Jackson-Via Elementary

P B
ositive I
ehavior nterventions & S upports

Staff Handbook

Excellence. Every Day.

 Jackson-Via Elementary School
Positive Behavior Interventions & Supports
Introduction

Positive Behavior Interventions & Supports (PBIS) allows for the opportunity to provide
a consistent and fair behavior plan. 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.

There are four main elements of PBIS:

Customized practices to support student behavior, such as defining and teaching

appropriate behavior,
Systems of support for educators in the school; such as school-wide behavioral
expectations, indicators, and coaching,
Data-based decision making, which is the cornerstone of the behavior
problem-solving process,
And, the combination of these to enable school-wide outcomes, which promote
social proficiency and academic success.

The PBIS plan provides detailed expectations in main areas of the school while putting
an emphasis on being respectful. The success of this 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. Therefore,
these expectations will be shared with families and the community.

This handbook is for all staff at Jackson-Via Elementary School. Its goal is to explain the
school-wide Positive Behavior Interventions and Supports (PBIS) plan for Jackson-Via.
This is a living document, meaning that it will be updated as needed. For a school-wide
system to work effectively, it is important that each staff member reads and understands
this handbook. Please direct questions to any PBIS team member.

PBIS Team Members

Laura Barnett - Kindergarten Teacher/Team Co-Chair

Briana Barns - 4th Grade Teacher

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 Dina Fricke - Instructional Coach
Nikki Lapin - 2nd Grade Teacher/Team Co-Chair
Michelle Morgan - 3rd Grade Teacher
Carol Smith - Special Education Resource Teacher
Administrator

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 Expectations
There are four overall expectations for students. Students will be explicitly
taught that Jackson-Via Jackrabbits are:

Safe: with our bodies, feelings, and each other.

Respectful: with our words, actions, and each other.

Responsible: with our learning and making good choices.

Kind: with our words, actions, and bodies.

Classroom teachers are expected to teach and reteach the expectations in all
areas of the school. All staff are expected to support classroom teachers and
students in implementing all behavioral expectations.

This handbook includes expectations of how students are expected to act in the
following areas of the school:

After-School

Bus

Classroom

Commons

Events

Playground

Transitions

Teaching Schedule

All lessons on behavioral expectations should be taught by September 9, 2017.

Teachers may teach the lessons in any order that works best for their classroom.
However, the PBIS voice levels lesson should be taught first. Teachers will most likely

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introduce expectations prior to teaching an entire lesson. However, the expectation is
that a lesson is specifically taught for each of the areas listed below. Teachers should
reinforce expectations daily and reteach as needed.

Lessons that Need to be Taught

Voice Levels

After-School

Bus - The bus driver will have his/her own set of rules for the bus. However,
Jackson-Via has expectations of how our students should act on the bus. These
expectations should be taught to students.

Classroom

Commons

Events - Expectations for an assembly should be taught prior to our first

assembly.

Playground

Transitions

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 Jackson-Via Jackrabbits
Excellence. Every Day.
The following charts outline how students and staff are expected to have Excellence
Every Day at Jackson-Via Elementary School.

After-School

We are safe: We are respectful: We are responsible: We are kind:

with our bodies, with our words, with our learning with our words,
feelings, and each actions, and each and making good actions, and bodies.
other. other. choices.

-Walking feet -Follow directions -Use appropriate -Speak and act with
voice levels kindness
-Respect personal
space -Take pride in your -Support others
space

Bus

We are safe: We are respectful: We are responsible: We are kind:

with our bodies, with our words, with our learning with our words,
feelings, and each actions, and each and making good actions, and bodies.
other. other. choices.

-Stay seated facing -Respect personal -Be an upstander -Speak and act with
the driver space kindness
-Remember all
-Respect personal -Listen to the driver belongings -Let others go before
space you

-Voice = 1

-Walking feet getting

on and off the bus

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 Classroom

We are safe: We are respectful: We are responsible: We are kind:

with our bodies, with our words, with our learning with our words,
feelings, and each actions, and each and making good actions, and bodies.
other. other. choices.

-Respect personal -Take turns -Give your best effort -Speak and act with
space kindness
-Raise a quiet hand -Clean up after
-Use yourself -Listen to others
materials -Voice = 1
appropriately -Be an upstander -Support others
-Listen to teachers
-Move safely within and classmates
the room

Commons

We are safe: We are respectful: We are responsible: We are kind:

with our bodies, with our words, with our learning with our words,
feelings, and each actions, and each and making good actions, and bodies.
other. other. choices.

-Respect personal -Voice = 1 -Keep food on the -Speak and act with
space table kindness
-Listen to adults
-Walking feet -Throw away trash -Give compliments
-Follow attention
-4 on the floor signal -Stay in seat

-Take care of you

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 Events

We are safe: We are respectful: We are responsible: We are kind:

with our bodies, with our words, with our learning with our words,
feelings, and each actions, and each and making good actions, and bodies.
other. other. choices.

-Respect personal -Show appreciation -Engage in the event -Respond

space appropriately to
-Active listening: Ears presenter
-Enter/exit orderly up!
and quietly

-Follow directions

Playground

We are safe: We are respectful: We are responsible: We are kind:

with our bodies, with our words, with our learning with our words,
feelings, and each actions, and each and making good actions, and bodies.
other. other. choices.

-Use the equipment -Share and play fair -Follow directions -Speak and act with
properly kindness
-Include everyone -Take care of the
-Take turns and wait equipment -Have good
patiently -Listen to adults sportsmanship
-Bring in what you
-Respect personal take out
space

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 Transitions

We are safe: We are respectful: We are responsible: We are kind:

with our bodies, with our words, with our learning with our words,
feelings, and each actions, and each and making good actions, and bodies.
other. other. choices.

-Calm bodies -Marshmallow feet -Follow directions -Speak and act with
kindness
-Respect personal -Voice = 0 -Go straight to
space destination -Positive body
language
-Face forward

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 Voice Levels Chart

4 Outside Voice / Playground Talk

3 Loud Proud Voice / Classroom Talk
2 Normal Voice / Table Talk
1 Whisper Voice / Partner Talk
0 Silent Voice / No Talk

(Classroom posters will be distributed to all staff.)

School Wide Attention Signal

The Jackrabbit symbol means 0 voice level and listen for directions.
Adult (with signal): Jackrabbits?
Students (with signal): Ears up!

