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PBS Handbook10-11

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					Southern Boone Elementary
       Eagle Pride



        School Wide
 Positive Behavior Support
         Handbook


                      Respectful
               Safe


                      Responsible
                      Learners




        2010-2011
                                                 Table of Contents



                                                                                                                     Page



Guiding Principles (What is PBS?)..........................................................................4
Implementation Plan..................................................................................................7
Behavior Expectation Matrix (Safe, Respectful, Responsible Learner).......8
Recognition Matrix.....................................................................................................9
Discipline Matrix.......................................................................................................10
Staff Responsibilities..............................................................................................16
Teaching Social Skills/ Expectations Tip Sheet...............................................17
PBS Lesson Plan Schedule.......................................................................................19
Monthly Character Traits......................................................................................23
Sample Lesson Plans................................................................................................24
Biking and Walking Expectations.........................................................................68
Discipline Referral Process and Flow Chart......................................................69
Behavior Data Sheet...............................................................................................70
Behavior Definitions................................................................................................71
Think Sheet...............................................................................................................72




                                                                                                                               2
Dear Southern Boone Staff,

We are excited to start a new school year and our 4th year to be a Positive Behavior Interventions
and Support (PBIS) school. Behavior and school climate is a priority at Southern Boone
Elementary; it is one of the top goals of our school district as outlined in our Comprehensive
School Improvement Plan (CSIP). In this handbook you’ll find information about our school-wide
climate and discipline plan.

What is PBIS? Put simply, it is a proactive approach to school-wide discipline. This initiative is
meant to reinforce the positive behaviors of students doing what is expected of them as well as
supporting students who need extra assistance to reach the school wide expectations of being
Safe, Respectful, and Responsible Learners. Since beginning the PBIS initiative, we’ve been able
to keep our referrals down on average to less than 1 per day, which has increased the amount of
instructional time our students receive. We’re consistently defining, teaching, reinforcing, and
monitoring positive behaviors.

Within your handbook you will find:
           Our School-wide Climate plan
           Southern Boone Elementary Behavioral Expectations
           Super Eagle and Principal Pride Procedures (w/ samples)
           Expectations, Discipline, and Rewards Matrices
           Minor Behavior Procedures and flow chart (w/samples and definitions)
           Office Referral Procedures and Behavior Data Sheet (w/samples and
             definitions)

PBIS is truly a win-win initiative for our students, our staff, and our school. Our
expectation is that we keep the excitement going throughout the year and truly impact
student achievement through the use of Positive Behavior Support.

Thank you,

Positive Behavior Support Team



The School Climate Committee / PBIS Team
Hope Sickmeier- Coach                           Kay Goddard- Special Education
Michelle Bonk- 3rd grade                        Sharon Horton- Counselor
Bibal Mars, Wendi Scheer- 4th grade             Karen Barrett-Specials Teacher
- 5th grade                                     Brandi Fatherley- Principal




                                                                                         3
  What is Positive Behavior Support?

   Positive Behavior Support (PBS) is a general term that refers to the application of
    positive interventions and system changes to achieve socially important behavior
    change.
   PBS was developed initially as an alternative to aversive interventions used for
    students with significant disabilities who engaged in extreme forms of self-injury
    and aggression.
   More recently, the technology has been applied successfully with a wide range of
    students, in a wide range of contexts, and extended from an intervention approach
    for individual students to an intervention approach for entire schools (School-
    wide).
   The focus is on creating and sustaining school environments that improve lifestyle
    results (personal, health, social, academic, work, etc.) for all students by making
    problem behavior less effective, efficient, and relevant, while making desired
    behavior more functional. In addition, the use of culturally appropriate
    interventions is emphasized.

  What is the Purpose of PBS?

   The purpose is to establish a comprehensive, data-driven system that gives
    schools the capability of identifying and treating building-wide behavior problems
    using empirically supported Technology (School Wide Information Systems
    (SWIS). (Sugai & Horner, 2001).

Components of School-Wide Positive Behavior Support
     Foundation for Collaboration
     Build Faculty Involvement
     Identify Problems
     Brainstorm & Select Strategies
     Implement Program
     Monitor, Evaluate, & Modify




                                                                                     4
5
What is School-Wide Support?
    Procedures and processes intended for
      all students, staff, and settings
    Includes a building-wide team, which
      oversees…
     • Development
     • Implementation
     • Modification
     • Evaluation activities

What systems are problematic?
For PBS to be successful, we need to look at our referrals by:
– problem behavior?
– location?
– time of day?
– student?
• Are there many students receiving referrals or only a
small number of students with many referrals?
• Data should assist with: Parent meetings, development of IEP’s, HELLP Meetings,
evaluation, and professional development.

To look at behavior data we use SWIS.
    SWIS: School Wide Information System is a web-based information system for
     gathering, entering, summarizing, reporting and using office discipline referral
     information.
    Purpose: To improve the ability of school personnel to develop safe and effective
     educational environments. It is only useful if behavior data sheets are
     completed efficiently and consistently. This is an expectation of every staff
     member. Minor behaviors should be documented on Behavior Data sheets and
     turned into the office to be entered into SWIS. Major behaviors should be
     documented on Behavior Data Sheets and sent to the office with the student for
     disciplinary action to follow. Behavior Data Sheets can be found in this
     handbook on p. 70 and also in the teacher work room.

The Behavior Expectations Matrix

We have created a behavior expectation Matrix that should govern all areas of the school.
The language on the matrix is important. By using the language on the matrix, students
will hear consistent vocabulary from all adults in the school setting. This consistency
will allow students to be familiar and understand the expectations for their behavior in all
settings of the school, no matter which adult is monitoring behavior. Creating an
environment where all adults are using the same, common language will make
expectations clear to students. The matrix is found on the page 9.




                                                                                           6
The Recognition Matrix

We have created a recognition Matrix to help teachers and staff remember the positive
reinforcements and incentives available to increase student awareness and incidence of
positive behavior. The matrix can be found on page 10.

The Discipline Matrix

The discipline matrix has been created by the district leadership team to guide
administration and staff toward consistent discipline procedures. These discipline
procedures have been developed district-wide and are followed in each building at a
developmentally appropriate level for students being served. The matrix can be found on
pages 11-16.


                         Southern Boone Elementary
                    School-Wide Positive Behavior Support
                            Implementation Plan

                   Be Safe, Respectful, and Responsible Learners

This plan is designed to implement the school-wide positive behavior support system in
the most efficient manner at Southern Boone Elementary. Each topic is clearly defined
and support materials are provided. Teaching responsibilities are assigned to the most
appropriate school staff members. Our specific goals are as follows:
I. Teach classroom expectations and school universal expectations to all students and staff.

II. Introduce behavior expectations and provide specific behavior examples for each
Expectation by using the “tell, model, practice” sequence.

III. Teach expectations through the “tell-model-practice” sequence (Tell students
expectations, Model expectations, and have students practice appropriate behaviors).

IV. Prompt students and use pre-corrects to use specific behaviors prior to “problem spots”.
       Examples:
       1. “Someone tell me how we show respect when we walk down the hall.”
       2. “Remember to be safe by using the playground equipment for intended uses.”

V. Provide specific and public positive feedback to students who display critical skills. Be
       sure to let students know what rule he/she followed and the specific behavior he/she
       displaced.
       Example: “Lawrence, you did a great job being responsible when you turned in your
       homework on time!”

VI. Celebrate student achievement through school-wide monthly assemblies and
classroom incentive programs.


                                                                                               7
                                 Southern Boone Elementary Eagle Pride Expectations Matrix
             All Settings            Classroom            Hallways             Cafeteria             Bathrooms            Assemblies            Playground           Bus
I am…

Safe
             KAHFOOTY                KAHFOOTY             KAHFOOTY             KAHFOOTY              KAHFOOTY             KAHFOOTY              KAHFOOTY             KAHFOOTY
             Keep all hands, feet,
             and other objects to    Walk.                Walk in a single     Clean up after        Use the restroom     Enter quietly with    Use equipment for    Remain seated
             yourself.
                                                          file line.           yourself.             quickly.             no voices.            intended purposes    until the bus is
                                     Maintain personal                                                                                          only.                completely
             Ask permission to
                                     space.               Walk on right side   Put trash in the      Wash your hands      Enter and exit in                          stopped.
             leave any setting.
                                                          of hallway.          trash can.            with soap and        an orderly manner.    Listen to adults
                                     Follow safety                                                   water.                                     the first time.      Use quiet voices
                                     procedures.                               Stack trays                                Sit quietly.                               so you do not
                                                                               neatly.               Put your trash in                          Tell an adult if     disturb the
                                                                                                     the trash cans.                            someone is or        driver.
                                                                               Sit quietly when                                                 could get hurt.
                                                                               finished.             Pick up and wipe                                                Tell the driver
                                                                                                     up after yourself.                         We stay within       immediately if
                                                                                                                                                the boundaries of    someone is or
                                                                                                                                                the playground.      could be hurt.

             Treat others the        Be honest.           Walk silently as     Eat only your         Use the facilities   Be an attentive       Listen to adults     Use a quiet voice.
Respectful   way you want to                              not to disturb       food.                 for intended         listener.             the first time.
             be treated.             Take care of         learning.                                  purposes.                                                       Use kind words.
                                     yourself.                                 Use a peaceful                             Respond               Allow everyone to
             Follow Adult                                 Be patient and       voice while waiting   Wait your turn       appropriately to      participate.         Listen to adults
             instructions the        Raise your hand to   show                 in line and eating.   quietly in line      show appreciation.                         the first time.
             first time.             share.               consideration for                          outside of the                             Line up quickly
                                                          classrooms that      Listen to             bathroom.            Sit quietly to        after the first
             Use polite              Be kind when         are learning.        lunchroom                                  begin and to          whistle with no
             language.               working with                              teacher.              Use quiet voices.    dismiss.              talking.
                                     others,
             Take care of our                                                  Use proper            Finish as quickly    Raise your hand to    Be a “good sport”.
             school.                 Use inside voice.                         manners. Say          as possible.         share.
                                                                               “please” and                                                     Wait patiently for
                                                                               “Thank You”.          Consider the         Listen with no        our turn in line.
                                                                                                     privacy of others.   voices when
                                                                               Be Patient.                                someone is talking.

A
             Maintain a              Complete             Return to class      Use proper            Return to class as   Keep comments         Be a problem         Know and follow
             learning                assignments on       quickly.             manners.              quickly as           and questions on      solver.              the bus rules.
             environment.            time.                                                           possible.            topic.
                                                                                 Leave the table                                             Learn new
Responsible            Give 100% effort.   Give 100% effort.                     only after being                     Listen attentively.    activities.
                                                                                 excused.
Learner
Southern Boone Elementary Eagle Pride Recognition Matrix
Name of Award          Achievement          Award              Presented         Frequency          Number per        Type                  Coordinated      Dissemination
                       Criteria             Description        At…                                  year                                    by
Super Eagle Tickets    Follow behavior      Small ticket for   Any location on   No limit.          No limit.         Individual            Mrs. Fatherley   All classroom
                       expectations in      being safe,        campus                                                 earned.                                teachers, aides,
                       any setting          respectful, or                                                                                                   recess teachers,
                                            responsible                                                                                                      cafeteria,
                                                                                                                                                             support staff
                                                                                                                                                             can disseminate
                                                                                                                                                             awards.
Principal’s Pride      Entire class         Star ticket for    Any location on   No limit.          No limit.         Class earned.         Mrs. Fatherley   All classroom
Stars                  follows behavior     being a safe,      campus.                                                                                       teachers, aides,
                       expectations in      respectful, or                                                                                                   recess teachers,
                       any setting.         responsible                                                                                                      cafeteria,
                                            class.                                                                                                           support staff
                                                                                                                                                             can disseminate
                                                                                                                                                             awards. When a
                                                                                                                                                             class earns 40,
                                                                                                                                                             60, and 80 stars
                                                                                                                                                             per trimester,
                                                                                                                                                             they earn party
                                                                                                                                                             with the
                                                                                                                                                             principal.
Star Student           Teacher              Certificate,       Monthly           Monthly            2 per             Individual            Mrs. Fatherley   Classroom
(Character) and        nominates two        name and           assembly                             classroom, per    earned,                                teachers will be
Rising to Excellence   students every       picture on                                              month for Star    teacher                                given
(Academic              month for Star       bulletin board.                                         Student,          awarded.                               certificates the
Achievement)Awards     student. Can be      Gift                                                    1 per classroom                                          week before the
                       earned for                                                                   per month for                                            monthly
                       being a positive                                                             Rising to                                                assembly.
                       role model for                                                               Excellence                                               Teachers will
                       other students                                                                                                                        sign awards and
                       and showing                                                                                                                           return to Mrs.




Southern Boone Elementary PBS Handbook                                                                                                                                      9
               good character            Fatherley to
               and one student           announce at
               per month 100%            assembly.
               effort.




