even said to teachers, If there is a discipline issue, I can't defend that
you're not part of what we've decided to do.
I'll tell you, we got compliance real quick. So I mean, I just, I think, and that which is a
24
part of this is that when they come to visit us in Lewisburg, I will absolutely not meet with the
team that the principal's not there. We will not do it anymore. We've met with the teachers
who want so much to make this work. The principal's not behind you, it will not work. The
principal has to be behind it and think it's valuable. So you just, you plug away and it just
becomes what you are and at Lewisburg, they wouldn't do it any other way. And what's
interesting is since I've left, they hired a new principal and that was part of the interview. They
were very clear with the superintendent. We want things to stay the way were and we're not
hiring somebody who's not going to see it our way. So, it's huge.
AUDIENCE MEMBER: How do you fund the story [inaudible]
TRACY KRUM: Did you see the one teacher with the t-shirt that said--oh how do we fund
this, okay. How do we fund this? Did you see? For the--when we started, we got lots of
donations. But did you see the teacher with the LBG t-shirt? There's one in there. We realized
that middle school kids, especially those who are not in sports yet and don't have all that
sports gear that says your school district. What we did is we created this LBG t-shirt. He kind
of has one on there. They were $6 to buy, we sell them for $10. We sell them at Parent's
Night in 6th grade. They can't wait to get that LBG t-shirt. We have made--we could retire. We
have made so much money. The kids helped us design them. They pick the colors, we
display them. We have people walk off the streets wanting our LBG t-shirt. It's a riot! But you
know what? We pay for our breakfast that way, we pay for our Valentine's breakfast that way.
That's how, like, we take the 6th graders on the bus just because. That's how we fund that. It
is a riot. We have, we have plenty of money now. Yeah?
KRISTIE CUPPLES: We have no money. You know, we really have no money. I'm not going
to lie. But our PFC, our Parent Faculty Club, is so gracious to us and they give us $600 every
year. And it's been the best thing ever. We really try to keep most of our things, some things
that are free. For example, we had a celebration with Kindergarten and they blew bubbles and
drew chalk on the playground and they loved it. Dollar stores are awesome. But I think it just
depends also on your school and your population and how much your district is willing to, you
know, put those time and resources into them.
25
TRACY KRUM: And remember too that giving kids time out of the class for a few minutes.
And [inaudible], what we just said about keeping them in the class, the teachers will tell you
that they will give up a half an hour to a positive behavior piece because that will buy them so
much more time. You got to think outside the box. We do a lot of really weird things with the
kids. And you do start, you do, you start going, Well so what if we let them wear sunglasses?
That's their reward. 8th graders? Oh my goodness, they eat that right up. So you do. Your
team starts thinking bigger and it really, it's fun. It's really a lot of fun.
AUDIENCE MEMBER: In dragon stars cards, what do you need to [inaudible]
TRACY KRUM: Exactly what's on the discipline. They're the same data. So when a kid gets
in trouble or a kid gets a positive piece, we--and it's their name, their grade. Their name, their
grade, what they did, the teacher who gave it to them, the antecedent, is there a reason they
think this happened, all of that information's on the dragon star is also matches our discipline.
So we can start to match if something's going wrong, we can match to what we're not doing.
The place, the time of day. So we can right away say, Wow, all of a sudden our discipline's
spiking. Wow, it's on the playground. Oh my gosh, they're not giving dragon stars. We can
say, Okay folks, we're seeing it on the playground. Start giving dragon stars. Oh it's just 7th
grade. That's the information and we've written our database that you can't buy that you can
put all the information in it. It's wonderful.
KRISTIE CUPPLES: We also--I don't know if you have information about it. We use Swiss
and we love it. It has that Big five data on there. And anytime we do have office discipline
referrals, all of those things go into our Swiss data. So it'll come up, for example, and we can
look at data every single day. Over the course of a week, my lead teacher and I, which is kind
of like the disciplinarian, we look at the data to really look at what our focus here is going to
be for the next week. We do blue tickets, well fly with pride tickets. So we might look at and
say, Oh our-- you look at the Big five data and it'll say, Oh, we have 3rd graders and it's all on
the bus. So the following week, we might do our focus strategy for the morning meeting on
bus behavior, but we also may up the ante in terms of giving up blue tickets specifically for
that bus behavior. So it's again looking at the behavior, looking at the data to choose what
kind of interventions we're putting in place.
26
AUDIENCE MEMBER: Do you have a system for then, when a student hands in a dragon
star that you [inaudible] the parent?
TRACY KRUM: What we did--they're supposed to be, okay? Oh do we let the parent know
about this positive piece. Originally, we brought our PTSA in, we kept a list of the names, we
had phone numbers. The PTSA moms would come in like twice a week and make the phone
call and just say, Just letting you know that your child got a dragon star. Ask them about it.
Because we didn't want parents to have more information than that. That kind of didn't work
great. The middle school, the parents never showed up. So then what we did is we attached
their parent's email to our data system. See because we built, we didn't use Swiss because
teachers enter their own data. Swiss doesn't allow you to do that. You need a secretary or
somebody to do it.
But we attached email addresses, so what happened was email went out to every time
the kid put a dragon star in. Congrat -- it was just blunt. Your child got a dragon star for being- I think it could say respectful. Ask your child about it tonight at dinner. So we did that. Then
our system crashed and we never came back from that about two years ago. So yes we did,
and we just kind of never went back to that.
KRISTIE CUPPLES: We actually do make phone calls every single day. Next year, we're
actually going to put in place--we have people who do duties at the end of the day, so that'll
be part of the duty schedule. So and we give out roughly ten tickets a day depending on if
there's a focus area that needs more, but roughly ten. So it's about around ten phone calls a
day. We do the same thing. We don't tell them specifically what they did, but we just say, Hey.
You know your child got a blue ticket for taking care of self, others, and things. When they
come home, ask them about it. And like them, when you walk into our main office, our board
is displayed and it's you know, for everyone to see. So oftentimes parents will come in with
their kids and they'll say, Mom, look. My name's up there and I got a blue ticket and I'm
number ten. And we also have like a celebrity book that they sign and things like that. We
could talk forever.
TRACY KRUM: Goodbye, thank you!
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