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 PBIS VOICE LEVELS LESSON

Goal: To ensure that all students know and understand how to use correct voice levels.
Skill: Students will be respectful by using appropriate voice levels in all school settings.
Context: All settings

Materials / Prep:
Scenario Cards Green Cards
Voice Levels Chart (paper copy)
Voice Levels Chart with Clips

Read through each section of the lesson plan and familiarize yourself with the activities
before presenting the lesson to your students. This lesson plan is being provided as a
guide. Please feel free to adjust it to make it developmentally appropriate for your
classroom and your teaching style.

Introduce the Skill:

Outline the focus of the lesson: Today we are going to learn about being
respectful by using appropriate voice levels.

Check for student understanding: What are we going to learn today?

Define focus: One way to be respectful is to use an appropriate voice level.

Appropriate voice levels are determined by time and place.

Model the Skill:

Introduce the voice levels chart and clips. Teacher should model each voice level
for different settings. The goal is for students to know voice levels by number (not
by color). Please emphasize numbers when teaching voice levels. Charts with
the expected voice levels will be posted throughout the school.

4 Outside Voice / Playground Talk

3 Loud Proud Voice / Classroom Talk

2 Normal Voice / Table Talk

1 Whisper Voice / Partner Talk

0 Silent Voice / No Talk

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Practice the Skill:
Use the green scenario cards provided. Teacher will read each scenario and
students will hold up their fingers (0-4) of what voice level they think the scenario
has. Discuss each one. Older grades can have students read the scenario cards.

Scenario Cards:
students working at desks on an independent activity - ZERO

students playing during indoor recess - TWO

students testing - ZERO

students outside in line for a fire drill - ZERO

classroom door with a Testing sign - ZERO

students working together on an assignment - TWO

students at lunch - ONE

two students reading together on the carpet - ONE

children running outside by some trees - FOUR

students walking in the hallway - ZERO

children playing soccer - FOUR

students playing with a ball on the blacktop - FOUR

an adult and a student walking in the hallway - ONE

students working on computers during math or literacy - ZERO

students working on computers during indoor recess - TWO

students playing on a jungle gym - FOUR

students listening to a classmate share - ZERO

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 students playing a math game with a partner - ONE

students playing a math game with a small group - TWO

students walking in line - ZERO

classroom discussion - THREE

morning meeting - THREE

assembly responses - THREE

students working at the teacher table - TWO

students during Makerspace - TWO

Reinforce the Skill:

Reinforce appropriate voice levels throughout the day in various locations.
Remind students of the appropriate voice levels before lunch. Voice level posters
will be placed in each commons area.

Additional Suggestions:
Create four groups. Assign one voice level to each group. Have students create
a poster, skit, etc. to demonstrate that voice level in different settings.

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 PBIS AFTER-SCHOOL LESSON

Goal: To ensure that all students know and understand the expectations and
procedures while participating in after-school activities, including but not limited to:
CLASS, EBL, and clubs.
Skill: Students will be safe, respectful, responsible, and kind during after-school
activities.
Context: Hallway, Commons, Library, Classrooms, STEM Lab, Serving Line, Stairways

Materials / Prep:
Scenario Cards Brown Cards
Chart Paper
Markers

Read through each section of the lesson plan and familiarize yourself with the activities
before presenting the lesson to your students. This lesson plan is being provided as a
guide. Please feel free to adjust it to make it developmentally appropriate for your
classroom and your teaching style.

Introduce the Skill:

Outline the focus of the lesson: Today we are going to learn what it means to
be safe, respectful, responsible, and kind in after-school activities.

Check for student understanding: What are we going to learn today?

Define focus: When you are taking part in any after-school activity, you are
expected to be safe, respectful, responsible, and kind. When we take part in an
after-school activity, we have to be considerate of every classroom that is
learning. You are going to learn how you are expected to behave when you are
taking part in an after-school activity.

Teach the Skill:

Use the following chart to discuss how students are expected to be safe, respectful,
responsible, and kind during after-school activities.
.

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How to be safe, respectful, responsible, and kind during after-school activities:
We are safe: We are respectful: We are We are kind:
with our bodies, with our words, responsible: with with our words,
feelings, and each actions, and each our learning and actions, and
other. other. making good bodies.
choices.

-Walking feet -Follow directions -Use appropriate -Speak and act with
voice levels kindness
-Respect personal
space -Take pride in your -Support others
space

Begin a T chart with your class. The title could be, How to be safe, respectful,
responsible, and kind during after-school activities. One side of the T chart
is labeled Looks Like and the other Sounds Like. Tell students you will fill in
this chart during the lesson today.
Lead a discussion about what after-school activities should Look Like and Sound
Like.
Record responses on the T chart.

After-School Procedures:
Explain to students that an adult will meet them at the designated area for the
after-school activity. CLASS students will be given directions by Mrs. Lee. EBL
students will be given directions by administration. Club members will report to their
assigned areas.

Review the Skill:

Using the provided role playing scenarios listed below, have your students role play 3
different ways (correct, incorrect, correct again) for each after-school expectation. Use
the brown scenario cards provided.

Role Playing After-School Scenarios:

Walking feet
Card #1: Run to your assigned area stomping your feet.
Card #2: Walk to your assigned area so no one can hear you.

Respect personal space

Card #1: Be in a small group holding hands, hugging, bumping into other people.

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Card #2: Be in a small group keeping a respectful amount of space between students.

Follow directions
Card #1: Walk through the building and ignore a teacher asking you to stop.
Card #2: Walk through the building and follow the teachers direction to stop.

Use appropriate voice levels

Card #1: Have students sit in a group using a level 3 voice.
Card #2: Have students sit in a group using a level 1 voice.

Take pride in our space

Card #1: Have a student throw trash on the floor and walk away.
Card #2: Have a student push in chairs, straighten desktops, pick up trash.

Speak and act with kindness / support others

Card #1: Have a small group working, begin to argue over materials and how to
complete an assignment.
Card #2: Have a small group of students working, helping each other, using kind
words, and sharing materials.

Practice the Skill:

Take your students to the stairwell to act out meeting the CLASS staff and review
what it should look like and sound like.
Have students model walking in the hallway alone or with another student.
Students should practice what an appropriate voice level would be for this time of
day.
Have students practice giving each other encouragement. Model words they
could use to do so.
Have students practice taking notice of what the area they will be in looks like
when they enter, and have them state what it should look like when they leave.

Reinforce the Skill:

When students are going to an after-school activity, remind them of the
expectations to be safe, respectful, responsible, and kind. Acknowledge when
students are being safe, respectful, responsible, or kind by pointing out exactly
what they are doing to reinforce desired behaviors. Check in with the adults who
lead the after-school activities to further acknowledge students making these
choices.