Southern Boone Elementary PBS Handbook                  10
Southern Boone Elementary Eagle Pride Discipline Matrix
                                                                                                                                                                   5TH
    TYPES OF INFRACTIONS              1ST OFFENSE                    2ND OFFENSE                   3RD OFFENSE                   4TH OFFENSE
                                                                                                                                                                OFFENSE
                                     Student/ Principal           Recommendation to               Recommendation to
Alcohol/Drugs- Possession,           conference and 10 days       Superintendent for 10 days of   Superintendent for
sale, transfer, distribution, or     OSS., notification to law
                                     enforcement officials, and
                                                                  OSS, notification to law
                                                                  enforcement officials, and
                                                                                                  expulsion, notification to
                                                                                                  law enforcement
being under the influence of         documentation in student’s
                                     discipline record.
                                                                  documentation in student’s
                                                                  discipline record,              officials, and
unauthorized prescription drugs,                                  recommendation to
                                                                  Superintendent for additional
                                                                                                  documentation in
                                                                                                  student’s discipline
alcohol, narcotic substances,                                     days.                           record.
unauthorized inhalants, controlled
substances, illegal drugs,
counterfeit substances and
imitation controlled substances.
(see also Sale/Distribution of
drugs/ alcohol). SO, SSV
                                     Student/ Principal           Recommendation to               Recommendation to the        Recommendation to the          Recommendation
Arson- setting a fire or causing     conference,                  Superintendent for 90-180       Board of Education for       Board of Education for         to the
an explosion with the intention to   Recommendation to            days OSS, notification to       180 day OSS,                 Expulsion, notification to     Superintendent for
                                     Superintendent for 11-       law enforcement officials,      notification to law          law enforcement                Expulsion,
damage property or buildings.        180 days OSS,                and documentation in            enforcement officials,       officials, and                 notification to law
                                     notification to law          student’s discipline record.    and documentation in         documentation in               enforcement
SO, SSV                              enforcement officials,                                       student’s discipline         student’s discipline           officials, and
                                     and documentation in                                         record.                      record.                        documentation in
                                     student’s discipline                                                                                                     student’s discipline
                                     record.                                                                                                                  record.
                                     Minor- Student/ Principal    Minor-Student/ Principal        Minor- Student/ Principal    Minor-Recommendation to        Minor-
Assault/Threats to another           conference and loss of       conference and 3-5 days         conference and 5-10 days     Superintendent for 10-180      Recommendation
                                                                                                  OSS., notification to law    days of OSS, notification to
student- Hitting, striking and/or    privileges or up to 1-3      ISS or up to 5 days of
                                                                                                  enforcement officials, and   law enforcement officials,
                                                                                                                                                              to Superintendent
                                     days ISS, notification to    OSS, notification to law                                                                    for expulsion,
attempting to cause injury to        law enforcement              enforcement officials, and
                                                                                                  documentation in student’s
                                                                                                  discipline record.
                                                                                                                               and documentation in
                                                                                                                               student’s discipline record.   notification to law
                                     officials, and               documentation in student’s                                                                  enforcement
another person; placing a person     documentation in             discipline record.
                                                                                                  Major- Recommendation
                                                                                                                                                              officials, and
                                                                                                  to Superintendent for
in reasonable apprehension of        student’s discipline                                         expulsion, notification to                                  documentation in
                                     record.                                                      law enforcement                                             student’s discipline
imminent physical injury;                                                                         officials, and                                              record.
physically injuring another          Major- 10 days OSS and
                                     recommendation for
                                                                  Major- 10 days OSS and
                                                                  recommendation for
                                                                                                  documentation in
                                                                                                  student’s discipline
person. SO, SSV                      additional                   additional                      record.




Southern Boone Elementary PBS Handbook                                                                                                                                11
                                                                                                                                                          5TH
    TYPES OF INFRACTIONS               1ST OFFENSE                  2ND OFFENSE                 3RD OFFENSE                4TH OFFENSE
                                                                                                                                                       OFFENSE
                                      Student/ Principal          Student/ Principal           1-10 Days OSS,             Recommendation to          Recommendation
Assault/Threats to a staff            conference, Time in         conference and 3-5days       notification to law        Superintendent for 10-     to Superintendent
member- Hitting, striking and/or      office or loss of           ISS, notification to law     enforcement officials,     180 days OSS,              for expulsion,
                                      privileges, 1-3 days ISS.   enforcement officials, and   and documentation in       notification to law        notification to law
attempting to cause injury to a       Notification to law         documentation in student’s   student’s discipline       enforcement officials,     enforcement
staff member; placing a person in     enforcement officials,
                                      and documentation in
                                                                  discipline record.           record.                    and documentation in
                                                                                                                          student’s discipline
                                                                                                                                                     officials, and
                                                                                                                                                     documentation in
reasonable apprehension of            student’s discipline                                                                record.                    student’s discipline
                                      record.                                                                                                        record.
imminent physical injury;
physically injuring another           SEE ASSAULT OF
                                      STUDENT MAJOR.
person. SO, SSV
                                      Student/ Principal          1-5 days ISS or OSS          5-10 days OSS              Recommendation to          Expulsion
Bullying- Repeated and                conference, Counselor       depending on the severity    depending on the           Superintendent for 10-
systematic intimidation,              Referral.                   of the conduct.              severity of the conduct.   180 days of OSS.

harassment and attacks on a
student or multiple students,
perpetuated by individuals or
groups. Bullying includes, but is
not limited to: physical violence,
verbal taunts, name-calling and
put-downs, threats, extortion or
theft, damaging property, and
exclusion from peer group.
                                      Student/ Principal          Student/ Principal           Student/ Principal         Student/ Principal         Student/ Principal
Bladed Instrument- Possession         conference, Confiscation    conference, 1-3 days OSS,    conference, 4-10 days      conference, 10 days        conference, 10
of a bladed instrument on school      and notification of         parent/guardian must pick    OSS, parent/guardian       OSS and                    days of OSS and
                                      parent, release only to     the item up, release only    must pick the item up,     recommendation to          recommendation to
property or at a school sponsored     parent/guardian. Loss       to parent/guardian           release only to            Superintendent for 45      Superintendent for
event with a blade that is four (4)   of privileges and 1-5
                                      days ISS.
                                                                                               parent/guardian.           days of OSS, release
                                                                                                                          only to parent/guardian.
                                                                                                                                                     90 days OSS,
                                                                                                                                                     release only to
inches or less in length. For         DEPENDING ON                                                                                                   parent/guardian.
                                      SEVERITY OF
bladed instruments with a blade       CONDUCT.




Southern Boone Elementary PBS Handbook                                                                                                                       12
longer than four inches or if
student uses it to hurt or attempt
to harm other/s as a weapon, see
Weapons.
                                        Student/ Principal         Student/ Principal              Student/ Principal        Student/ Principal        Student/ Principal
Bus Misconduct- Any offense             conference, Student        conference, Parent              conference, Parent        conference, Parent        conference, Parent
committed by a student on a             warning and parent         notification, possible          notification, possible    notification, possible    notification,
                                        notification, possible     alternate seating, discipline   alternate seating,        alternate seating,        possible alternate
district owned or contracted bus        alternate seating, and     according to offense            discipline according to   discipline according to   seating, discipline
will be disciplined in the same         discipline according to
                                        offense committed.
                                                                   committed and/or
                                                                   suspension 3 days from
                                                                                                   offense committed,
                                                                                                   and/or suspension 5
                                                                                                                             offense committed,
                                                                                                                             and/or suspension 10
                                                                                                                                                       according to
                                                                                                                                                       offense committed,
manner as if the offense had                                       riding bus.                     days from riding bus.     days from riding bus.     and/or suspension
                                                                                                                                                       10-180 days from
been committed at the assigned                                                                                                                         riding bus.
school. In addition, bus riding
privileges may be revoked.
                                        Student/ Principal         Student/ Principal              Student/ Principal        Student/ Principal        Student/ Principal
                                        conference, Student        conference, Student             conference, Student       conference, Student       conference,
Cheating- completing work in a          receives a zero for the    receives a zero for the         receives a zero for the   receives a zero for the   Student receives a
                                        grade and 1 recess         grade and 2 recess              grade and 1-3 days ISS.   grade and 5 days ISS.     zero for the grade
dishonest way, including plagiarism.    detention.                 detentions.                                                                         and 1-10 days
                                                                                                                                                       OSS.
                                        Student/ Principal         Student/ Principal              Student/ Principal        Recommendation to         Recommendation
                                        conference, Loss of        conference, Minimum3-5          conference, 1-10 days     Superintendent for 45     to Superintendent
Defiance of Authority-Intentional       privileges, 1-3 days ISS   days ISS up to 10 days          OSS                       days of OSS               for 90 days of OSS
refusal to obey directions of a         up to 5 days OSS-          OSS- depending on the
                                        depending on the           severity of the conduct.
staff member.                           severity of the conduct.

                                        Student/ Principal         Student/ Principal              Student/ Principal        Student/ Principal        Student/ Principal
Dishonesty- Any act of lying,           conference, Student        conference, Student             conference, Student       conference, Student       conference,
                                        receives a zero for the    receives a zero for the         receives a zero for the   receives a zero for the   Student receives a
whether verbal or written,              grade and 1 recess         grade and 2 recess              grade and 1-3 days ISS.   grade and 5 days ISS.     zero for the grade
including forgery. See cheating.        detention.                 detentions.                                                                         and 1-10 days
                                                                                                                                                       OSS.
                                        Student/ Principal         Student/ Principal              Student/ Principal        Recommendation to         Recommendation
Disrespectful conduct toward            conference, Loss of        conference, 3-5 days ISS        conference, 10 days       Superintendent for 45     to Superintendent
staff – any inappropriate gesture,      privileges or 1-3 days     or 1-5 days of OSS -            OSS                       days of OSS               for 90 days of OSS
                                        ISS- depending on the      depending on the severity
written communication, or verbal        severity of the conduct.   of the conduct.
comment including profanity directed
towards a staff member. Staff members




Southern Boone Elementary PBS Handbook                                                                                                                        13
include custodians, food service
personal, nurses, secretaries, aides,
teachers, counselors, and principals

                                        Student/ Principal            Student/ Principal                 Student/ Principal           Student/ Principal          Recommendation
Disrespectful conduct toward            conference and loss of        conference, 3-5 days ISS -         conference, 1-10 days        conference, Minimum 10      to Superintendent
others - any inappropriate              privileges or up to 1-3       depending on the severity          OSS- depending on the        days OSS- depending         for 45 days of OSS
                                        days ISS- depending on        of the conduct.                    severity of the conduct.     on the severity of the
gesture, written communication,         the severity of the                                                                           conduct.
or verbal comment including             conduct.

profanity directed towards others
                                        Principal/student             Principal/student                  Principal/student            Principal/student           Principal/student
Disruptive Behavior, Speech,            conference, loss of           conference, loss of                conference, loss of          conference, loss of         conference, 5-10
or conduct - student behavior           privileges or 1-3 days        privileges and 1- 5 days           privileges and 1-5 days      privileges and 1-10 days    days OSS-
                                        ISS- depending on the         ISS- depending on the              ISS- depending on the        OSS- depending on the       depending on the
that interrupts classroom               severity of the conduct.      severity of the conduct.           severity of the conduct.     severity of the conduct.    severity of the
instruction/work, school activities,                                                                                                                              conduct.

or school functions
                                        Student/ Principal            Student/ Principal                 Student/ Principal           Student/ Principal          Student/ Principal
Dress Code - students are               conference, Warning,          conference, Student must           conference, Student          conference, Student         conference,
                                        student must change           change into appropriate            must change into             must change into            Student must
required to dress appropriately for     into appropriate clothing.    clothing. Parents notified.        appropriate clothing,        appropriate clothing,       change into
                                        Parents notified.                                                Parents notified and loss    Parents notified and loss   appropriate
school (Refer to Student Dress                                                                           of privileges.               of privileges.              clothing, Parents
Code)                                                                                                                                                             notified and loss of
                                                                                                                                                                  privileges.
                                        Student/ Principal            Recommendation to                  Recommendation to
Drugs/ Alcohol- Possession,             conference and 1-10 days      Superintendent for 10-180          Superintendent for
sale, transfer, distribution, or        OSS. notification to law
                                        enforcement officials, and
                                                                      days of OSS, notification to law
                                                                      enforcement officials, and
                                                                                                         expulsion, notification to
                                                                                                         law enforcement
being under the influence of            documentation in student’s
                                        discipline record. Possible
                                                                      documentation in student’s
                                                                      discipline record.                 officials, and
unauthorized prescription drugs,        recommendation to
                                        Superintendent for further
                                                                                                         documentation in
                                                                                                         student’s discipline
alcohol, narcotic substances,           disciplinary action.                                             record.
unauthorized inhalants, controlled
substances, illegal drugs,
counterfeit substances and



Southern Boone Elementary PBS Handbook                                                                                                                                    14
imitation controlled substances.
(see also Sale/Distribution of
drugs/ alcohol). SO, SSV
                                     Confiscate, turned in to   Confiscate, turned in to     Confiscate, turned in to    Confiscate, turned in to    Confiscate, turned
Electronics - cell phones, MP3       office, parent/guardian    office, parent/guardian      office, parent/guardian     office, parent/guardian     in to office,
players, video games/systems,        must pick it up.           must pick it up, Recess      must pick it up, Student/   must pick it up, Student/   parent/guardian
                                                                detention.                   Principal conference,       Principal conference, 3-    must pick it up,
palm pilots, laser pointers                                                                  2 days ISS                  5 days ISS                  Student/ Principal
                                                                                                                                                     conference, 3-5
                                                                                                                                                     days ISS
                                     Principal/student          Student/ Principal           Student/ Principal          Recommendation to           Recommendation
Extortion- Verbal threats or         conference, 3-10 days      conference, 5-10 days        conference, 10 days         Superintendent for 45       to Superintendent
physical conduct designed to         ISS or 1 -10 days OSS      OSS                          OSS                         days of OSS or              for 90 days of OSS
                                                                                                                         alternative placement.      or alternative
obtain money or other valuables.                                                                                                                     placement.
                                     Principal/ Student         Student/ Principal           Student/ Principal          Student/ Principal          Student/ Principal
Failure to be prepared for           Conference, up to 2
                                     recess detentions.
                                                                conference, 2 recess
                                                                detentions.
                                                                                             conference, 3 recess
                                                                                             detentions.
                                                                                                                         conference, 1-3 days
                                                                                                                         ISS or until homework is
                                                                                                                                                     conference, 5 days
                                                                                                                                                     ISS or until
class.                                                                                                                   completed.                  homework is
                                                                                                                                                     completed.
                                     Student/ Principal         Recommendation to            Recommendation to           Recommendation to           Recommendation
False Alarms- tampering with         conference, 1-10 days      Superintendent for 45 days   Superintendent for 90       Superintendent for 180      to Superintendent
emergency equipment, setting         OSS                        of OSS or alternative        days of OSS or              days of OSS or              for expulsion.
                                                                placement.                   alternative placement.      alternative placement.
false alarms, making false
reports.
                                     Student/ Principal         Student/ Principal           Student/ Principal          Student/ Principal          Student/ Principal
Fighting (including on the bus)      conference, 1-3 days       conference, 5-10 days        conference, 10 days         conference,                 conference,
– Mutual combat where two or         ISS and up to 3-5 days     OSS- depending on the        OSS                         Recommendation to           Recommendation
                                     OSS. – depending on        severity of the conduct.                                 Superintendent for 45       to Superintendent
more students actively engaged       the severity of the                                                                 days of OSS or              for 90 days of OSS
in a confrontation in which          conduct                                                                             alternative placement.      or alternative
                                                                                                                                                     placement.
students punch, choke, gouge,
kick, bite, pull hair, or perform
other actions that could cause
physical injury. See also Assault.
                                     Student/ Principal         Student/ Principal           10 days OSS                 Recommendation to           Recommendation
Internet or computer use             conference, loss of        conference,1-5 days ISS                                  Superintendent for 45       to Superintendent
violation – refer to the             privileges or 1-3 days     up to 10 days OSS-                                       days of OSS or              for 90 days of OSS
                                     ISS- depending on the      depending on the severity                                alternative placement.      or alternative
Technology Misconduct Code           severity of the conduct,   of the conduct.                                                                      placement.




Southern Boone Elementary PBS Handbook                                                                                                                      15
                                          revocation of computer
                                          privileges for the
                                          remainder of the school
                                          year or up to 180 days.
                                          Principal/student          Principal/student             1-10 days OSS              5-10 days OSS              10 days OSS
Inappropriate Behavior -                  conference, minimum 3      conference, loss of
student behavior that may                 recess detentions up to    privileges and up to 5 days
                                          3 days ISS- depending      ISS- depending on the
negatively impact the educational         on the severity of the     severity of the conduct.
environment                               conduct.
                                          Principal/student          Principal/student             1-5 days OSS               5-10 days OSS              10 days OSS
Inappropriate Displays of                 conference, 1-3 days       conference, 3-5 days ISS-
affection- Consensual kissing,            ISS- depending on the      depending on the severity
                                          severity of the conduct.   of the conduct.
fondling, or embracing
                                          Principal/student          Principal/student             3-5 days ISS               1-5 days OSS               5-10 days OSS
Inappropriate Language -                  conference, 1-3 recess     conference, 3-5 recess
written, verbal, or non-verbal            detentions, loss of        detentions up to 3 days
                                          privilleges- depending     ISS- depending on the
communication - (including                on the severity of the     severity of the conduct.
gestures) that is generally               conduct.

deemed offensive in the school
environment
                                          Will range from a          Will range from a             Will range from a          Will range from a          Will range from a
Indecent Exposure- Includes               conference with an         conference with an            conference with an         conference with an         conference with an
display in public of buttocks             administrator to           administrator to              administrator to           administrator to           administrator to
                                          assignment of OSS-         assignment of OSS-            assignment of OSS-         assignment of OSS-         assignment of
and/or genitals. See also Sexual          depending on the           depending on the severity     depending on the           depending on the           OSS- depending on
Harassment. Violent Act. SO,              severity of the conduct.   of the conduct.               severity of the conduct.   severity of the conduct.   the severity of the
                                                                                                                                                         conduct.
SSV
                                          Principal/ Student         2 recess detentions.          3 recess detentions.       1-3 days ISS and until     5 days ISS and
Neglect of homework and poor              Conference and recess                                                               homework iscompleted.      until homework is
classroom performance.                    detention.                                                                                                     completed.
                                          Will range from a          Will range from a             Will range from a          Will range from a          Will range from a
Sexual Harassment (Refer to               conference with an         conference with an            conference with an         conference with an         conference with an
District Policy) - Unwelcome comments,    administrator to           administrator to              administrator to           administrator to           administrator to
and other verbal or physical conduct of   assignment of OSS-         assignment of OSS-            assignment of OSS-         assignment of OSS-         assignment of
                                          depending on the           depending on the severity     depending on the           depending on the           OSS.
a sexual nature. SO, SSV                  severity of the conduct.   of the conduct.               severity of the conduct.   severity of the conduct.




Southern Boone Elementary PBS Handbook                                                                                                                          16
                                       Student/ Principal         Student/ Principal            Student/ Principal         Student/ Principal         Restitution for any
Vandalism - defacing, damaging         conference, Restitution    conference, Restitution for   conference, Restitution    conference, Restitution    damages, ISS or
or destroying school property or       for any damages, ISS or    any damages, ISS or OSS-      for any damages, ISS or    for any damages, ISS or    OSS- depending on
                                       OSS- depending on the      depending on the severity     OSS- depending on the      OSS- depending on the      the severity of the
an individual’s property               severity of the conduct.   of the conduct.               severity of the conduct.   severity of the conduct.   conduct.
                                       Student/ Principal         Recommendation to
Weapon - possession or use of          conference, 10 days        Superintendent for
any instrument or device which is      OSS, Recommendation        expulsion.
                                       to Superintendent for no
customarily used for attack or         less than one year (365
defense against another person         calendar days from the
                                       date of the infraction)
or any instrument of device used       and at the discretion of
                                       the superintendent,
to inflict or attempt to inflict       expel the student from
physical injury to another person.     school permanently), or
                                       alternative placement.
NOTE: Bladed instruments
(pocket knifes) with a blade that is
four (4) inches or less in length
are distinguished in this policy.
See Bladed Instrument.
Reference: Missouri Revised
Statutes. Chapter 570, Section
570-010 SO, SSV




Southern Boone Elementary PBS Handbook                                                                                                                       17
PBS Staff Responsibilities

       •   Teach behavior expectations and social skills with integrity.
       •   Encourage and provide incentives for positive behavior.
       •   Follow Behavior Flow Chart and complete Behavior Data Sheets for all
           major and minor referrals.
       •   Use student, classroom, and school-wide data to make classroom and
           team decisions.
       •   Model expected behavior for students and provide classroom incentives.
       •   Work within grade-level and vertical teams to problem solve behavior
           issues.
       •   Keep administration informed of students with frequent or perpetual
           behavior issues.

Eagle Pride Ticket Procedures
   • Teachers and support staff are encouraged to reward individual students
       with Eagle Pride Tickets in all settings of the school and throughout the
       school day for meeting expectations.
   • Students need to earn 35 tickets in each area of Safe, Respectful, and
       Responsible Learner to become a member of the Eagle Pride Club.
   • Students should bring tickets to lunch to turn in each Friday. They must
       have earned 35 in an area before they can bring them to lunch. It is the
       student’s responsibility to keep track of their tickets.
   • They will earn a small prize and their name will go into a drawing for prizes
       at the monthly assemblies and throughout the month. Once a student earns
       all 35 tickets in all three areas, they will become a member of the Eagle
       Pride Club.
   • Once an Eagle Club Member, students will receive benefits, including:
       Choosing their seat at lunch, having picnics and extra recess, and other
       benefits to be determined by the PBS Team.

Principal Pride Stars Procedures
    • Teachers and support staff are encouraged to reward entire classes with
       Principal Pride stars in all settings of the school and throughout the school
       day for meeting expectations.
    • Classes must accumulate 40 during 1st trimester, 60 during 2nd trimester, and
       80 during third trimester to be eligible for a Principal Pride Party.
    • Once a class has earned enough stars, the principal will visit for a
       celebration.




Southern Boone Elementary PBS Handbook                                           18
                            Southern Boone Elementary
                            Essential Feature Tip Sheet
                       Teaching Social Skills With Integrity


What Does it Mean to Teach Social Skills With Integrity?
A school-wide approach to teaching social skills with integrity is when all staff
demonstrate, explain, and practice social skills within and across multiple school settings
daily. This level of implementation would require all staff in the building to understand
their role in teaching social skills. Additionally, lessons for each rule on the school’s
expectations matrix would be developed and distributed. Giving teachers a direct
instruction lesson that addresses non-classroom settings sets the expectation that teaching
social skills will be a year long effort.

Why is it Important to Teach Social Skills?
Teaching social skills is one of the necessary essential features of the School-wide
Positive Behavior Support process. The emphasis on teaching all students important
expectations is based on two assumptions: 1) All behavior (both appropriate and
inappropriate) is learned, 2) thus appropriate behavior can be taught using the same basic
principles with which academic content is taught (Colvin, Sugai & Patching, 1993).
Many students who struggle the most with social skills have not had an opportunity to
learn the social skills expected in school. The most efficient approach is to teach social
skills directly.

What is Direct Instruction of Social Skills?
Direct instruction of social skills is when teachers explain exactly what students are
expected to learn, and demonstrate the steps needed to accomplish a particular social
skill. Direct instruction takes learners through the steps of learning systematically,
helping them see both the purpose and the result of each step. Direct instruction is the
most efficient method of teaching the social skills. “To increase the likelihood of students
using social skills appropriately across people, places and situations, teaching procedures
should include multiple examples, practice within and across multiple settings,
instruction on self-management skills, and involvement of a variety of people” (Lewis
and Sugai, 1999, p. 6). Use the “Tell, Model, Practice” sequence for teaching these skills
and expectations.

Steps to Direct Instruction of Social Skills
   • Tell students lesson objectives
   • Tie to prior knowledge
   • Model, show examples
   • Role play positive examples
   • Students practice, practice, practice & are given performance feedback
   • Make connections with other curricular areas
   • When errors occur, re-teach again and again




Southern Boone Elementary PBS Handbook                                                   19
Are There Ways to Indirectly Teach Social Skills?
   • After specific social skills have been directly taught, it is helpful to give students
      pre-corrects before they are asked to perform the skill. Pre-corrects function as
      reminders and can be particularly helpful when teachers anticipate students will
      have difficulty with the skill. A pre-correct example: After students have been
      directly taught to listen to adult directions, teachers can say after giving an
      attention signal. “Before we begin, remember the steps to listening to adult
      directions are eyes on me, voice off and body to self.”
   • Often there are natural opportunities throughout the day to practice, practice, and
      practice social skills. Practice helps students
          • maintain previously learned knowledge
          • focus on current lessons
          • tie current content with previously learned content
          • generalize of skills taught in class to other non-classroom settings
          • Identify times and places when it is difficult to use social skills they have
              been taught

What Roles Do Non-classroom Staff Have to Support Social Skills Instruction?
  • All adults in the building should be fluent with the language of the school-wide
     expectations (e.g. Safe, Respectful, and Responsible Learners) and use them when
     interacting with students.
  • All adults in the building should model the behaviors we expect of the students.
     For example, if students are expected to use quiet, respectful voices in the
     hallway, all staff should use quiet, respectful voices in the hallways too.
  • All adults can support students who are using the social skills they have been
     taught by giving students specific and positive feedback. A sincere comment
     such as “Thanks for being responsible and moving onto class guys” helps support
     students’ use of social skills they have been taught.
  • Corrective interaction focus on re-teaching the expected behavior as any learning
     error would be taught (Example: 1. What should you be doing? 2. Do you need
     help doing it? 3. Let me see you do the behavior!)

How Will We Know if Adults are Teaching?
  • Adults model expected social skills (e.g., walk on the right, voices off in the
     hallways)
  • Teachers make student work visible—posters, stories, goals, data
  • Class schedules include “Cool Tool” social skill lesson time
  • Hear staff use expectations language regularly as they give students pre-corrects
     and performance feedback each day, all day, all year
  • The school environment is calm, organized, and positive

References:
Colvin, G., Sugai, G., & Patching, B., (1993). Precorrection: An instructional approach for
managing predictable problem behaviors. Intervention in School and Clinic, 28, 143-150.

Lewis, T.J., & Sugai, G. (1999). Effective behavior support: A systems approach to proactive
schoolwide management. Focus on Exceptional Children, 31(6), 1-17.


Southern Boone Elementary PBS Handbook                                                         20
                                          Southern Boone Elementary
                                           PBS Lesson Plan Schedule
                                             Topic             Responsibility                 Page Number
   “Safe”August 18th -27th    Time
                              Period
                             First week   Universal                                          Use Matrix p. 8
                             of School    Expectations
                             Thursday  All Settings/     Classroom Teachers                  Model and discuss
                                       Incentives        teach/explain all universal         all expectations in
                             Friday    Classroom         behaviors (KAHFOOTY).               the “All Settings”
                                       and                                                   category”.
                                                         Cafeteria Supervisors will
                                       Playground
                                                         reinforce cafeteria expectations.
                             Monday    Hallway
                             Tuesday   Cafeteria         Playground supervisors and
                             Wednesday Restroom          Mrs. Fatherley will reinforce
                             Thursday  Bus               playground expectations.
                             Friday    All Settings/
                                       Incentives        Mrs. Fatherley will reinforce
                                                         Bus Expectations.
   “Safe”August 30-Sept. 3




                             Second       Introduce      Classroom teachers teach how        Use Matrix p. 8
                             Week of      “Safe”         to “be safe” in all locations.
                             School                                                          Use Lesson p. 24.
                             Monday     School Wide/     All Specials teachers will teach
                                        Classroom        how to be safe in their areas.      Model and discuss
                             Tuesday    Hallway/                                             all expectations in
                                        Restroom         Cafeteria and playground            the “safe” category.
                             Wednesday Cafeteria/        supervisors will reinforce
                                        Playground       expectations.
                             Thursday     Busses/
                             Assemblies                  Mrs. Fatherley will reinforce
                                                         Bus expectations.



                             Third        Introduce      Classroom teachers teach how        Use Matrix p. 8
   September 7th -10th




                             Week of      “Respectful”   to “be respectful” in all
                             School                      locations.                          Model and discuss
                             Tuesday    School Wide/                                         all expectations in
                                        Classroom        All Specials teachers will teach    the “Be Respectful”
                                        Review           how to be respectful in their       category”.
                             Wednesday Hallway/          areas.
                                        Restroom
                             Thursday   Cafeteria/       Cafeteria and playground
                                        Playground       supervisors will reinforce
                             Friday        Busses/       expectations.
                             Assemblies
                                                         Mrs. Fatherley will reinforce
                                                         Bus expectations.


Southern Boone Elementary PBS Handbook                                                                  21
   “Respectful”September 20-24 “Respectful”September 13-17 “Respectful”

                                                                          Fourth Week of   Introduce        Classroom teachers teach     Use Matrix p. 8
                                                                          School           “Responsible     how to “be a responsible
                                                                                           Learner”         learner” in all locations.   Model and discuss
                                                                          Monday           School Wide/                                  all expectations in
                                                                                           Classroom        All Specials teachers will   the “Responsible
                                                                          Tuesday          Hallway/         teach how to “be a           Learner” category”.
                                                                                           Restroom         responsible learner” in
                                                                          Wednesday        Cafeteria/       their areas.
                                                                                           Playground
                                                                          Thursday         Busses/          Cafeteria and playground
                                                                                           Assemblies       supervisors will reinforce
                                                                          Friday           Review/ Make-    expectations.
                                                                                           up
                                                                                                            Mrs. Fatherley will
                                                                                                            reinforce Bus
                                                                                                            expectations.