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Additional Suggestions:
Practice going to after-school activity sites.
If specific students are having difficulty getting to after-school activities, have
them practice in a small group or individually with an adult. Teacher or IA can
lead this additional practice. The PBIS team is available to help teachers without
an IA.
If a student continues having difficulty getting to an after-school activity, make a
plan with another adult to get the student to the location.
Review Looks Likes / Sounds Like T chart.
Role play additional scenarios.

All resource classes including PE, Music, Library, Art, Spanish, Special
Education, Quest, EL, etc. will work with classroom teachers to support the
expectations of students being safe, respectful, responsible, and kind during
after-school activities. All adults leading after school activities will work with
classroom teachers to support the expectations of students being safe,
respectful, responsible, and kind during after-school activities.

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 PBIS BUS LESSON

Goal: To ensure that all students know and understand the expectations and
procedures while getting on, getting off, and riding the bus.
Skill: Students will be safe, respectful, responsible, and kind getting on, getting off, and
riding the bus.
Context: Getting on, getting off, and riding the bus

Materials / Prep:
Scenario Cards Yellow Cards
Chart Paper
Markers

Read through each section of the lesson plan and familiarize yourself with the activities
before presenting the lesson to your students. This lesson plan is being provided as a
guide. Please feel free to adjust it to make it developmentally appropriate for your
classroom and your teaching style.

Introduce the Skill:

Outline the focus of the lesson: Today we are going to learn what it means to
be safe, respectful, responsible, and kind getting on the bus, getting off the bus,
and riding the bus.

Check for student understanding: What are we going to learn today?

Define focus: When you are a bus rider, you are expected to be safe,
respectful, responsible, and kind. When we are a bus rider, we have to be aware
of what is going on around us at all times. We have to remember that the bus
driver has a big job getting you to school and back home each day. You are
going to learn how you are expected to behave when you are a bus rider.

Teach the Skill:

Use the following chart to discuss how students are expected to be safe, respectful,
responsible, and kind when riding the bus.

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How to be safe, respectful, responsible, and kind when you are a bus rider:
We are safe: We are respectful: We are We are kind:
with our bodies, with our words, responsible: with with our words,
feelings, and each actions, and each our learning and actions, and
other. other. making good bodies.
choices.

- Stay seated facing - Respect personal -Be an upstander -Speak and act with
the driver space kindness
-Remember all
- Respect personal - Listen to the driver belongings -Let others go
space before you

- Voice = 1

- Walking feet
getting on and off
the bus

Begin a T chart with your class. The title could be, How to be safe, respectful,
responsible, and kind when you are a bus rider. One side of the T chart is
labeled Looks Like and the other Sounds Like. Tell students you will fill in this
chart during the lesson today.
Lead a discussion about what a bus ride should Look Like and Sound Like in the
morning, afternoon, and at the bus stop.
Record responses on the T chart.

Morning / Afternoon Procedures:

Explain to students about expected bus stop behaviors. Stay on the sidewalk until the
bus comes to a complete stop, no pushing or shoving, enter and exit the bus quickly
and safely in a single file line, and take a seat quickly. Explain to students that an adult
will get them off the bus every morning. There are adults posted along the hallways as
students go to their classes or the breakfast line. Students are expected to listen to all
adults outside and in the hallways.

During the Bus Ride:

Stay seated facing the driver, with all body parts and belongings inside the seat area.
Keep your voice level at 1. Respect others personal space, even if the bus is crowded.
Set a good example for other riders.

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Review the Skill:
Using the provided role playing scenarios listed below, have your students role play 3
different ways (correct, incorrect, correct again) for each bus ride expectation. Use the
yellow scenario cards provided.

Role Playing Bus Scenarios:

(These scenarios work best with a simulated bus seating arrangement - two rows
of chairs for the bus seats.)

Stay seated facing the driver

Card #1: Have students seated in the two rows of chairs, some turned around
backwards, some with their feet in the aisle, some pretending to hang out the
windows.
Card #2: Have students seated in the two rows of chairs, facing the front of the bus
with all their body parts and belongings in the designated seating area.

Respect personal space

Card #1: Using the two rows of chairs, have students leaning over each other,
backpacks in the aisle, etc.
Card #2: Using the two rows of chairs, have students sit in their own section of the
seat, backpacks on their backs or in their laps.

Voice level = 1
Card #1: Using the two rows of chairs, have students call out to other students in other
seats.
Card #2: Using the two rows of chairs, have students sitting quietly during the ride.

Listen to the driver

Card #1: Using the two rows of chairs, pretend to be the bus driver. Tell students they
are too loud. Have students continue to talk and ignore the driver.
Card #2: Using the two rows of chairs, pretend to be the bus driver. Give the students
a reminder about the voice level expectation. Have the students immediately get quiet.

Be an upstander
Card #1: Use the two rows of chairs. Have one student duck down and pretend to go
into a backpack and give something to his seat mate. Have another student looking on
and then participating in what they are doing.
Card #2: Use the two rows of chairs. Have one student duck down and pretend to go
into a backpack and give something to his seat mate. Have another student looking on.

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Give this student several things he can say or do, such as asking them to stop,
reporting it to the bus driver, reporting it to another adult.

Remember all your belongings

Card #1: Using the two rows of chairs, have several students get their backpacks from
the closet and take a seat. Pretend to be the bus driver stopping at their home. Have
the students leave their things on the bus.
Card #2: Using the two rows of chairs, have several students get their backpacks from
the closet and take a seat. Pretend to be the bus driver stopping at their home. Have
the students pick up their backpacks and also look where they were sitting to make sure
they have left nothing else.

Speak and act with kindness

Card #1: Using the two rows of chairs, have several students get their backpacks from
the closet and take a seat. Pretend to be the bus driver stopping at their home. Have
the students leave their things on the bus. Have a second set of students hide the
backpacks.
Card #2: Using the two rows of chairs, have several students get their backpacks from
the closet and take a seat. Pretend to be the bus driver stopping at their home. Have
the students leave their things on the bus. Have a second student ask them to wait and
hand them their backpacks politely. Have the other student respond with kindness.

Let others go before you

Card #1: Using the two rows of chairs, have several students get their backpacks from
the closet and take a seat. Pretend to be the bus driver stopping at their home. Have
them all stand at once and start pushing their way off the bus.
Card #2: Using the two rows of chairs, have several students get their backpacks from
the closet and take a seat. Pretend to be the bus driver stopping at their home. Have
them all stand at once. This time, have the students in the back wait for the students in
the front to exit the bus.

Practice the Skill:

Take your students to the sidewalk and review what waiting on the bus should
look like and sound like.
Have students practice making a single file line and waiting their turn.
Have students model sitting forward facing the driver alone or with another
student.
Have students model getting all of their belongings off the bus.
Students should also practice what the bus ride should look like and sound like.

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Reinforce the Skill:
When there is any report of behaviors on the bus, acknowledge when students
are being safe, respectful, responsible or kind by pointing out exactly what they
are doing to reinforce desired behaviors. Speak to the student in question, if
possible. If not, make a report to an administrator for further intervention.

Additional Suggestions:
Practice sitting facing the driver at all times.
If specific students are having difficulty riding the bus, have them practice in a
small group or individually with an adult. Teacher or IA can lead this additional
practice.
The PBIS team is available to help teachers without an IA.
Make sure unsafe behavior is reported to administration.
Review Looks Like / Sounds Like T chart.
Role play additional scenarios.

All resource classes including PE, Music, Library, Art, Spanish, Special
Education, Quest, EL, etc. will work with classroom teachers to support the
expectations of students being safe, respectful, responsible, and kind during a
bus ride.

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 PBIS CLASSROOM LESSON

Goal: To ensure that all students know and understand the expectations and
procedures while in any classroom.
Skill: Students will be safe, respectful, responsible, and kind in the classroom.
Context: Any classroom setting

Materials / Prep:
Scenario Cards Red Cards
Chart Paper
Markers

Read through each section of the lesson plan and familiarize yourself with the activities
before presenting the lesson to your students. This lesson plan is being provided as a
guide. Please feel free to adjust it to make it developmentally appropriate for your
classroom and your teaching style.

Introduce the Skill:

Outline the focus of the lesson: Today we are going to learn what it means to
be safe, respectful, responsible, and kind in the classroom.

Check for student understanding: What are we going to learn today?

Define focus: When you are in the classroom, you are expected to be safe,
respectful, responsible, and kind. When we are in the classroom, we have to be
considerate of every student that is learning. You are going to learn how you are
expected to behave when you are in the classroom.

Teach the Skill:

Use the following chart to discuss how students are expected to be safe, respectful,
responsible, and kind when in the classroom.

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How to be safe, respectful, responsible, and kind in the classroom:
We are safe: We are respectful: We are We are kind:
with our bodies, with our words, responsible: with with our words,
feelings, and each actions, and each our learning and actions, and
other. other. making good bodies.
choices.

-Respect personal -Take turns -Give your best -Speak and act with
space effort kindness
-Raise a quiet hand
-Use -Clean up after -Listen to others
materials -Voice = 1 yourself
appropriately -Support others
-Listen to teachers -Be an upstander
-Move safely within and classmates
the room

Begin a T chart with your class. The title could be, How to be safe, respectful,
responsible, and kind in the classroom. One side of the T chart is labeled
Looks Like and the other Sounds Like. Tell students you will fill in this chart
during the lesson today.
Lead a discussion about what the classroom should Look Like and Sound Like
during a typical school day.
Record responses on the T chart.

Review the Skill:

Using the provided role playing scenarios which are listed below, have your students
role play 3 different ways (correct, incorrect, correct again) for each classroom
expectation. Use the red scenario cards provided.

Role Playing Classroom Scenarios:

Respect personal space

Card #1: Have a group of students sitting at their desks, leaning on other desks, and
taking things from other desktops.
Card #2: Have a group of students sitting at their desks, staying in their own area, and
using their own materials.

Use materials appropriately

Card #1: Have a student twirling a pencil, crumpling paper, etc.

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Card #2: Have a student writing in a notebook.

Move safely within the room

Card #1: Have a group of students running around the room, poking others, and
knocking a few things over as they pass.
Card #2: Have a group of students walking through the room, getting what they need
from a designated area, and returning to their seats.

Take turns
Card #1: Have a small group of students who are arguing about who is going first, who
will use something first, etc.
Card #2: Have a small group of students who are sharing materials, waiting in line
patiently, etc.

Raise a quiet hand

Card #1: Have a student seated at a desk, raising a hand, and calling out the teachers
name repeatedly.
Card #2: Have a student seated at a desk, raising a hand without calling out, and the
teacher acknowledges the student.

Voice level = 1
Card #1: Have a group of students at the desks, talking loudly and over each other.
Card #2: Have a group of students at the desks, talking in soft voices, and discussing
their work.

Listen to teachers and classmates

Card #1: Have a group of students seated at desks. Improvise finishing a lesson and
ask the students for their thoughts. Have another group of students talk while a student
is talking. Have them interrupt the student.
Card #2: Have a group of students seated at desks. Improvise finishing a lesson and
ask the students for their thoughts. Have one student make an observation while the
other students are listening.

Give your best effort

Card #1: Have a student sitting slouched in a seat. Have them pretend to write a few
words on a piece of paper and turn it into you. Share what the paper looks like with the
class.

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Card #2: Have a student sitting upright in the seat. Have them pretend to write, look at
what theyve written, and nod their head. Have them turn the paper into you. Share
what it looks like with the class.

Clean up after yourself

Card #1: Have a student seated at a desk. Have them pull some things out of the desk
and put them on the desktop, on the floor, and on another students desk. Call recess
time. Have the student get up and walk away.
Card #2: Have a student seated at a desk. Have them pull some things out of the desk
and put them on the desktop, on the floor, on another students desk. Call recess time.
Have the student get up, clean up, and then walk to join the line.

Be an upstander
Card #1: Have a student act out tripping when walking through the classroom. Have a
few students laugh at him and walk away.
Card #2: Have a student act out tripping when walking through the classroom. Have a
few students walk over and help the student to get up, asking if they are okay.

Speak and act with kindness

Card #1: Have a small group of students talking about a new student.
Card #2: Have a small group of students introducing themselves to the new student.

Listen to others
Card #1: Have a student trying to give a report about their summer to the class. Have
other students talking, looking around, moving around the room during the report.
Card #2: Have a student trying to give a report about their summer to the class. Have
other students sitting up in their chairs, looking at the speaker, raising a quiet hand to
ask questions of the speaker.

Support others
Card #1: Have a student sitting at a desk, head down, acting as if they are crying.
Have a small group of students staring or ignoring the other student.
Card #2: Have a student sitting at a desk, head down, acting as if they are crying.
Have a small group of students go to the student and quietly ask what they can do to
help.
.
Practice the Skill:
Conduct a morning meeting and review what the classroom should look like and
sound like.

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 Students should practice what the classroom should look like and sound like as
situations arise during a typical school day.