                                                                          Fifth Week of    Introduce        Classroom Teachers teach     Review Matrix p.8
                                                                          School           Referral         referral process.            Flow Chart p. 69
                                                                                           Process
                                                                          Monday           Review Entire    Mrs. Fatherley will make
                                                                                           Matrix           sure all support staff
                                                                          Tuesday          Safe Seat        understand the referral
                                                                          Wednesday        Buddy Room/      process and follow
                                                                                           Think Sheet      procedures.
                                                                          Thursday         Minor Referral
                                                                          Friday           Major Referral




Southern Boone Elementary PBS Handbook                                                                                                             22
 October 4-8 “Respectful”September 27-Oct 1
                                                                                   6th week of   Be Respectful      Teachers present lessons     p.26
                                                                                   school        in all settings    on Be Respectful in all
                                                                                                                    settings of the school




                                                                                   7th Week of   Be Responsible     Teachers present lessons     p.28
                                                                                   School        in all settings    maintaining a learning
                                                                                                                    environment.
                                                                                                                    Give 100% Effort.
                                                           “Responsible Learner”
 “Reponsible Learner” “Responsible Learner”October 11-15




                                                                                   8th Week of   Be Responsible     Teachers present lessons     p. 30
                                                                                   School        in the             on Completing                p. 32
                                                                                                 classrooms and     Assignments on time and
                                                                                                 hallways.          giving 100% Effort, Be
                                                                                                                    Prepared, and returning to
                                                                                                                    class quickly.
                   October 18-22




                                                                                   9th Week of   Be Responsible     Teachers present lessons:    p.33
                                                                                   School        in the Cafeteria   Use proper manners.
                                                                                                 and in the         Leave the table only after
                                                                                                 restrooms.         being excused.
                                                                                                                    Return to class as quickly
                                                                                                                    as possible.




Southern Boone Elementary PBS Handbook                                                                                                                   23
  November 1-5 Learner”October 25-29
                                          10th Week of        Be Responsible    Teachers present lessons:   p. 35
                                          School              on the            Be a problem-solver
   “Responsible                                               playground        Learn new activities
 “Responsible




                                          11th Week of        Be a              Teachers review bus rules   p. 36, 37, 38
  Learner”




                                          School              “Responsible      and consequences:
                                                              Learner” on the    Know and follow the bus
                                                              bus.              rules.
 “Compassion”November 15-19 November 8-




                                          12th – 15th         Be Caring         “Caring” Lesson plans       p. 39
                            12 “Caring”




                                          Weeks of School




                                          16th – 18th Weeks   Be                “Compassionate” Lesson      p.47
                                          of School           Compassionate     Plans




Southern Boone Elementary PBS Handbook                                                                                 24
 Review of “Safe, Respectful, and Responsible“Safe, Respectful, and Responsible LearnerNovember 29-December 3
                                                                                                                17th Week of   Safe,             Safe, Respectful, and         p.p. 35-43
                                                                                                                School         Respectful, and   Responsible Learner
                                                                                                                               Responsible       lesson plans for all
                                                                                                                               Learners in all   settings, classroom, and
                                                                                                                               Settings,         hallway.
                                                                                                                               Classroom, and
                                                                                                                               Hallway.
                                   Review of December 6-10




                                                                                                                18th Week of   Safe,             Safe, Respectful, and         p.p. 35-43
                                                                                                                School         Respectful, and   Responsible Learner
                                                                                                                               Responsible       lesson plans for lesson
                                                                                                                               Learners in the   plans for the cafeteria and
                                                                                                                               Cafeteria and     restrooms.
                                                                                                                               Restrooms
                   Learner




Southern Boone Elementary PBS Handbook                                                                                                                                                      25
    Review of “Safe, Respectful, andDecember 13-17
                                                     19th Week of      Safe,             Safe, Respectful, and      p.p.35-59
                                                     School            Respectful, and   Responsible Learner
                                                                       Responsible       lesson plans for the
                                                                       Learners on the   playground and bus.
                                                                       Playground and
                                                                       Bus
          Responsible Learner
 January Safe in




                                                     During January    Safe,             Teachers teach lesson on   p. 60
   Assemblies




                                                                       Respectful, and   assembly behavior
                                                                       Responsible       expectations.
                                                                       Learners in
                                                                       Assemblies.


                                                     During February   Cooperation       Teachers teach lesson on   p. 48
 “Cooperation”February




                                                                                         cooperation.
                          ”Perseverance”




                                                     During March      Perseverance      Teachers teach lesson on   p. 63
                                                                                         Perseverance
 March
 “Self-Control”April




                                                     During April      Self-Control      Teachers teach lesson on   p.66
                                                                                         Self-Control
                                                     We will also
                                                     have our PBS
                                                     refresher camp
                                                     after spring
                                                     break




Southern Boone Elementary PBS Handbook                                                                                          26
 Review Safe, Respectful, May
                                    Reteach as     Year end celebration
                                    needed

 and Responsible Learner




                                Monthly Character Traits



August                                           Safe

September                                        Respectful

October                                          Responsible

November                                         Caring

December                                         Compassion

January                                          Review- Safe, Respectful, and
                                                 Responsible Learner


February                                         Cooperation

March                                            Perseverance

April                                            Self-Control

May                                              Year-End Celebration




Southern Boone Elementary PBS Handbook                                      27
                              Be Respectful
                          Lesson Plan and Role Play

Skill and Critical Rule

Teacher: “Today we are going to talk about ways to BE RESPECTFUL at
Southern Boone Elementary School.”
   • What are we going to talk about?

Ask students to define what BE RESPECTFUL means. Shape their responses
into observable behaviors. You may want to put ideas into a web on the
board.

Teacber: “There are several ways to BE RESPECTFUL at school. For
Example, we can:
   • Follow directions in the classroom, cafeteria, or hallway when an adult
     gives instructions.
   • Use good manners in the classroom by saying Please and Thank you.
   • Pick up trash on the bus or in the hallway.
   • Make sure all of our trash is picked up in the cafeteria when we are
     done eating.

Teacher: “What are some other ways we can BE RESPECTFUL?”
         • Review a above key behaviors and any other skills students
           identify.

Demonstration and Role Play

Demonstration

Teacher: “I am going to show you some ways to BE RESPECTFUL and some
ways that are NOT RESPECTFUL.”

Following each demonstration, ask the students if you were demonstrating
BE RESPECTFUL. Ask what you might do instead in examples of NOT
RESPECTFUL.
Examples:

            •   Talking really loud in class during a lesson.
            •   Tell a student “Thank You” when he/she hands you a napkin in
                the cafeteria.
            •   Running down the hall.
            •   Throwing trash on the restroom floor.
            •   Following directions from an adult the first time when asked to
                do something.
Role Play

Set up a few examples with students to role play appropriate examples of
the skill BE RESPECTFUL.

Teacher: “Was he/she/they demonstrating BE RESPECTFUL? How do you
know?”
Review and Assessment

Teacher: “Today we talked about how to BE RESPECTFUL at school. There
are many ways to do this.
   • What are key behaviors that show respect?
   • What should you focus on today and every day during your classes?
Activities for students to choose:
   1. Ask students to think about a time when they (or someone they know)
       demonstrated BE RESPECTFUL. Have the student write about this
       skill and how it influenced the rest of the class and the individual.
   2. Have students create a behavior chart that they can keep in their
       agenda that they can mark when they are acting respectful to others
       during the school day (Saying please and thank you in the cafeteria,
       etc.) Set up a program to reward students for sharing stories about
       when they show respect.
   3. Make an Acrostic poem with the letters BE RESPECTFUL.
   4. Use the statement, “Self-Respect is the foundation upon which
       respect for others is built”, as the basis for a journal entry or brief
       essay.
   5. Name: 1) a family member who demonstrates respect for good health
       2) a neighbor who demonstrates respect for children 3) a community



Southern Boone Elementary PBS Handbook                                       29
           member who demonstrates respect for community property.
   6.   Design and present a “Good Example Award” to a classmate who
        exemplifies respect for academic excellence in a manner that sets a
        good example for others.
   7.   Create a poster to encourage students to show respect or the school
        environment.
   8.   Create a banner to encourage awareness and respect for individual
        differences and cultural diversity in your community.
   9.   Write a journal entry on the meaning of embracing respect for self
        and others as a life-shaping value.




Southern Boone Elementary PBS Handbook                                    30
                          Be A Responsible Learner
                           Lesson Plan and Role Play

Skill and Critical Rule

Teacher: “Today we are going to talk about ways to BE A RESPONSIBLE
LEARNER at Southern Boone Elementary School.”
   • What are we going to talk about?

Ask students to define what it means to be A RESPONSIBLE LEARNER.
Shape their responses into observable behaviors. You may want to put ideas
into a web on the board.

Teacber: “There are several ways to BE A RESPONSIBLE LEARNER at
school. For Example, we can:
   • Play by the rules in P.E. Class.
   • Return supplies to designated areas in Art Class.
   • Show up to class on time and ready to learn.
   • Completing work at home and returning it to school.



Teacher: “What are some other ways we can BE A RESPONSIBLE
LEARNER?”
         • Review above key behaviors and any other skills students
           identify.

Demonstration and Role Play

Demonstration

Teacher: “I am going to show you some ways to BE A RESPONSIBLE
LEARNER and some ways that are NOT RESPONSIBLE.”

Following each demonstration, ask the students if you were demonstrating
how to BE a RESPONSIBLE LEARNER. Ask what you might do instead in
examples of NOT BEING A RESPONSIBLE LEARNER.




Southern Boone Elementary PBS Handbook                                     31
Examples:

            •   Completing assignments on time and giving 100% effort.
            •   Choosing a seat in the cafeteria next to someone who you know
                will get you into trouble.
            •   Choosing to use your time for homework to read a magazine for
                enjoyment.
Role Play

Set up a few examples with students to role play appropriate examples of
how to BE A RESPONSIBLE LEARNER.

Teacher: “Was he/she/they demonstrating how to BE A RESPONSIBLE
LEARNER? How do you know?”

Review and Assessment

Teacher: “Today we talked about how to BE A RESPONSIBLE LEARNER at
school. There are many ways to do this.
   • What are key behaviors that show being a responsible learner?
   • What should you focus on today and every day during your classes?

Activities for students to choose:

   1. Have students think about a time when someone in their class
      demonstrated this skill. Have the students write about this skill and
      how it influenced the rest of the class and the individual student.
   2. Have students create an acrostic poem using the words
      RESPONSIBLE LEARNER.
   3. Have students read the short stories “The Oyster of Pu’uloa” and
      “The story of Crow and Hawk” and write a reflection about the moral
      of the story.
   4. Have students prepare a letter to the editor of the local newspaper
      about the amount of responsibility they feel they have for creating a
      cleaner environment.
   5. Write a creative story, poem, play, song, or rap about an irresponsible
      act that resulted in group consequences to people other than the
      person performing the act- give your creation a happy ending by



Southern Boone Elementary PBS Handbook                                     32
      allowing the unfortunate character to atone for and correct the
      irresponsibility.
   6. Develop a “Bill of Rights and Responsibilities” for our school
      environment.
   7. Create an illustrated poster that promotes being a RESPONSIBLE
      LEARNER at Southern Boone Elementary School.




Southern Boone Elementary PBS Handbook                                  33
                                  Be Safe
                          Lesson Plan and Role Play

Skill and Critical Rule

Teacher: “Today we are going to talk about ways to BE SAFE at Southern
Boone Elementary School.”
   • What are we going to talk about?

Ask students to define what BE SAFE means. Shape their responses into
observable behaviors. You may want to put ideas into a web on the board.

Teacber: “There are several ways to BE SAFE at school. For Example, we
can:
   • Keep our hands and feet to ourselves in the hallway.
   • Wash our hands after using the restroom so we don’t spread germs.
   • Stay in our seats while on the bus.

Teacher: “What are some other ways we can BE SAFE?”
         • Review above key behaviors and any other skills students
           identify.

Demonstration and Role Play

Demonstration

Teacher: “I am going to show you some ways to BE SAFE and some ways that
are NOT SAFE.”

Following each demonstration, ask the students if you were demonstrating
BE SAFE. Ask what you might do instead in examples of NOT SAFE.

Examples:

         •   Throwing trash on the floor in the cafeteria.
         •   Walking down the hall on the right side (with traffic).
         •   Running down the hall.


Southern Boone Elementary PBS Handbook                                     34
            •   Throwing trash on the restroom floor.
            •   Following directions from an adult the first time when asked to
                do something.

Role Play

Set up a few examples with students to role play appropriate examples of
the skill BE SAFE.

Teacher: “Was he/she/they demonstrating BE SAFE? How do you know?”

Review and Assessment

Teacher: “Today we talked about how to BE SAFE at school. There are many
ways to do this.
   • What are key behaviors that show respect?
   • What should you focus on today and every day during your classes and
      throughout the building of SBES?



Activities for students to choose:
   1. Ask students to think about a time when they (or someone they know)
       demonstrated BE SAFE. Have the student write about this skill and
       how it influenced the rest of the class and the individual.
   2. Have students create a behavior chart that they can keep in their
       agenda that they can mark when they are acting safe during the
       school day (picking up trash in the hallway, etc.) Set up a program to
       reward students for sharing stories about when they show respect.
   3. Make an Acrostic poem with the letters BE SAFE.
   4. Use the statement, “Self-Respect is the foundation upon which
       respect for others is built”, as the basis for a journal entry or brief
       essay.
   5. Name: 1) a family member who demonstrates respect for good health
       2) a neighbor who demonstrates respect for children 3) a community
          member who demonstrates
   6. Design and present a “Good Example Award” to a classmate who
   exemplifies
        BE SAFE in a manner that sets a good example for others.



Southern Boone Elementary PBS Handbook                                       35
   7. Create a poster to encourage students to show BE SAFE in one area
   of the school
       environment (Hallway, cafeteria, etc.)
   8. Create a banner to encourage awareness and respect for safety in
      our school or
       community.




Southern Boone Elementary PBS Handbook                                36
           Don’t be scared. Be prepared.
                             By Sara Cosby, grade 5
                            Chase Elementary School
                                Baltimore County

                                 Characters:
                   Ashley                             D.J.
                   Ally                               Luke
                   Chris                              Ms. Insley
                                     Ms. Stairs

                                  Setting:
                     It is morning in the school hallway.

(The students are walking into the classroom, talking to each other.)

Chris: Today is going to be great!

Luke: I’m all prepared and ready for success.

(Ms. Stairs looks at Luke sternly with her hands on her hips.)

Luke: I mean I’m ready to learn.

Ally (in a snobby voice): Well, I’m prepared for a pop quiz any time.

D.J. (snaps): POP QUIZ!

Ally (in a panicky voice): What! Where’s my pencil and paper?

D.J. (laughing): Just kidding!

Ally: Hey, that’s not funny!

Ashley: Come on, Ally. Let’s get ready to do our morning work.