Reinforce the Skill:

When in the classroom, acknowledge when students are being safe, respectful,
responsible, or kind by pointing out exactly what they are doing to reinforce
desired behaviors.

Additional Suggestions:
Practice difficult classroom settings as needed.
If specific students are having difficulty in the classroom, have them practice in a
small group or individually with an adult. Teacher or IA can lead this additional
practice. The PBIS team is available to help teachers without an IA.
Review Looks Like / Sounds Like T chart.
Role play additional scenarios.

All resource classes including PE, Music, Library, Art, Spanish, Special
Education, Quest, EL, etc. will work with classroom teachers to support the
expectations of students being safe, respectful, responsible, and kind in the
classroom.

26
 PBIS COMMONS and CAFETERIA LESSON

Goal: To ensure that all students know and understand the expectations and
procedures while in the commons.
Skill: Students will be safe, respectful, responsible, and kind in the commons.
Context: Commons Area

Materials / Prep:
Scenario Cards Blue Cards
Voice Levels Chart
Chart Paper
Markers

Read through each section of the lesson plan and familiarize yourself with the activities
before presenting the lesson to your students. This lesson plan is being provided as a
guide. Please feel free to adjust it to make it developmentally appropriate for your
classroom and your teaching style.

Introduce the Skill:

Outline the focus of the lesson: Today we are going to learn what it means
to be safe, respectful, responsible, and kind in the commons area for lunch.

Check for student understanding: What are we going to learn today?

Define focus: When you are in the commons area, you are expected to be
safe, respectful, responsible, and kind. You are going to learn what you are
expected to do at the beginning of your lunch, during your lunch, and at the end
of your lunch time. The commons area should be a safe, orderly, and calm place
where you can enjoy your lunch. Students, teachers, and cafeteria staff must
work together in order for this to happen.

Teach the Skill:

Use the following chart to discuss how students are expected to be safe, respectful,
responsible, and kind in the commons.

27
How to be safe, respectful, responsible, and kind in the commons:
We are safe: We are respectful: We are We are kind:
with our bodies, with our words, responsible: with with our words,
feelings, and each actions, and each our learning and actions, and
other. other. making good bodies.
choices.

-Respect personal -Voice = 1 -Keep food on the -Speak and act with
space table kindness
-Listen adults
-Walking feet -Throw away trash -Give compliments
-Follow attention
-4 on the floor signal -Stay in seat

-Take care of you

Begin a T chart with your class. The title could be, How to be safe, respectful,
responsible, and kind in the commons. One side of the T chart is labeled
Looks Like and the other Sounds Like. Tell students you will fill in this chart
during the lesson today.
Lead a discussion about what the commons should Look Like and Sound Like.
Record responses on the T chart.

The following are student expectations for in the commons. Review each of the
expectations with the students.

Lunch Line / Commons Area Expectations:

Walk quietly into cafeteria. (Voice Level = 0)
Buyers: Stay in your place in line, and keep hands and feet to yourself.
Packers: Sit in a seat at your lunch table and begin eating.
Once everyone is seated, a lunch monitor will set a timer for 5 minutes. During
those 5 minutes, students will focus on eating their food and not talk.
Voice Level = 0
Raise your hand if you need help.
Raise your hand if you need to use the restroom. A lunch monitor must
dismiss you in order to go to the restroom. Once you are given
permission, proceed to the restroom and follow bathroom expectations.
Return quickly and quietly to your seat. (Voice Level = 0)
After the five minute timer rings, talk quietly to your neighbors. (Voice Level = 1)
Stay in your seat at all times, unless you are dismissed by a lunch monitor.

28
 Throw trash away at the end of lunch when a lunch monitor dismisses your table
to throw away trash.
Line up in your classs designated spot when the lunch monitor dismisses your
table.

Review the Skill:

Using the provided role playing scenarios listed below, have your students role play 3
different ways (correct, incorrect, correct again) for each classroom expectation. Use
the blue scenario cards provided.

Role Playing Commons Scenarios:

Walk quietly into the commons area

Card #1: Run to your seat, shouting to friends to sit next to you.
Card #2: Walk silently to your seat, welcoming anyone who sits next to you.

First 5 minutes of lunch eat silently

Card #1: Pretend to talk during lunch instead of eating.
Card #2: Pretend to eat silently.

Give compliments
Card #1: Have a student say to another student, Ew! Why would you eat that?!
Card #2: Have a student say to another student, Ive never eaten that kind of food.
What is it? Or, Your lunch box is pretty.

Raise your hand if you need help

Card #1: Shout out for help, wave hand frantically, raise or wave food to be opened.
Card #2: Quietly raise hand and patiently wait until adult comes to help you.

Talk quietly to your neighbors

Card #1: Talk to your neighbor in a Voice level = 2/3
Card #2: Talk to your neighbor with Voice level = 1

Stay in your seat

Card #1: Get up and walk around your seat or go to bathroom without permission from
a monitor.
Card #2: Stay seated, raise hand to ask permission to go to bathroom.

29
Line up when directed by a monitor
Card #1: Jump up to line up when you see other tables being dismissed by monitor.
Card #2: Wait patiently for your table to be dismissed by a monitor.

Review the Skill:

Review can be done either as a role play in your classroom or as a team in the
commons area.
Have students practice student expectations in the cafeteria and commons area
prior to their scheduled lunch time.

Practice the Skill:

Conduct a morning meeting and review what the commons area should look like
and sound like.
Students should practice what the commons area should look like and sound like
as situations arise during a typical school day.

Reinforce the Skill:

When in the commons area, acknowledge when students are being safe,
respectful, responsible, or kind by pointing out exactly what they are doing to
reinforce desired behaviors.

Additional Suggestions:
Practice difficult commons area situations, as needed.
If specific students are having difficulty in the commons area, have them practice
in a small group or individually with an adult. Teacher or IA can lead this
additional practice. The PBIS team is available to help teachers without an IA.
Role play additional scenarios.
Reteach and practice appropriate cafeteria and commons procedures until
students demonstrate capability to consistently follow through with guidelines.

All resource classes including PE, Music, Library, Art, Spanish, Special
Education, Quest, EL, etc. will work with classroom teachers to support the
expectations of students being safe, respectful, responsible, and kind in the
commons.

30
 PBIS COMMONS and CAFETERIA EXPECTATIONS

Jackrabbits are SAFE, RESPECTFUL, RESPONSIBLE, and KIND.

Student Expectations:
Respect your personal space and the personal space of others.
This shows you are safe in the food line and commons area.
Respect personal space in the food line, when walking to the commons
area, and when in the commons area.
Imaginary personal bubble around you that only you have permission to
be inside.
Everyone has their own personal bubble, and they are in control of what
happens inside that personal bubble.
Walking feet
Walking quietly from the food line to the commons area keeps you safe.
Your food stays on your tray.
You get to eat it.
No one will slip on food or drink that is spilled.
Voice Level = 0
4 on the floor
If you are in a chair, make sure to keep all four legs of the chair on the
floor at all times.
4 on the floor keeps you safe.
Voice Level = 1
Whisper your conversations to your friends.
This shows respect because:
You hear your friends.
Your friends hear you.
Everyone can hear directions from the adults in the room.
Listen to all adults in the room.
Follow the directions from any adult in the room immediately.
This shows respect to the adult and your peers.
Following directions immediately keeps you safe.
Keep your food on the table in front of you.
This shows you are a responsible young person who can control their
body and their own things.
This also shows respect to your peers and the custodial staff.
Throw trash away in the trash can.
This shows you are responsible and take care of your school.
31
 This shows respect to your peers, teachers, and custodial staff.
Stay in your seat while in the commons area.
Staying in your seat shows others that you are responsible and safe in the
commons area.
Only leave your seat when you have permission from an adult in the
commons area.
Take care of you.
Make sure you are responsible by following all of these expectations
YOURSELF.
You are only responsible for you.
If you are concerned that one of your friends is not being safe, raise your
hand and tell one of the adults in the commons area.
ALWAYS speak and act with kindness to all of your peers and adults.
Giving compliments to your peers who are being safe, respectful, and
responsible is being kind.

Teacher Expectations:
Teach and reteach student expectations and table manners.
Inform the monitors with any special directions or helpful information such as,
This student has had a rough day and may be angry during lunch, so its best to
give him/her some space.
Inform monitors if anyone is having lunch with another staff member.
Ensure there is a monitor in the commons area before you release your packers
to the commons.
Monitor your class through the lunch line to ensure they are moving along and
being respectful of the cafeteria staff and the students around them, as well as
getting the lunch they asked for at the beginning of the day.
If your class is waiting for another class to finish, Voice Level = 0 in the hallway
next to the library.
Pick up class on time.
Exit quickly and in an orderly fashion to show respect to the classrooms not at
lunch.

Lunch Monitor Expectations:

Please be prompt.
Verbally acknowledge any special information that is given to you from the
classroom teachers.
Please enforce student expectations.
Entering the commons - Voice Level = 0

32
 During first 5 minutes of lunch - Voice Level = 0
Time starts when the last student is seated.
Students are silent as students are seated.
After first 5 minutes, Voice Level = 1 (whisper)
If voice level begins to exceed 1, remind students of the expectation.
If students continue to speak above level 1, give a second warning.
If students continue to speak above a level 1 after the second warning,
then Voice Level = 0 and move arrow on chart.
The expectation is that students can move back to Voice Level = 1 once
they show they can follow the voice level.
Dismiss students to go to the restroom, if needed. Only one male and one
female at a time, unless it is an emergency. If one male/female student is
already in the bathroom, the next male/female student must wait in their seat until
it is their turn.
Move around the commons during the lunch period.
In an effort to prevent students from getting up throughout lunch, lunch monitors
will have access to extras like silverware, napkins, straws, etc. Monitors may
choose to wear an apron filled with the extras or simply carry them. If a student
needs one of the extras, please remind them to remember next time and provide
them with the needed extra. Lunch monitors will hand these materials out so
students do not get up to get them.
With 5 minutes left before the end of lunch, begin standing at each table to
dismiss the students to throw away their trash one table at a time.
As students throw away their trash, they may line up to leave the commons.
Voice Level = 0 when lining up. If they cannot follow the voice level expectation,
ask them to go back to their seats with Voice Level = 0. The expectation is they
can line up again when they show they can follow the voice level expectation.
Please continue to actively monitor the students until their teachers arrive.

33
 PBIS EVENTS LESSON

Goal: To ensure that all students know and understand the expectations and
procedures while at any school related event.
Skill: Students will be safe, respectful, responsible, and kind while at any school related
event.
Context: Any event setting

Materials / Prep:
Scenario Cards Orange Cards
Chart Paper
Markers

Read through each section of the lesson plan and familiarize yourself with the activities
before presenting the lesson to your students. This lesson plan is being provided as a
guide. Please feel free to adjust it to make it developmentally appropriate for your
classroom and your teaching style.

Introduce the Skill:

Outline the focus of the lesson: Today we are going to learn what it means
to be safe, respectful, responsible, and kind at any school related event.

Check for student understanding: What are we going to learn today?

Define focus: When you are at a school event, you are expected to be safe,
respectful, responsible, and kind. When we are at a school event, we have to be
considerate of every student that is attending. You are going to learn how you
are expected to behave when you are at a school related event.

Teach the Skill:

Use the following chart to discuss how students are expected to be safe, respectful,
responsible, and kind when at a school related event.

34
How to be safe, respectful, responsible, and kind at a school event:
We are safe: We are respectful: We are We are kind:
with our bodies, with our words, responsible: with with our words,
feelings, and each actions, and each our learning and actions, and
other. other. making good bodies.
choices.

-Respect personal -Show appreciation -Engage in the -Respond

space event appropriately to
-Active listening: presenter
-Enter/exit orderly Ears up!
and quietly

-Follow directions

Begin a T chart with your class. The title could be, How to be safe, respectful,
responsible, and kind at a school related event. One side of the T chart is
labeled Looks Like and the other Sounds Like. Tell students you will fill in this
chart during the lesson today.
Lead a discussion about what the classroom should Look Like and Sound Like
during a school related event.
Record responses on the T chart.

Review the Skill:

Using the provided role playing scenarios listed below, have your students role play 3
different ways (correct, incorrect, correct again) for each classroom expectation. Use
the orange scenario cards provided.

Role Playing Events Scenarios:

Respect personal space

Card #1: Have a group of students sitting in chairs leaning across each other, turned
around backwards, etc.
Card #2: Have a group of students sitting upright in the chairs, face forward, quiet,
ready to enjoy a performance.

Enter / exit orderly and quietly

Card #1: Have students come in laughing, pushing each other, wandering around the
room.

35
Card #2: Have several students line up outside the classroom door. Have them come
in single file, quietly and quickly find a seat.

Follow directions
Card #1: Have one student be the usher of the event. Have a group of students enter
the event noisily. The usher will ask them to quickly and quiety find a seat and points
out a table for the students to sit. The students ignore the usher, sit at another table,
and continue to talk.
Card #2: Have one student be the usher of the event. Have a group of students enter
the event quietly and ask the usher where to sit. The usher will ask them to quickly
and quiety find a seat and points out a table for the students to sit. The students go to
the table that is pointed out, take a seat, and wait quietly for the show to begin.