Ms. Stairs: OK, class. Is everyone prepared to go to math? Please line up.



Southern Boone Elementary PBS Handbook                                       37
Class (getting in line with binders): Yes, ma’am.

Ally (walking to the line): Do I need my binder?

D.J. (also getting into line): Do I need my notebook?

Ms. Stairs: Can anyone tell me what you need to be prepared for math
class?

(The students raise their hands.)

Ms. Stairs (pointing to Ashley): Yes, Ashley. Can you tell us?

Ashley: You need your binder, your take home folder, your homework, and a
pencil.

Ms. Stairs: Good. Now can anyone tell me what you need to do to be
prepared in the hallway? (She picks Chris to answer this question.)

Chris (gesturing): Your lips need to be zipped.

Ms. Stairs: Good. What else?

(The students raise their hands.)

Ms. Stairs: Yes, Luke?

Luke: Your hands need to be crossed, so you won’t touch anyone or anything.

Ms. Stairs: Give me a thumbs up, if you think that is correct.

(The whole class gives a thumbs up.)

(Ms. Insley walks into the classroom, looking surprised.)

Ms. Insley: Wow! You guys look all prepared and ready to learn.

(Ms. Stairs, Ms. Insley, and the students walk in a line off the stage.)



Southern Boone Elementary PBS Handbook                                   38
                   IT’S TIME TO LEARN
                         By: Hannah Cosby, grade 5
                          Chase Elementary School
                              Baltimore County
CHARACTERS
Cody, Megan, Faith, Ms. Weeks, Chelsey, Mr. Chris, Narrator

WHAT YOU NEED TO LEARN
Act 1
Narrator (to the audience): Megan was getting ready for school. It was the
first day, so she was excited to go back. She made a list of things she would
need for school, so she was prepared to learn.

Megan (to herself):#1 book bag
                   #2 pencils
                   #3 paper

Narrator: The list went on, but she thought those were the important
things. After she was finished getting ready and making sure she had
everything, she left for school. When she arrived, she didn’t waste any time.
She didn’t want to miss anything. She only had time to say a few things to
her friends.

Faith (to Megan): Hi, Megan. Did you have a great summer?

Megan: Yes, it was so awesome! We went to so many different places!

Narrator: While they were talking, they arrived at their classroom. When
Megan arrived, she waited for directions from her teacher.

Ms. Weeks (to the class): OK, does everyone remember my name?

Cody (stands up and says to the class): Your name is Ms. Weeks.

Ms. Weeks (handing out the list): Great! Now I will hand out a piece of
paper to everyone. Look at the paper and see if you have everything on the
list and you are ready to learn!



Southern Boone Elementary PBS Handbook                                     39
Narrator: The class looked closely at the list, so they didn’t miss anything.

Ms. Weeks: OK, who would like to read the list aloud?
Narrator: Ms. Weeks calls on Cody to read the list.
Cody (reading): Four folders with pockets, pencil case, 3-ring binder, ….

Narrator: Now the class had everything they needed to learn.

Ms. Weeks: Very good. Thank you, Cody.

(Everyone exits the stage. The students all walk back on stage, as it is the
next day.)

SUBSTITUTE TEACHER
Act 2

Narrator: The next day the class had Mr. Chris as a substitute.

Mr. Chris: Hi, everyone. My name is Mr. Chris. Let’s make this day fun, so
we can learn! If you are good, we can play games and have a little fun! I will
write a note and tell your teacher how you did. If you don’t do well, I will
tell the teacher that this class will owe five minutes of recess. Let’s have a
great day!

Narrator: It was reading, and the red group was reading independently,
while the orange group did a Time for Kids. Finally it was the end of the day.

(Chelsey raises her hand.)

Mr. Chris: Yes, Chelsey?

Chelsey: Did we do a great job today? I mean we played games, I learned a
lot, and my friends said they did, too.

Mr. Chris: You all did a great job! I also learned a lot from you kids.
Awesome job!




Southern Boone Elementary PBS Handbook                                         40
    Must be….Respectful and Responsible in the
                   Cafeteria


Christopher: (3rd, 4th, 5th) graders at Southern Boone Elementary
are respectful and responsible in the cafeteria.

Naomi: We use our manners. Listen and you will hear!

Ms. Ceska: What would you like for lunch?

Keith: May I have pepperoni pizza please?

Ms. Ceska: You sure can. Here you go.

Keith: Thanks!

Ms. Ceska: You’re welcome. How about you Brianna, what would
you like for lunch today?

Brianna: I’ll have cheese pizza please.

Ms. Ceska: OK!

Brianna: Thanks!

Ms. Ceska: You’re welcome.

Mack: I’d like cheese pizza too please.

Ms. Ceska: Cheese pizza. Coming right up!



Southern Boone Elementary PBS Handbook                         41
       Mack: Thanks!

      Ms. Ceska: Wow! You (3rd, 4th, 5th )graders have wonderful
      manners!!
      Everyone: BE RESPECTFUL and Responsible at Southern Boone
      Elementary!




      Expectation: I am a Problem Solver on the Playground

Skill/Rule: Be a problem solver

Context: On the playground

Introduction:
Share this story with the class.
I have a teacher-friend who was telling me about a big problem her class was having
playing four-square on the playground. Her students knew the rules of the game but
they spent most of the time arguing about them rather than playing the game. The
arguments became very intense if the ball was near the line and one player yelled “out”
and another yelled “in.” Several students had been involved in pushing and shoving
matches that ended with SMC visits and calls home to parents. My friend was concerned
that someone would start a fight and someone would get hurt. She really needs some
advice to help her students be able to solve their problems on the playground.
- Do you think we could come up with some solutions to help the students in my friend’s
class solve their problems when they play four-square?
- Generate a list of ways to solve problems when playing four-square and other
playground games and activities.
Teacher Model:
Show students how to play “Rock-Scissors-Paper.” Discuss using this game as a strategy
to solve problems on the playground.
Role Play:
Example: William had been sitting at the top of the slide for several minutes. Justin
asked William to please go on down. William would not go. Justin was getting very
frustrated. He thought about pushing William down, but then remembered to stop and


      Southern Boone Elementary PBS Handbook                                    42
think about the consequences of his actions. He decided this wasn’t worth having an
argument about. He decided to get off the ladder and join Rashaan on the swings.
Non-example: Students are lining up to come in from recess. Janae’ and Marcus start
bumping each other. Then they start pushing and shoving into other students in line. It
takes several minutes for the class to calm down and come into the building. Because of
this incident, the teacher does not have time to read from the book they all enjoy
listening to.
Example: Landen is having a bad day. He didn’t do so well on an important test and is
mad and upset with himself. He sees some girls playing jump rope and thinks it might be
fun to take their rope away from them. He remembers how that would be a poor choice
that would only get him in trouble. He solves his problem of feeling upset by asking the
guys if he can join their basketball game.
Review:
- Prepare a list of things to do or say to express regret for not solving a problem in a
useful way.
- Remind students about solving problems peacefully by saying, “Remember to be a
learner on the playground by solving problems on the playground in safe way.”
- Have a discussion with students about situations that occur on the playground that can
be worked out by using good problem solving skills. Give feedback to students who solve
problems peacefully on the playground with a “Problem Solver Award.”

Practice Throughout the Day:
- Make a list of common problems on the playground and possible solutions.
- Role-play how to stop, think and choose wisely before acting.
Homework:
Watch your friends and family to see what kind of problem-solving skills they use. Are
they successful in solving the problem?




      Southern Boone Elementary PBS Handbook                                     43
                                          Bus Safety

                                    Expectation: I am SAFE

Skill/Rule: Bus Safety

Context/Setting: On the School Bus

Introduction: Discuss the importance of knowing and practicing Bus Safety rules. How can knowing
the rules keep us SAFE? Others SAFE? How can it make the bus driver’s job easier? Why do our
parents want bus riders to follow Bus Safety rules?

Demonstration: Arrange 6-8 students chairs into rows, simulating the rows of seats on the bus.
Use a larger chair to represent the driver’s seat. Model the proper way to enter the bus, sit down
in a seat, then how to exit the bus.

Role Play:
Example: When Mrs. Ensor asks Bus 79’s line to stand up and proceed to the bus, Montez promptly
stands up, picks up his backpack and follows the person in front of him to the bus.
Nonexample: Sierra is walking in the aisle of Bus 21 and sees no one is sitting in her favorite seat
yet. She pushes Marcus out of the way to get there before anyone else.
Example: Darianna and Kylee are sitting with each other on the bus. They are quietly talking with
each other about all the fun things they are going to do at Shawna’s birthday party this coming
Saturday night.
Nonexample: Deondre’ is sitting in the 5th row of seats on the bus. His best friend Micah is sitting
in the 8th row of seats. Deondre’ turns around in the seat, rests his arm over the back of the seat
and yells to get Micah’s attention. Now he can tell him about the awesome game of basketball he
played at lunch recess.
Student Examples: Ask bus-riding students to share with non-bus riders the safe and unsafe
practices they have seen when they have been on their bus.

Review:
K-3rd – Discuss with students how each person’s behavior affects other people. Give examples of
good behaviors as well as negative ones.
4th-5th – Break into small groups. Brainstorm ways people’s behavior can affect others, in both
positive and negative ways. Each group choose a spokesperson to report back to the class the ideas
shared in their group.
4th-5th – In small groups, create one-act plays where good bus safety guidelines are used.




        Southern Boone Elementary PBS Handbook                                             44
Practice Throughout the Day:
  During computer lab time, have class log on to www.ncbussafety.org. There are
great activities  available to reinforce school bus safety rules. Some activities are
perfect for the SmartBoard, while others lend themselves to individually completed
puzzles and games.
- Share a story with your students about a time you rode a school bus. Give your own examples of
safe/unsafe practices you have seen. What were to consequences?



Homework: Discuss with the adults in your family the experiences they had when they rode a
school bus. Was it any different from what it’s like today? Were the busses the same? How far
away was the bus stop from their home? Report back to classmates some of what your family spoke
about.




                            Expectation: I am SAFE on the Bus




        Southern Boone Elementary PBS Handbook                                           45
Skill/Rule: Safely getting on and off the School Bus

Context/Setting: School Bus

Introduction: Begin by asking students, “How many of you ride the school bus in the morning and in
the afternoon? Raise your hands. Good! Today, and the rest of the week, we are going to talk about
School Bus Safety. We are going to talk about how to stay SAFE by following the rules for waiting
for the school bus to pick you up, exiting the school bus, and then walking to your home. Here are
the safety topics we will cover:
     1. At the bus stop        3. Exiting the bus
     2. Getting on the bus     4. The danger zone*
We must remember how important it is to be SAFE, even before you get on the bus.”

Topics to cover with students:
       At the Bus Stop                         Exiting the Bus
     Getting on the Bus                     Know the Danger Zone*

Demonstrate, pantomime and discuss these 4 rules by using a “pretend” bus and road in your
classroom.
(Students will have the opportunity to demonstrate “for real” the 4 rules at the “Bus Safety
Demonstration Day”, on September 22.)

At the Bus Stop:
    1. Stand back from the road. (indicate where the road is and where you should stand in
       relation to the bus.)
    2. Wait for the bus to come to a complete STOP, red lights flashing, door open and
       stop sign to be out.
    3. LOOK BOTH WAYS twice before you cross the road.

Getting on the Bus:
    1. Climb the steps carefully one at a time.
    2. Use the handrail.
    3. If you drop something, TELL THE DRIVER and let the driver help you get it. Don’t go
       after it.
    4. Don’t EVER go under a school bus for ANY reason. It is not SAFE there.

Exiting   the Bus:
    1.    After the bus has come to a COMPLETE STOP, stand up and gather your things.
    2.    Allow the students in the row in front of yours go ahead of you.
    3.    Walk slowly toward the exit door and exit one at a time.
    4.    Always use the handrail.

*Know the Danger Zone
        1. The “Danger Zone” is ten feet wide on all sides of the bus. Remain 10 steps away
from the bus
          to be out of the “Danger Zone” and where the driver can see you.
        2.    Always cross the street in front of the bus. If you drop something, tell the bus
driver before you
          attempt to pick it up, so PBS Handbook
        Southern Boone Elementary the driver will know where you are.                   46
     3. Make eye contact with driver before you cross the street. The driver will help be sure
there is no traffic
Southern Boone Elementary PBS Handbook   47
                                    Caring Lesson

Objectives
Students will be able to:
• identify and participate in caring/kindness activities at school
• identify and participate in caring/kindness activities at home
• identify and participate in caring/kindness activities in the community
• produce a community of caring/kindness poster

Overview
This is a three-part lesson that helps students become aware of being caring and kind
citizens in their school, home, and community. The first part of the lesson introduces the
meaning of caring and kindness to the students, in terms of recognizable behaviors.
Students realize how they are already caring, kind citizens. The second part of the lesson
focuses on their community outside of school and how it is a caring or kind community. The
last part of the lesson gives the students an opportunity to demonstrate thoughtfulness in
school and at home.

Materials:
Caring/Kindness cooperative learning sheet
Talking chips (counters, poker chips, etc. – one per student)
3 pieces of chart paper
Several copies of local newspapers
Poster Board
Paper tree and paper “ornaments”

Procedures
Part One: 10 minutes
Have students sit in cooperative groups of 4–5. Give each group a Caring/Kindness sheet and
ask students to participate in a Round Table. Say “begin” and ask the first student to write
down one way he/she can be caring or kind to others and then pass the paper to the next
student. The paper goes around the group until it comes back to the first student. Then it is
time to share: using the talking chips, give each student a chance to share one of the items
on their sheet. While the students share the ideas, prompt them to recognize where the
acts of caring/kindness occur: school, home or in the community. Record each response on
one of the three chart papers that has been labeled Home, School, or Community. After all
recorded responses have been shared, add more examples to the lists if desired.

Part Two: 30-40 minutes
Have students get into a circle and count them off by fives. Each number will represent a
new cooperative learning group. Once in their new groups, ask students to try and find more
ways their community is caring using their local newspaper. The groups should find at least
five articles, captions, or advertisements that show compassion in the community. The
students will cut and glue the items on a poster board and label the board OUR CARING
COMMUNITY. When each poster is completed, the groups should share their posters with


Southern Boone Elementary PBS Handbook                                                    48
the class and hang them in the school where others can celebrate how caring their
community is.