Show appreciation
Card #1: Have a student act as the performer and take a bow. Another group of
students acts as the audience and boo or whistle at the performer.
Card #2: Have a student act as the performer and take a bow. Another group of
students acts as the audience and politely claps for the performer.

Active listening: Ears up!

Card #1: Have a student reading a paragraph from a book. Have other students
whispering to each other, looking around the room, etc.
Card #2: Have a student reading a paragraph from a book. Have other students
looking at the reader, sitting up straight.

Engage in the event

Card #1: One student acts as the performer. A small group of students is the audience.
The performer asks if anyone has questions. The students look at each other and start
laughing.
Card #2: One student acts as the performer. A small group of students is the audience.
The performer asks if anyone has questions. One student raises a quiet hand, and the
performer acknowledges the student. The other students are turned toward the
performer awaiting an answer.

Respond appropriately to the presenter

Card #1: Have one student be the presenter. The presenter says, Thank you very
much. The students respond by talking to their neighbors.
Card #2: Have one student be the presenter. The presenter says, Thank you very
much! The students respond by clapping politely.

36
Practice the Skill:
Conduct a morning meeting near the time for any planned school event and
review what behavior at a school event should look like and sound like.
Students should practice what event behavior should look like and sound like as
situations arise.

Reinforce the Skill:

After participating in any school event, acknowledge when students are being
safe, respectful, responsible, or kind by pointing out exactly what they are doing
to reinforce desired behaviors.

Additional Suggestions:
Practice event behavior settings, as needed.
If specific students are having difficulty in events, have them practice in a small
group or individually with an adult. Teacher or IA can lead this additional practice.
The PBIS team is available to help teachers without an IA.
Review Looks Like / Sounds Like T chart.
Role play additional scenarios.

All resource classes including PE, Music, Library, Art, Spanish, Special
Education, Quest, EL, etc. will work with classroom teachers to support the
expectations of students being safe, respectful, responsible, and kind during
school events.

37
 PBIS PLAYGROUND LESSON

Goal: To ensure that all students know and understand the expectations and
procedures while on the playground.
Skill: Students will be safe, respectful, responsible, and kind on the playground.
Context: Any playground setting

Materials / Prep:
Scenario Cards Pink Cards
Chart Paper
Markers

Read through each section of the lesson plan and familiarize yourself with the activities
before presenting the lesson to your students. This lesson plan is being provided as a
guide. Please feel free to adjust it to make it developmentally appropriate for your
classroom and your teaching style.

Introduce the Skill:

Outline the focus of the lesson: Today we are going to learn what it means
to be safe, respectful, responsible, and kind on the playground.

Check for student understanding: What are we going to learn today?

Define focus: When you are on the playground, you are expected to be safe,
respectful, responsible, and kind. When we are on the playground, we have to be
considerate of every student that is playing. You are going to learn how you are
expected to behave when you are on the playground.

Teach the Skill:

Use the following chart to discuss how students are expected to be safe, respectful,
responsible, and kind when on the playground.
.

38
How to be safe, respectful, responsible, and kind on the playground:
We are safe: We are respectful: We are We are kind:
with our bodies, with our words, responsible: with with our words,
feelings, and each actions, and each our learning and actions, and
other. other. making good bodies.
choices.

-Use the equipment -Share and play fair -Follow directions -Speak and act with
properly kindness
-Include everyone -Take care of the
-Take turns and equipment -Have good
wait patiently -Listen to adults sportsmanship
-Bring in what you
-Respect personal take out
space

Begin a T chart with your class. The title could be, How to be safe, respectful,
responsible, and kind on the playground. One side of the T chart is labeled
Looks Like and the other Sounds Like. Tell students you will fill in this chart
during the lesson today.
Lead a discussion about what the playground should Look Like and Sound Like
during a typical recess time.
Record responses on the T chart.

Review the Skill:

Using the provided role playing scenarios which are listed below, have your students
role play 3 different ways (correct, incorrect, correct again) for each classroom
expectation. Use the pink scenario cards provided.

Role Playing Playground Scenarios:

Use equipment properly

Card #1: Have a student climb up the slide, hang over a swing, etc.
Card #2: Have a student slide down the slide, sit in the swing, etc.

Take turns and wait patiently

Card #1: Have several students lined up to use a piece of equipment. All students are
waiting excitedly to use the equipment. One student comes from the back of the line
and tries to get in front of everyone.

39
Card #2: Have several students lined up to use a piece of equipment. All students are
waiting excitedly to use the equipment. They each take their turn and rejoin the line.

Respect personal space

Card #1: Have a line of students going down the slide quickly and repeatedly like a
train.
Card #2: Have a line of students at the bottom of the slide. One student goes to the
top and slides down. The next student starts climbing when the first student gets to the
bottom of the slide.

Share and play fair

Card #1: Have a small group of students playing with a soccer ball on the field.
Another group wants to join the game. The first group takes the ball and leaves the
field.
Card #2: Have a small group of students playing with a soccer ball on the field.
Another group wants to join the game. The first group invites the second group to join
the game.

Include everyone
Card #1: Have two small groups of students playing near each other. Have another
group of students ask to join either group. Both groups loudly respond for the third
group to go away.
Card #2: Have two small groups of students playing near each other. Have another
group of students ask to join either group. Both groups respond for the third group to
come play with them.

Listen to adults
Card #1: As teacher, call the end of recess. Have a group of students line up and one
group of students keep playing.
Card #2: As teacher, call the end of recess. Have all students line up immediately, no
matter where they are playing at.

Follow directions
Card #1: Have students bounce a ball against the wall. Teacher tells students to take
the ball to another area to bounce it and to bounce it away from the wall. Students
continue to bounce the ball against the wall.
Card #2: Have students bounce a ball against the wall. Teacher tells students to take
the ball to another area to bounce it. Students take the ball to another area and bounce
it away from the wall.

40
Take care of equipment
Card #1: Students are throwing the balls into the woods or getting them stuck in trees
on purpose.
Card #2: Students are playing with the equipment properly.

Speak and act with kindness

Card #1: Have students pretend to play soccer when another student asks to join. Have
the group of students say, The teams wont be fair! Go play somewhere else!
Card #2: Have students pretend to play soccer when another student asks to join. Have
the group of students allow the new player to play with them.

Have good sportsmanship

Card #1: Students are playing basketball. One says to the other, You cannot play with
us because we only let winners play.
Card #2: Students are playing basketball. One of the students keeps missing his shots,
and the others say, Its okay. Practice makes perfect! You can do it!

.
Practice the Skill:
All students should practice these skills while on the playground.

Reinforce the Skill:

When on the playground, acknowledge when students are being safe, respectful,
responsible, or kind by pointing out exactly what they are doing to reinforce
desired behaviors.

Additional Suggestions:
Practice difficult playground situations, as needed.
If specific students are having difficulty on the playground, have them practice in
a small group or individually with an adult. Teacher or IA can lead this additional
practice. The PBIS team is available to help teachers without an IA.
Review Looks Like / Sounds Like T chart.
Role play additional scenarios.

All resource classes including PE, Music, Library, Art, Spanish, Special
Education, Quest, EL, etc. will work with classroom teachers to support the

41
expectations of students being safe, respectful, responsible, and kind on the
playground.

42
 PBIS TRANSITIONS LESSON

Goal: To ensure that all students know and understand the expectations and
procedures while making transitions.
Skill: Students will be safe, respectful, responsible, and kind during transitions.
Context: Office, TDT, Guidance, Nurse, Buddy Classroom, Teacher Helper (errand),
Bathroom/Water

Materials / Prep:
Scenario Cards Purple Cards
Hall Passes
Chart Paper
Markers

Read through each section of the lesson plan and familiarize yourself with the activities
before presenting the lesson to your students. This lesson plan is being provided as a
guide. Please feel free to adjust it to make it developmentally appropriate for your
classroom and your teaching style.

Introduce the Skill:

Outline the focus of the lesson: Today we are going to learn what it means to
be safe, respectful, responsible, and kind during transitions.

Check for student understanding: What are we going to learn today?

Define focus: When you are making any transition, you are expected to be
safe, respectful, responsible, and kind. When we are making transitions, we have
to be considerate of every classroom that is learning. You are going to learn how
you are expected to behave when you are making a transition.

Teach the Skill:

Use the following chart to discuss how students are expected to be safe, respectful,
responsible, and kind during transitions.

43
How to be safe, respectful, responsible, and kind during transitions:
We are safe: We are respectful: We are We are kind:
with our bodies, with our words, responsible: with with our words,
feelings, and each actions, and each our learning and actions, and
other. other. making good bodies.
choices.

-Calm bodies -Marshmallow feet -Follow directions -Speak and act with
kindness
-Respect personal -Voice = 0 -Go straight to
space destination -Positive body
language
-Face forward

Begin a T chart with your class. The title could be, How to be safe, respectful,
responsible and kind during transitions. One side of the T chart is labeled
Looks Like and the other Sounds Like. Tell students you will fill in this chart
during the lesson today.
Lead a discussion about what transitions should Look Like and Sound Like.
Record responses on the T chart.

Morning Procedures:
Explain to students that an adult will get them off the bus or meet them at the walkway if
they are a car rider every morning. There are adults posted along the hallways as
students go to their classes or the breakfast line. Students are expected to listen to all
adults outside and in the hallways.

Hall Passes:
Discuss with students the expectation of having a hall pass when they are in the hallway
without a teacher. Explain to students that if they are in the hallway without a hall pass,
they will be asked by a staff member to return to the classroom to get one. Color coded
hall passes will be provided to teachers for each location/scenario. When sending
students to see the Nurse, the clinic slip can serve as the students hall pass.

Review the Skill:

Using the provided role playing scenarios listed below, have your students role play 3
different ways (correct, incorrect, correct again) for each transition expectation. Use the
purple scenario cards provided.

44
Role Playing Transition Scenarios:

Calm bodies
Card #1: Walk down the hall twisting, turning, hopping, etc.
Card #2: Walk down the hall calmly, keeping body in control.

Personal space
Card #1: Walk in a small group holding hands, hugging, bumping into other people.
Card #2: Walk in a small group keeping a respectful amount of space between
students.

Face forward
Card #1: Student walks down the hall backwards, bumping into things.
Card #2: Student walks down the hall facing front, on track.

Marshmallow feet
Card #1: Walk through the room stomping your feet.
Card #2: Walk through the room so no one can hear you.

Voice level = 0
Card #1: Walk down the hall with a friend, side by side, talking loudly about what you
will eat for lunch.
Card #2: Walk down the hall with a friend, body behind body, silently.

Follow directions
Card #1: Walk through the classroom backwards and ignore a teacher asking you to
turn around.
Card #2: Walk through the classroom backwards and turn around when the teacher
asks.

Go straight to destination
Card #1: Walk through the hall, stop at the courtyard, and go through another
commons area, peeking in a classroom.
Card #2: Walk through the hall, straight to a given destination, ie. lunch line.

Speak and act with kindness

Card #1: Two small groups of students meet in the hallway. Have them start saying,
Im not your friend. I dont like you.

45
Card #2: Two small groups of students meet in the hallway. Have them say, Good
morning, and keep moving on to their destination.

Positive body language

Card #1: Have a student walk through the classroom, fists balled up, mad face,
stomping.
Card #2: Have a student walk through the classroom, smiling, head up, arms by their
sides.

Hall pass
Card #1: Student is walking down the hall without a pass. The teacher stops the student
and asks for the pass. When the student says they dont have one, the teacher tells the
student they must return back to class and get a pass.
Card #2: Student walks down the hall with a pass. The teacher stops the student and
asks for the pass. When the student hands the teacher their pass, the teacher looks at
it and thanks the student for having a pass.

Practice the Skill:

Take your students to the hall and review what walking in line with a teacher
should look like and sound like.
Have students model walking in the hallway alone or with another student.
Students should also practice what dismissal should look like and sound like.
This is also a good time to model having another adult ask one of your students
to walk or stop talking and have your student model what it looks like to show
respect for ANY adult in the hallway, not just their classroom teacher.

Reinforce the Skill:

When making any transition, acknowledge when students are being safe,
respectful, responsible, or kind by pointing out exactly what they are doing to
reinforce desired behaviors.

Additional Suggestions:
Practice walking appropriately in the hallway at all times.
Have IA take the lead during transitions.
If specific students are having difficulty walking in the hallway, have them
practice in a small group or individually with an adult. Teacher or IA can lead this
additional practice. The PBIS team is available to help teachers without an IA.
Review Looks Like / Sounds Like T chart.
Role play additional scenarios.

46
All resource classes including PE, Music, Library, Art, Spanish, Special
Education, Quest, EL, etc. will work with classroom teachers to support the
expectations of students being safe, respectful, responsible, and kind during
transitions.

47