Part Three: 10 minutes
In closing, have students verbally reflect on how they feel about the kindness in their
community. Ask them if they think they can do more. Next, give them the opportunity to do
more by introducing a Caring Tree. Hang up a paper tree and tell the students it will be
their job to catch each other performing acts of kindness or compassion. When they
witness an act of compassion, they should write down the person’s name on a paper
ornament, leaf, etc. Provide students with a regular time to hang the slips of paper on the
tree and tell everyone about what they witnessed (such as during class meetings).

Assessment
“Kid watching”: Student interactions may be used to determine if the students understand
and are demonstrating caring and kindness.
Creation of Caring Posters
Additions to the Caring Tree

Extensions
The Caring Tree can be used as an extension to promote the use of caring and kindness in
and out of school. You may also wish to give each student a monthly calendar to take home
and record positive, caring interactions with family members.



Adaptations
The teacher should be available to help each cooperative group as they complete each part
of this lesson. The students in each group are also working cooperatively with a common goal
of completing the task to the best of their ability. The groups should be heterogeneous.

National Standards
NL-ENG K-12.1 Reading for Perspective
NL-ENG K-12.2 Understanding the Human Experience
NL-ENG K-12.4 Communication Skills
NL-ENG K-12.11 Participating in Society
NL-ENG K-12.12 Applying Language Skills

Related Links and Resources
Education World Standards:
http://www.education-world.com/standards/national/toc/index.shtml#lang

Kagan, Spencer. Cooperative Learning. (Kagan Cooperative Learning, 1997)

Credit
Jaime Ballard, a second-grade teacher at Millard Hawk Primary School, a 2006 National
School of Character, wrote this lesson.




Southern Boone Elementary PBS Handbook                                                      49
              Cooperative Learning Sheet




Southern Boone Elementary PBS Handbook     50
Getting To Know Each Other - Compassion

The book Getting to Know Ruben Plotnick (Flashlight Press, ISBN# 0972922555, $15.95), by Roz
Rosenbluth, is a gem that can help teach tolerance and respect. I use it as a springboard for talking
about differences. After I read it aloud to my 1st-, 2nd- and 3rd-graders, we play a game that works
with or without the book.

The game centers on a question: "Could you be friends with someone who. . . ?"


Options include: Could you be friends with someone who is older than you? Could you
be friends with someone who lies? Could you be friends with someone who is in jail?
Could you be friends with someone who has different colored hair? Could you be
friends with a bully? Could you be friends with...?

After hearing each question, students go to a designated spot in the room. If they
answer "no," for example, they go to the left. If they answer "yes," they go to the
right. If they aren't sure, they stay in the middle of the room. I make it clear from
the outset that there are no right or wrong answers and that they can move to a
new spot if the discussion prompts them to change their mind.

The 3rd-graders answered the jail question in a particularly intriguing way because
they wanted to know why the person was in jail; in their minds, a tax-evader was a
better option for a friend than someone who committed a violent crime. Since they
judged violence so harshly, this activity served as a beautiful illustration of the
Golden Rule, which challenges us to treat others the way we want to be treated.

After the discussion, we recite a poem together, often with special hand motions:
R-E-S-P-E-C-T
You gotta give it, to get it,
Yeah, that's the key!
We live by the Golden Rule, you see,
At Southern Boone Elementary.
Last of all, I give each student a gold-colored bracelet embossed with the word
"Respect" to remind them to respect differences and live by the Golden Rule. After
the lesson, one 1st-grader made it a point to tell me he was "wearing the Golden
Rule."

Turn the bracelet-making into a cooperative class project using yellow or gold
construction paper.

Barbara Gruener, counselor
Westwood Elementary School
Friendswood, TX



Southern Boone Elementary PBS Handbook                                                             51
Expectation: I Am Respectful




Southern Boone Elementary PBS Handbook   52
Skill: Play and Work Cooperatively
Context:     All settings
Introduction: “Wonderful ones, this week we will be learning techniques to help us to play
and work cooperatively with others. We will discuss and role-play the kind of situations
students face on a day-to-day basis. These can be situations that occur on the
playground or in the classroom. Let’s begin today by talking about playing cooperatively
on the playground. What are some of the problems you have seen or experienced during a
basketball game; a soccer game; playing on the swings; playing with hula hoops? Were the
problem-solving techniques used effective? Did everyone remain SAFE and
RESPECTFUL? What does playing cooperatively look like, sound and feel like?
- As the week progresses, discuss situations that can lead to conflict in the classroom.
“How can the outcome of the same situation be affected in a positive or negative
manner? What are the consequences for the student? What are the consequences for
ALL the people in the classroom? ”

Role Play:
Example: Sarah wants to play with a hula hoop at lunch recess. When she gets outside,
she sees that all of the hula hoops are being used. She approaches Susan and says,
“When you’re done playing with the hula hoop may I have a turn, please?” Then Sarah
begins a conversation with Amy, while she waits for Susan to finish her turn.
Nonexample: Sarah wants to play with a hula hoop at lunch recess. She sees that all the
hula hoops are being used. She comes up close to Susan, knocking into the hula hoop.
Sarah says, “You played with the hula-hoop all last recess. You need to give someone else
a turn,” and she grabs at the hula hoop.
Example: The class has lined up to go to P.E. Alex was slow getting to the line due to
needing to tie has shoelace. As he approaches his spot in the line order, he says, “Cecil,
could you move back a step so I can get in line.” Cecil moves back politely, and Alex says,
“Thanks, Cecil.”
Nonexample: Amanda and Erika are walking to the swing set. They have been planning to
swing all morning. When they arrive at the swings, all but one swing is full. Amanda grabs
the chain and says, “My swing!” Erika grabs the other chain and pulls at it, saying, “No, I
got here first, it’s mine!” “Find your own swing, this is mine.” Both of them continue
arguing about who gets the swing, while they pull the seat side-to-side by the chains.”
Student Examples: Ask students to think of times they have been faced with a
cooperation conflict. How did they handle it? Was their method successful for them?

Review:
   At a specified time of the day, have a class sharing time where students report
examples of working/playing cooperatively that day.



Practice Throughout the Day:
When in line to exit the classroom, give this precorrect, “Please be sure to use your
problem solving skills if you encounter a cooperation problem on the playground.”
      Southern Boone Elementary PBS Handbook                                       53
Homework:
- Make a poster showing an example of playing cooperatively on the playground, or an
Poem:       Ladies First
              - by Shel Silverstein


Pamela Purse yelled, “Ladies first,”
Pushing in front of the ice cream line.
Pamela Purse yelled, “Ladies first,”
Grabbing the ketchup at dinnertime.
Climbing on the morning bus
She’d shove right by all of us
And there’d be a tiff or a fight or a fuss
When Pamela Purse yelled, “Ladies first.”

Pamela Purse screamed, “Ladies first,”
When we went off on our jungle trip.
Pamela Purse said here thirst was worst
And guzzled our water, every sip
And when we got grabbed by that wild savage band,
Who tied us together and made us all stand
In a long line in front of the King of the land
A cannibal known as Fry’Em-Up Dan,
Who sat on his throne in a bib so grand
With a lick on his lips and a fork in his hand,
As he tried to decide who’d be first in the pan
From back of the line, in that shrill voice of hers,
Pamela Purse yelled, “Ladies first.”



                    Expectation: I Am Respectful




Southern Boone Elementary PBS Handbook                 54
Skill:         Using respectful words and body language (continuation of Cool Tool #12)

Context:      All settings

Introduction: “This week we will continue our discussion of using respectful words
and body language to show we are Safe, Respectful Learners in the classroom and
elsewhere. We will talk about how being a Safe, Respectful Learner leads to success
in the classroom, as well as in other places, too.”

Role Play:
Example: Damon and Lamarr ride the same bus. On the way home one day, Lamarr
was teasing some of the younger riders by making scary sounds and saying scary
things. Damon started to feel uncomfortable and afraid. He asked Lamarr to stop
doing that because he didn’t like it. Lamarr said, “I’m sorry Damon. I didn’t mean to
make you afraid. OK, I will stop.” (How did this interaction make Damon feel? Lamarr?)

Non-Example: When her class was finished with the day’s word work, Cathy wanted
to clean the dry erase board. She stood up to go to the board, but Mrs. Akers
reminded her that it was Daniel’s turn this week to be Board Cleaner. Cathy said,
“NO! I get to!!” Mrs. Akers said, “Cathy your turn to be Board Cleaner is coming soon!
We all have to be patient and respectful about whose turn it is.” Cathy scowled at
Mrs. Akers, then dropped her whole body to the floor and started rocking back and
forth and whining and moaning. (What did Cathy’s body language mean? Her words? What
would a better choice have been? How did this affect the other students in the class?)

Example: Maria’s favorite game at recess is 4-Square. She usually is the first one to
reach the 4-Square area, and is already in the Number 1 spot when others join in the
game. She tells the other players which square to take, and makes the rules for how
they’re going to play. Some of the other players decide to speak up, and they say,
“Maria, we’re getting tired of you being the boss of every game. You always have to
be in the first square and nobody else gets to start off there.” Maria feels surprised
by her friend’s remarks, and almost says something mean to them. She remembers to
be respectful to others, and then says instead, “I’m sorry. Guess I didn’t realize what
I was doing! How ‘bout I get in the waiting line. Maybe we can figure out a fair
rotation so everyone gets a chance to be in square number one.” She hands the ball
off to one of the other players as she heads to the waiting line. (How is this an
example of Maria showing respect for others? For herself? How did each of the participants
show respect? How were they all able to keep this situation from becoming a fight or
argument?)

Nonexample: The class is having a social studies lesson. After almost every remark
the teacher or a classmate says, Steven has a comment. “That’s dumb! That’s lame! I
don’t wanna read that! It’s stupid” Sometimes it’s just a noise that comes out of his
mouth, like a heavy sigh or moan. Sometimes it’s wiggling around in his desk, or
tapping a pencil on the desktop. The teacher knows much more could be accomplished
     Southern Boone Elementary PBS Handbook                                     55
with her students if it weren’t for the disruptive and inconsiderate noises being made
by Steven. (How is this behavior effecting the learning environment? What are the
Quotation:
              “The way of a superior (wo)man is threefold:
                 Virtuous, s/he is free from anxieties;
                 Wise, s/he is free from perplexities;
                     Bold, s/he is free from fear.”
                                                 - Confucius




                      Expectation: I Am Respectful

Skill:                Being the Best Me - Using proper table manners
Context:            At dining tables (in school, restaurants and at home)
Introduction:
“We will be focusing on the use of proper table manners this week. Let’s think of some
reasons why it is desirable for us to use good table manners.”
“Can you think of some similarities and differences between eating in a restaurant and
eating in the school cafeteria?”
Model:
   - Borrow trays and utensils from the cafeteria. Set up a “table” to display the
       proper placement of a plate, drinking glass, knife, fork, spoon and napkin.
   - Teacher model sitting down to the table, pulling chair in, placing napkin in lap,
       using utensils appropriately, chewing with mouth closed, etc.
Role Play:
Example: Corey got ketchup on his mouth as he ate his hotdog. He wiped it off with his
napkin, and put the napkin back on his lap.
Non-example: Ricardo squirted a lot of ranch dressing on his salad. There was leftover
dressing on the plate after finishing his salad. He took his straw and sucked-up the salad
dressing with it.
Example: Brianna chews with her mouth closed and waits until she swallows to talk with
her friend.
Non-Example: Jenny puts two chicken nuggets in her mouth, chews a couple of times,
then finishes telling her friends about the new kitten her family has gotten.
Student Examples: Ask students to share real-life examples.




Southern Boone Elementary PBS Handbook                                     56
Review:
Design posters of proper table manners to hang in the cafeteria.


Practice Throughout the Day:
1. Precorrect before going to lunch: “Remember to use proper manners (sit in chair
   properly; chew with your mouth closed; wait until you have swallowed a mouthful of
   food before you speak, etc.) during lunch.
2. “Remember to tell Ms. Melissa and Ms. Azziza, “Thank you,” when you are served your
   tray.
Homework
Write a paragraph about what you would do in this situation:
   Your best friend has invited you to her house for dinner. They serve spaghetti, but
the sauce tastes really awful to you. What should you do?

Other Activities:
1) Using the above mentioned homework activity as a starting point, divide
the class into several small groups. Take a few minutes to have each group
prepare a role-play presentation illustrating a non-example of the spaghetti
scenario, then present same scenario as a positive example.
2) Role-play scenarios suggested by students.




                          It’s Ask Ms. Manners Time!

Dear Ms. Manners,
   Is it still improper to have your elbows on the table when you are eating? I have
two boys 9 & 10, who seem to think I'm crazy. Any other table manner advice you
can give me would be greatly appreciated. I'm trying to raise our boys to have



Southern Boone Elementary PBS Handbook                                            57
decent table manners!
   Signed,
      Bewildered Mom


Dear Bewildered Mom,
   It's okay to put your elbows on the table if you're not actually eating. But, if
you're eating, only rest the forearms on the table. One doesn't want to be hunched
over their food!

Dear Dr. Manners,
   My parents, and even the teachers at school, are always talking about using good
table manners. I wish they’d leave me alone! Why is it so important to them?
   Signed,
      Annoyed child

Dear Annoyed,
   You must remember your parents are also teachers! They want you to know that
table manners are more than about proper eating, they’re about being kind and
considerate of others, too. You know you are smart and nice, but other people will
judge you on how you appear. Having good table manners is one way people know you
have been taught the way to act around others.

Dear Dr. Manners,
   I am an elementary school teacher. Could you give me a list of what you think the
most important table manners are for kids? I love my kiddos and want to be sure I
help them with this important subject. Thank you for any help you can give me.
   Sincerely,
          Ms. Jones

Dear Ms. Jones,
    Thank you for your letter. I am so glad to know there are such caring teachers
out there looking out for our children! I hope you find this information helpful:

      Whether in the Cafeteria, a Restaurant or at Home…
      * Be sure to say, “Thank you,” to the person serving your food. This shows
respect and appreciation.
       * Sit up straight in your chair. Your bottom should be squarely on the chair
and to the back of the seat.
         Place both of your legs under the table with feet on the floor. This shows
you respect yourself.
       * Eat with a fork or spoon, unless the food is meant to be eaten with fingers.
       (i.e. popcorn, grapes)
       * Don't stuff your mouth with food, it looks gross, and you could choke. Take
bites that fit your mouth.
       * Chew with your mouth closed. No one wants to be grossed out seeing food
       being chewed up or hearing
           it being chomped on. This includes not talking with your mouth full.
       * Don’t lick your fingers, slurp your food or lick leftovers from your plate.
That’s just plain gross!!
       * Eat slowly, don't gobble your food. Someone took time to prepare your
       food. Slowly means to wait


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        about 5 seconds after swallowing before taking another bite.
       * Remember to take only the amount of food you can eat. Wasting food is
disrespectful.
.
       * Don't reach over someone's plate for something, ask for the item to be
passed to you.
       * Use a napkin, not your hand or sleeve, to wipe your mouth. Put your napkin
in your lap when finished
       * When eating at someone's home or as a guest at a restaurant, always thank
the host and tell them how
          much you enjoyed the meal. (even if you didn’t like the taste of it)
       Someone took time and energy to
          prepare the food or they have paid for the food you ate in a restaurant.
       Be sure they know you
          appreciate the kindness they have shown you.



Related Literature
Poems

Table Manners

The Goops they lick their fingers,
The Goop they lick their knives,
They spill their broth on the tablecloth;
They live untidy lives.
The Goops they talk while eating,
And loud and fast they chew,
So that is why I am glad that I
Am not a Goop. Are you?
                             Gelett Burgess




Never Take a Pig to Lunch

Never take a pig to lunch.
Don’t invite him home for brunch.



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Cancel chances to be fed
Till you’re certain he’s well-bred.

Quiz him! Can he use a spoon?
Does his sipping sing a tune?
Will he slurp and burp and snuff
Till his gurgling makes you gruff?

Would he wrap a napkin ‘round
Where the dribbled gravy’s found?
Tidbits nibble? Doughnuts dunk?
Spill his milk before it’s drunk?

Root and snoot through soup du jour?
Can your appetite endure?
If his manners make you moan,
Better let him lunch alone.
                          Susan Alton Schmeltz



        “If you tell the truth, you don’t have to remember anything!”



- Mark Twain




Southern Boone Elementary PBS Handbook                                  60
                        Expectation: I Am Respectful

Skill:          Being Polite in the Restrooms
Context:       At school and other public places..
Introduction: “This week we will be discussing the many ways you can show RESPECT to others
by being polite. By having good manners you demonstrate that you have RESPECT for yourself,
too!
Teacher Model:
Chart responses of the children to the subject of using manners in the restrooms. Encourage the
use of complete sentences for students’ responses. Desirable responses could be: “not talking in
the restroom,” (allows neighboring classrooms to continue learning); “flushing toilets after use;”
“allowing privacy for those who are using the restroom;” “treating others the way you would like
to be treated.” This is also a good forum for the importance of using good manners and being
polite in other scenarios. Remind students that your peers and others will judge you by your
actions, not your intentions. What is the impression you want to leave with others?
Role Play:
Example: Doug signed his name on the chalkboard to use the restroom. He quietly left the room
and walked to the boys’ restroom nearby. After flushing the toilet and leaving the stall, he
carefully washed his hands and dropped the used paper towels into the trashcan. He promptly
returned to his classroom missing very little learning time.
Non-Example: Jenny announced loudly to her group, “I gotta.” She strolled up to the blackboard,
signed her name, then left the classroom. When she got to the restroom, she noticed one of the
stall doors was shut. She said, “Who’s in there?” No one answered. Jenny repeated, in a louder
voice, “WHO IS IN THERE?” Still no one answered. This made Jenny angry and she started
mumbling things under her breath. Pretty soon her curiosity got the best of her. She got down on
her hands and knees and looked under the door. Imagine her embarrassment to see that it was
__________.
Practice throughout the day:
    1. Before dismissing students for scheduled restroom breaks, precorrect: “Remember to be
        respectful by not talking in the restroom.
    2. Positive feedback as children return from restroom, “Thank your for being respectful to
        other classrooms by not disturbing their learning.” “Thank you for taking care of things in
        the restroom promptly.”




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Review:
   1. Using the list of “Larry Bell’s Twelve Words” as a guide, write descriptors of the
        characteristics of a polite, mannerly, RESPECTFUL person. Analyze/ Infer/ Evaluate/
        Formulate/ Describe/ Support/
         Explain/ Summarize/Compare/Contrast/Predict how this helps a person in their everyday
   life.
   2. As a math activity, estimate the time it takes you to leave the classroom, walk to the
        restroom, use the
          toilet, wash and dry hands and return to your desk. If you use the restroom once a day,
   (not counting the
               opportunities given to use it as “class bathroom time”), how many hours/days of
LEARNING have you
         lost during the school year? (use 173 as days of school)
     3. Have children keep track of the time it takes to take a trip to the restroom (or water
fountain), on a weekly
          basis. How many hours/days does this calculate out for the entire year? (use 37 weeks as
multiplier)
Homework:
 Be aware of situations in daily life (not just at school) where you have noticed people being
 polite/impolite and. How was this RESPECTFUL/disrespectful? What did they do? Be prepared
 to discuss in class how these skills helped/hurt a person or situation out, or how it made you
 feel toward that person.
 Quotation:
    “Treat everyone with politeness, even those who are rude to you.
            Not because they are nice, but because you are.”
                                                                          -Anonymou
                                          s




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                                    Expectation: I Am Respectful
Skill:          Complying with Requests
Context: All settings
Introduction:
1. “This week we will be talking about showing RESPECT by complying with requests. Can someone tell
us what the word ‘comply’ means? Are there other words in our vocabulary that mean the same or
similar thing? Let’s share examples of times when we’ve been requested to do something by an adult, or
friend. How did you show RESPECT by complying with their request?
Model:
- Play ‘Trading Places.’ Choose a student to “trade places” with you. You are now the student. The new
“teacher” is to pretend to be giving instructions for the day, or other activity, that is a regular part of
your daily routine. As the “teacher” is giving instructions to the class, you react to each of the
requests by displaying a non-example behavior that is often displayed by one or more of your students.
- “Complying with Requests Charades”: Have students write on small pieces of paper, suggestions of
behaviors that would demonstrate ‘Complying with Requests.’ Place suggestions in a hat, then draw slips
out, one at a time, for volunteers to “act out.” See if classmates can guess the behavior.

Role Play:
Example: The teacher asks the students to open their social studies books to page 124. Michael’s
group opens their books to the correct page, and sits attentively while the teacher gives instructions
for the rest of their assignment.
Non-Example: The teacher asks the students to open their social studies books to page 124. Katrina
says, “ You’re kidding! I hate social studies.”
Example: Ms. Townsend notices a plasticware wrapper and a fork on the floor in the cafeteria. She
asks Joy if she would please pick it up for her. Joy says, “Sure! No problem!”
Non-Example: Jessica has been wiggling in her chair, rustling papers at her desk and humming to
herself while doing her math work. Her teacher asks her to please quiet herself. Jessica says, “Who
me? I wasn’t talking!”




            When you rise in the morning, form a resolution to make the
                      day a happy one for a fellow creature.
                                                                                           Sydn
                    ey Smith
                         I expect to pass through life but once.
           If, therefore, there can be any kindness I can show, or any good
              thing I can do to any fellow human being, let me do it now.
                                                                                  - William Penn




         Southern Boone Elementary PBS Handbook                                               63
                               Expectation: I an RESPECTFUL

Skill: Being a polite, active listener
Context: At school assemblies
Introduction:
Say to students, “We have discussed many times what it means to be a Safe, Respectful Learner in
the classroom, on the playground and in the hallways. This week we will be talking about why it is
important for us to be Safe, Respectful Learners when we have assemblies. Let’s think of some
ways we can be RESPECTFUL at an assembly. How can you be a LEARNER when you are at an
assembly?” (relate this skill to excursions outside the school building as well)

Demonstration: Teacher models coming into the gym, sitting quietly on the floor, legs crossed,
hands in lap, eyes on the assembly leader, ready to listen RESPECTFULLY. (criss-cross applesauce,
spoons in the bowl) Model what it looks like to be an Active Listener.

Role Play:
Example: Tre’von sits quietly on the gym floor. When Ms. Barksdale gives the Attention Signal, he
shows RESPECT by raising his hand, and is ready to listen to what she has to say.
Nonexample: Kayshawna is lying down during the assembly. Her feet are touching a classmate’s leg.
When the person next to her tells her she is supposed to be sitting up, Kayshawna ignores her and
starts tapping her feet.
Example: The Mother Singers have come to sing to our school. LaShonda looks right at the group
as they sing, and applauds politely when they finish their song.
Nonexample: Michael whispers into Madison’s ear several times as she is listening to directions
being given to the class at Access Arts.
Student Examples:
    - Have students share their experiences at an assembly, play or movie, when someone has not
    been RESPECTFUL to those sitting around them, or not RESPECTFUL to the people who are
    presenting the event.
    - When we have someone come to present a program for us, what will they think of Benton
    School when they see how RESPECTFULLY we sit and actively listen to their presentation? Will
    they want to come again sometime? Will they have nice things to tell their co-workers and
    friends about Benton School?

Review:
Have students create:
   - a list of situations where one can demonstrate being an active listener.
   - a picture or poster that shows examples of those situations
   - write a poem or rap song about “Assembly Manners.” Make a poster to display in the hallway.




        Southern Boone Elementary PBS Handbook                                           64
Practice Throughout the Day:
    - At unexpected times, give the Attention Signal. Wait for complete compliance. Take note of
    how much time it takes. Make a chart that indicates how long it takes to comply each time. Set
    a goal for the acceptable amount of time to come to attention. Estimate how many times it will
    take to reach that goal.
    - Give this precorrect, “Thank-you for coming to attention so promptly. I enjoy being with this
    classroom of active, attentive listeners and learners! I’m proud of my RESPECTFUL, polite
    learners.”
Homework: Ask students to pay close attention to occasions where they have observed others
showing RESPECT by actively listening. Share observations with classmates. Ask them to be aware
of times they are being active listeners outside of school.

        Quotation:
            “The object of teaching a child is to enable him to get along
                               without his teacher.”
                                                                   - Elbert Hubbard


                     “Actions speak louder than words.”            - Chinese proverb




        Southern Boone Elementary PBS Handbook                                             65
                                     Be Cooperative

                                 STUDENT ACTIVITIES
 1. Break the kids into four groups and tell them they're going to make music. One group claps,
 one group whistles, one group taps on their seats, one group makes shushing sounds with
 their mouths (like cymbals). Each group plays their sound when you point to them. The object
 is for each group to get itself coordinated into something that sounds good without talking to
 the other member(s) of the group. In order to accomplish this they have to listen to what each
 other is doing and adjust accordingly. Point to the groups one at a time, letting each group get
 their act together. Then, start adding the groups together allowing time for them to adjust what
 they're doing until they start to sound good. Eventually, you'll have all the groups going at once
 in a well coordinated ensemble.
     When the concert is over, ask the kids what made this activity fun and why it required
 cooperation to make it work. What would have made it work better? If it didn't work, why not?

 2. Break the class or group into small teams (five children per team is a good number). Their
 assignment is to invent a new animal. They must name it, draw it, and decide how and where
 it lives. Afterward, have each team present its animal to the class and tell exactly how they
 worked together to create it.

 3. Design a "How to Cooperate" poster that illustrates the cooperative behaviors listed at the
 top of this column. Keep it displayed on a wall.

 4. What's good about cooperating? Make a list of all the benefits.

                               WRITING ASSIGNMENTS
 1. Think of a really good experience you had as a member of a group. What made it good?
 Think of a bad experience. What made it bad? What can you learn from the comparison?

 2. Are you a cooperative person? For each of the cooperative behaviors listed at the top of
 this column, rate yourself on a scale of one to five (1=awful, and 5=terrific). For each of these
 behaviors give an example of how you are either good at it or not so good at it, and what you
 could do to improve.

 3. Describe a time you had difficulty cooperating. What made it difficult? What did you do
 about it? Is there something you could have done that would have made it easier?

 4. Imagine that you get out of bed one morning in a rotten mood and you feel like being totally
 uncooperative for the whole day. Write about all the things you could do that would make your
 friends and teachers look at you and say, "Boy, are you being uncooperative today!"

 5. Think of a time somebody (a friend, classmate, family member, etc.) was very
 uncooperative with you. Write a pretend letter to that person describing what he or she did,
 how it made you feel, and what you want this person to do differently in the future.

 6. Write about a problem in the world that might be solved if people would cooperate more.
 Why aren't they cooperating now? How could they do a better job of cooperating?




Southern Boone Elementary PBS Handbook                                                               66
                                HOME ASSIGNMENTS
 To enlist the involvement of parents, make copies of the "For Parents" block (see below) and
 send them home with the children. Tell the children to discuss the video with their parents, and
 to perform the following activities.

 1. Have a discussion about cooperation in the family. In what ways do you cooperate with
 each other, and how does that make things nice? In what ways do you not cooperate enough,
 and how does that make things difficult or unpleasant? Make a "family cooperation" chart and
 see if you can do something about improving the cooperation within the family.

 2. For one week keep a daily record of all the things you do that require cooperation (at home,
 at school, and everywhere else). At the end of the week give yourself a grade on how
 cooperative you have been.

 3. Pick one television program and watch it with your family. Afterward, have a family
 discussion about things people did in the program that were examples of either good or bad
 cooperation. Make a list of these examples.


 Note to the teacher or group leader: It might be a good idea to think of some way for the
 children to share the outcomes of these activities with each other. Perhaps they could give
 written or oral reports or discuss their experiences in small groups.




                  Respect, Perseverance, Self-Discipline

This lesson may be used during communication Arts.

Grade Level: 3rd - 5th

Materials Needed: Books authored by Dr. Suess for students to choose

Time Frame: 1-2 hours

Objectives:
To find a Dr. Seuss quote or saying from a selected book and relate it to their own
life experience by using the quote in a short story.

Standards:
Missouri Standards: Goal 2.4 Students demonstrate and integrate their ability to
present perceptions and ideas regarding works of the arts, humanities and sciences.


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Goal 2.3 Students demonstrate and integrate their ability to exchange information,
questions and ideas while recognizing the perspectives of others. CA6 Participate in
formal and informal presentations and discussions. CA7 Identify and evaluate
relationships between language and culture. National Character Education
Standards: 2.2 Appreciate core values, reflect on them, and become committed to
them.

Brief Description:
Have each student chose a Dr. Seuss book from a pre-selected group or on their
own from the school library. Give the students time to read their book and pick out
quotes or phrases that they think tell a good message or they can relate to their
everyday life in some way. Help them to think about perseverance and self-
acceptance as they select their quotes. After selecting their quote, have the
students write a short story about their own life, incorporating their quotation.
Allow them to share their stories with the class and discuss why they chose their
quotation and what they feel they can take from their quote.

Participation:
See Above

Integration:
The students must think about self-respect and self-awareness as they pick out a
quote from a Dr. Seuss book they find relatable. The teacher emphasizes choosing
a quote that explains some part of a person’s character or gives advice for their
future. The students then relate these character traits to their own life, thinking
about how they do and can show these traits daily. During share-back time students
must respect one another and will further discuss how character themes are
present in their books and in their lives.

Dr. Suess Quotes

“Don't give up. I believe in you all. A person's a person no matter how small. Today you rae
you, this is truer than true. There is no one alive youer than you.” HORTON HEARS A WHO

“I learned there are troubles of more than one kind. Some come from ahead and some from
behind.”

“If you never did, you should. These things are fun, and fun is good.”




Southern Boone Elementary PBS Handbook                                                     68
“I like nonsense, it wakes up the brain cells. Fantasy is a necessary ingredient in living, It's a
way of looking at life through the wrong end of a telescope. Which is what I do, And that
enables you to laugh at life's realities.”

“And when they played they really played. And when they worked they really worked.” THE
KING'S STILTS


“You have brains in your head. You have feet in your shoes. / You can steer yourself any
direction you choose. You're on your own, and you know what you know. /And you will be the
guy who'll decide where you'll go. /Oh the places you'll go.” OH, THE PLACES YOU'LL GO!

“You can get help from teachers, but you are going to have to learn a lot by yourself, sitting
alone in a room.” ~ NY Times, 5/86

“Today is your day! Your mountain is waiting. So... get on your way.” OH, THE PLACES YOU'LL GO!

"Be who you are and say what you feel, because those who mind don't matter and those who
matter don't mind." Dr. Seuss

“You're in pretty good shape for the shape you are in.”   YOU'RE ONLY OLD ONCE!


“It's high time you were shown/That you really don't know all there is to be known.” ON
BEYOND ZEBRA


“Unless someone like you care a whole lot, nothing is going to get better. It's not.” THE
LORAX


“I know up on top you are seeing great sights, but down on the bottom we, too, should have
rights!” YERTLE THE TURTLE


“Think left and thing right and think low and think high. Oh, the thinks you can
think up if only you try.” OH, THE THINKS YOU CAN THINK!

“Don’t cry because it’s over, smile because it happened.”

"I'm afraid sometimes you'll play lonely games too, games you can't win because
you'll play against you."




Southern Boone Elementary PBS Handbook                                                         69
                                Self Control Lesson Plan
                                I will use self-control
Context: All Settings
Introduction: Read or review the story, Lilly’s Purple Plastic Purse by Kevin Henkes.
Talk about how Lilly did not use her self-control when she was on the carpet. Have
students give examples of what she could have done differently.
Example:
Marcus waited patiently with his hand raised to ask Mrs. Moore a question while she was
talking to an adult. When the conversation was over Marcus stayed in his seat until Mrs.
Moore could talk to him.
At recess there was a line for the slide. Gina waited patiently until it was her turn to go
down.
Non-example:
While Mr. Tannen was reading aloud Tamara yelled out, “Can I go to the bathroom?”
Susie carried the playground balls out to recess. When she put them down Mark and
Andy came rushing at her to grab the foursquare ball. They both began fighting over
who got the ball first. Susie ended up getting knocked over because the boys were
rushing.
Activity:
1. The teacher explains how self-control is needed for a successful life now and in
the future. Discuss how the following skills can help in keeping control over
yourself in a frustrating situation: stop being upset, start to think, relax, decide
how to keep your self control, think about what you can do, and make a decision.
Role play situations where students will need to use self control such as:
- You loan someone your pencil and they loose it.
- You don’t get to answer a question even though you had your hand up and
waited patiently.
- You don’t finish your work on time.
- Someone bumps into you and doesn’t say sorry.
- Someone takes the last swing before you get to the swing set.
2. Read When Sophie Gets Angry- Really, Really Angry… talk about each time
something happens to Sophie to make her angry and how she could use her self
control to solve her problem.
Review:
1.Throughout the day give positive feedback to kids using self-control
2. Give pre-correct during times of the day when self-control is needed such as walking
in the hall, going out to recess, before lunch, etc.




          Southern Boone Elementary PBS Handbook                                              70
Other Activities:
1. Read the Essential 55 rule 5, if you win, do not brag; if you lose, do not show
anger.
2. Read the Essential 55 rule 44, when walking in line, keep your arms at your sides
and move quickly.
Resources:
USV- How Fights Start and Stop (12 minutes K-3)




          Southern Boone Elementary PBS Handbook                                       71
       Biking and Walking Safety
              Expectations

All students should follow the following proper
precautions when walking to school, biking
to school, and when exiting and entering the
bus lane.

   •   Students should never ride bikes on school property. The
       parking lots and traffic lanes in and out of the parking lots
       could be very dangerous for bikers. When entering the
       parking lot in the morning you should enter at the cross
       walk with the crossing guard, get off of your bike, and walk
       to school on the nearest sidewalk. Walk your bike to the
       bike rack and use the sidewalk to enter the school. After
       school, an adult should help you safely get to the right
       place and cross the street. Please walk your bikes to the
       walking lane before beginning to ride.

   •   When walking to school, always use the walking lane and
       cross walks. Make sure you are aware of your
       surroundings. Stay on the sidewalk until leaving school
       property.



   •   Bus riders and students being picked up by parents
            should always use the sidewalk. Bus riders
            should always stay on the sidewalk until
            entering the bus. Students being picked up by parents
            should wait patiently for parents away from the curb
            and then approach the curb when the car is stopped.




                     Be Safe. Be Responsible.


Southern Boone Elementary PBS Handbook                             72
Southern Boone
  Elementary
Discipline Flow
     Chart
                                            Is it a major offense? Is
                                           it a repeated offense that
                                              intervention has not
                       Yes                           helped?
     Complete
  office referral,     (Level III)
      send the
                                                                NO, Minor. (Level I, Level II).
  student to the
    Principal’s                                      Send student to safe seat to complete the think sheet
     office for                                         and conference with the student. Complete a
    disciplinary                                      behavior data sheet and submit it to the office for
   action. Form                                                        data collection.
        will be
    returned to
      teacher.
                                                      Is the behavior
      Specials
                                     Yes               continuing to
   teachers will
                                                          escalate?            No
       give the
                             Send student to
  referral to the
                              a buddy room
  Principal and
                               to complete                                      Conference with
  then it will be
                               think sheet.                                   student and student
    given to the
     classroom                                                                 returns to seat and
  teacher to file.                                                            activity. Parents are
                              Is the behavior                                  notified by teacher
                               continuing to                                   and Think Sheet is
                                  escalate?                No       No
                     Yes                                                      signed by the parent
                                                                               and returned to the
                                                No
                                                                                     teacher.
   Complete office                                                            Is the student ready
  referral and send                                                              to return to the
  the student to the                                                              classroom or
  principal’s office                                                                 activity?
   for disciplinary
        action.

                                                                                Yes

                                                                               Student returns
                                                                                to safe seat or
                                                                                   activity.




     Southern Boone Elementary PBS Handbook                                                       73
                                    Southern Boone Elementary
                        Be Safe, Respectful, Responsible Learners
     Level I Behavior                    Level II Behavior    Level III Behavior
 Do Not Complete Behavior Data Sheet
                                             (MINOR)              (MAJOR)
                                      Complete Behavior Data Sheet       Complete Behavior Data Sheet
Running in the building            Chronic Level I Behavior            Chronic Level II Behavior
                                   (3 x’s level I Behavior= 1 Minor)   (3 minors= 1 major)
Unsafe/rough play/ play fighting   Cheating                            stealing
Spitting                           Tantrum                             Vandalism
Electronic equipment at school     Disrespect/ Insubordination         Possession of a weapon
Failure to follow rules                                                Intimidation/ verbal threats/
(classroom, bathroom, hallway,                                         bullying
lunchroom, playground)
Classroom disruption                                                   Harassment
Uncooperative behavior                                                 Verbal abuse/ directed
                                                                       profanity
Disruptive transition                                                  Fighting
KAHFOOTY Violation                                                     Possession or under the
                                                                       influence of illegal substance
Non-direct profanity                                                   Assault to student or staff
Out of assigned area                                                   Computer Use Violation
Chewing gum inappropriately                                            False Alarms
Put-downs, teasing                                                     Indecent Exposure
Inappropriate displays of                                              Sexual Harassment
affection
Pushing and shoving
Lack of effort in classroom or
on homework
    Level I Consequences               Level II Consequences              Level III Consequences
Verbal correction                  Verbal Correction                   Principal referral then follow
Think Sheet/ Safe Seat             Loss of privileges/ entire recess   with:
Apology                            Teacher Detention                   Verbal correction
Loss of Privileges/ loss min. of   Apology                             Loss of privileges/ entire recess
recess                             Buddy Room/ Think Sheet             Principal Detention or ISS
Teacher Detention                  Behavior Contract                   Apology
Loss of cards or sticks            Note or phone home, concern         Restitution
                                   card                                Office/Think Sheet
                                   Loss of two cards or sticks         Behavior Contract
                                                                       Note or phone home, concern
                                                                       card
                                                                       Loss of all cards or sticks
                                                                       Parent escort
                                                                       Quiet Lunch in office
                                                                       Suspension from school




Southern Boone Elementary PBS Handbook                                                                  74
                                        BEHAVIOR DATA SHEET
                                                                                                  Major                  Minor 
                                                                        TOC: (left class)          (returned)                  Total Min Out of Class
                                                                        .
Student’s name:

Student’s Teacher:                                                                                   Grade                    3      4    5
                                                                   Referring
   Date                              Time                            Staff

          Location of incident:                         Classroom                       Playground
                 Hallway
           Library/computers                   Music                       PE                                 Art

           Cafeteria                           Bathroom                    Bus                                Other


           Issue of Concern                                     Trigger                                              Consequence
 physical contact/aggression                    conflict with peers                               loss of privilege (describe)
 harassment/bullying                            provoked by peers                                ______________________________
 inappropriate language                         presence of specific peer                         time in safe seat
 disrespectful to adult or      peer            ignored by peers                                  time in buddy room
 disrupting learning                            asked to perform task                             think sheet
 not following directions                       repeated directions                               time in office
 refusal to work                                teacher busy with others                                      talk to principal
 property theft / misuse / damage               setting or activity (describe)                                cool off
 lying                                         _______________________________                                 to finish work
                                                 other ________________________                   For office use only:
 cheating
                                                                                                    in school suspension
 other ______________________                   unclear
                                                                                                    out of school suspension
                                                                                                    other _______________________
 Others involved:
   none                  peer(s)           staff        teacher           substitute                other
 The behavior by this student:
  has never happened before   has happened occasionally                                     is ongoing                   unknown
 Think Sheet completed?  yes     no Attached?  yes                                        no
Brief description of incident:




Administrator
signature                                                                        Date

Teacher Signature                                                                Date
                                            Parent contacted?  yes                no


        Southern Boone Elementary PBS Handbook                                                                                 75
                                        BEHAVIOR DEFINITIONS

           BEHAVIOR                    CATEGORY                                  DEFINITION
  Physical Contact/aggression              fighting          Punching, kicking, shoving, etc.. with possibility of
                                                             injury, 2 participants
                                      assault (one sided)    Serious physical contact with intent to cause physical
                                                             harm or injury to another student
                                        assault on staff     Serious physical contact with intent to cause physical
                                                             harm or injury to staff
                                      sexual misconduct      Unwanted physical affection, inappropriate touching
                                                             of self or others, indecent or unacceptable exposure
                                                             of one’s body
                                          aggression         Actions involving physical contact where injury may
                                                             occur: pushing, shoving, hair pulling, scratching,
                                                             spitting, tripping
Harassment/bullying                  threats/intimidation    Communication (verbal or nonverbal) with a person
                                                             with the intent to threaten or intimidate
                                       teasing/taunting/     Negative communication (verbal or nonverbal) with
                                          harassment         a person or verbal attack based on ability, gender,
                                                             ethnic origin or religion
                                      sexual harassment      Communication(verbal or nonverbal) with sexual
                                                             content with the intent to intimidate or offend
Inappropriate language/gesture                               Communication with a person that includes swearing
                                                             or use of other inappropriate words or gestures
Disrespect                                                   Arguing, talking back or socially rude interaction
                                                             with peers or adult
Disrupting learning                                          Disruption of learning by throwing objects, excessive
                                                             talking, making other noises, out of seat etc.
Not following directions                                     Refusal to follow directions or comply with class or
                                                             school rules
Refusal to work                                              Refusal to complete assigned work or actively
                                                             participate in class activities
Property theft, misuse or damage                             Theft or inappropriate use of school or other’s
                                                             property that results in destruction, damage or loss
Cheating                                                     Viewing and/or using the answers or work of another
                                                             student with the intent to use it as their own
Lying                                                        Communication of information that is untrue with the
                                                             intent to avoid a consequence or gain a reward
Other                                    possession of       Possession or use of knives, guns or objects capable
                                           weapon            of causing injury or physical harm

                                 Shaded behaviors are instant office referrals

    Students may be sent to office for other behaviors if the problem is ongoing or at the teacher’s discretion.



             Southern Boone Elementary PBS Handbook                                                  76
                     Southern Boone Elementary
                            Eagle Pride
                          THINK SHEET
Name                                                Grade

Left classroom:           Returned to classroom:    Total T.O.C.:


Homeroom Teacher:                         Referring Teacher:


1. What expectation did I not meet? (place a check mark next to all that apply.)
   o I was not acting safe.

   o I was not acting respectful

   o I was not a responsible learner

2. My description of the unwise choice that I made is:




3. What caused me to make the unwise choice (I cannot refer to anyone else, only
   my own actions and decisions)?




4. What could I have done that would've been a wiser choice?
           5. How did my unwise choice affect others (Who did it help? Who did it hurt?)




           6. What do I need to do to resolve (make up for) the problems caused by my
              choice?




           7. What am I going to do about the choice I made in order to prevent myself from
              making it again?




           8. What should be the consequence if I choose to make this unwise choice again?




If this document is not signed and returned, you will call your parent/guardian the following morning.

I have completed this sheet with honest answers and my best effort. If it appears
                    that I haven’t, I will be asked to redo it.
Student Signature                                                              Date



                    Parents, please sign and return after discussing the above
                                  information with your child.
Parent Signature                                                               Date




           Southern Boone Elementary PBS Handbook                                           78
Parent Comments:




Southern Boone Elementary PBS Handbook   79

				
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