George
Mather Forbes
School #4
Staff Handbook
Respectful
O
n Task
Accountable
Responsible
School-Wide Behavioral Expectations
A Guide for Teaching School-Wide Behavioral
Expectations
School-Wide Positive Behavior Support is a set of strategies and systems to increase the capacity of schools to (a) reduce school disruption, and (b) educate all students including those with problem behaviors
¾ Clearly defined outcomes
¾ Research-validated practices
¾ Supportive administrative systems
¾ Use of information for problem solving
Features of School-Wide Positive Behavior Support
· Establish regular, predictable, positive learning & teaching environments.
· Train adults & peers to serve as positive models.
· Teach and model behavioral expectations
· Create systems for providing regular positive feedback.
o Acknowledge students when they are “doing the right thing”.
· Improve social competence.
· Develop environments that support academic success.
This guide is the result of a collaborative effort between
the
School-Wide Behavioral Expectations
This guide provides specific
goals, behavioral expectations, teacher and staff responsibilities, strategies
for acknowledgement, procedures for handling infractions of behavioral
expectations, and specific routines to be followed.
School Goal:
Students
at
R Respectful
O On Task
A Accountable
R Responsible
Teacher & Staff Responsibilities:
ü
Teachers and
staff will teach, model and practice each of the behavioral expectations
throughout the year.
ü
Teachers and
staff will acknowledge student behaviors that meet the ROAR expectations.
ü
Teachers and
staff will implement the good work ticket system.
ü
Teachers will
reference the office versus classroom referral guidelines.
ü
Teachers and
staff will participate in the station rotation activities 2 times a year
Acknowledgment System
The acknowledgement system is a feature of the ROAR behavioral expectation system. The behavioral expectation system focuses on acknowledging students who demonstrate School #4 behavioral expectations. This program works in conjunction with school-wide and classroom goals.
Specific verbal
feedback
ü When you observe students being, respectful, on task, accountable, and/or responsible, acknowledge them by giving specific positive verbal feedback such as:
o “That was so helpful the way you held the door open for your classmates.”
o “Thank you for walking with your hands and feet to yourself.”
Good Work Tickets
ü Acknowledge students who are exhibiting ROAR behaviors by giving them specific positive feedback along with a good work ticket. Good Work Ticket Bags will be collected by the ACE team on Friday afternoons. Tickets will be drawn by grade level each Friday.
ü Each teacher will establish a guideline for the number of good work tickets needed to earn specific classroom incentives. Incentives could include extra raffle ticket, extra recess, free time, rolling chair, sit by a friend at lunch or in the classroom, Chess Club, privilege pass, etc.
Monthly Raffle
ü Each Friday after the weekly drawing the good work tickets will be entered into a monthly drawing for a larger prize. Raffle winners will be called at the terrific kid assembly for that month.
Semester Raffle
ü Each semester the good work tickets will be entered for a large prize drawing. Display case will advertise the large prize.
Handling Infractions of Behavioral Expectations
Level 1 behaviors include:
Step 1: Level 1 behaviors are to be handled by the classroom teacher or staff member witnessing such behaviors.
Step 2: If behaviors persist, the classroom teacher should call the parent to advise them that the teacher will meet with the student for the purpose of goal setting. Each parent contact should be documented on the phone log.
Step 3: If Level 1 behaviors have not improved after 4 weeks, please complete the SOAR referral form (included in the back of this handbook) and put in Ms. Whitlow’s mailbox. A SOAR meeting will be scheduled to discuss the student’s behaviors. At this meeting an FBA may be requested.
Level 2 behaviors
include (Office Referrals):
Level 2 behaviors should be referred to the office at teacher discretion. Teachers will complete an Office Discipline Referral form to be sent to the office. After meeting with the student, an administrator will return the Discipline Referral form to the teacher at the end of the week when referral data has been entered into data tracking system.
Level 3 behaviors
include:
Level 3 behaviors should be referred to the office immediately. Teachers/Staff should CALL the OFFICE IMMEDIATELY. Teacher will complete an Office Discipline Referral form to accompany the student. Consequences for students who engage in level 3 behaviors will be determined by the principal.
General Lesson Format for
When introducing behavioral expectations, follow four basic steps:
Step 1: Access prior knowledge of R.O.A.R. for specific setting.
Step 2: Identify R.O.A.R. behaviors for specific setting.
Step 3: Model R.O.A.R. behaviors for specific setting.
Step 4: Review expectations of R.O.A.R. for specific setting.
Cafeteria Expectations
Respectful in the cafeteria:
§ Listen to adults
§ Ask to get up
§ Say please and thank you
§ Respect the environment
On Task in the cafeteria:
§ Have money ready
§ Single file line
§ Stay seated
§ Place trash in trash can
Accountable in the cafeteria:
§ Enjoy your OWN food
§ Level 2 voice
§ Clean up your own area
§ Stay seated until your class is called
Responsible in the cafeteria:
§ Use utensils appropriately
§ Wait in line
§ Keep your hands to yourself
§ Raise your hand for help
Cafeteria Procedures
Hallway Expectations
Respectful in the hallway:
§ Keep hands and feet to yourself
§ Level 0 voice
§ Keep hallway clean
On Task in the hallway:
§ Go directly to destination
§ Face the front of the line
§ Keep to the right
§ Walk in a single file line
Accountable in the hallway:
§ Walk down 1 step at a time
§ Hold onto railing
§ Take direct route to destination
§ Carry a hall pass
Responsible in the hallway:
§ Eyes front
§ Look with eyes instead of hands
§ Right hand on stair railing
Bathroom Expectations
Respectful in the restroom:
§ Keep hands and feet to yourself
§ Use bathroom appropriately
§ Use equipment properly
On Task in the restroom:
§ Be quick
§ Keep bathroom clean
§ Turn water off
Accountable in the restroom:
§ Use one squirt of soap
§
§ Rub hands & count to 10 when using dryer
Responsible in the restroom:
§ Place trash in trash can
§ Keep water in the sink
§ Wait patiently
Bus Arrival & Dismissal Expectations
Respectful during arrival & dismissal:
§ Listen to adult directions
§ Greet driver and adults
§ Wait outside until the bell rings
§ Walk directly to your door, or bus
On Task during arrival & dismissal:
§ Stay in your seat
§ Buckle up
§ Level 1 voice
§ Follow bus rules
Accountable during arrival & dismissal:
§ Make sure all personal/school items are in book bag
§ Be ready for departure
§ Use respectful language
§ Keep hands and feet to yourself
Respectful during arrival & dismissal:
§ Walk in a line
§ Keep all items in book bag
§ Stay on sidewalk
§ Get to your destination on time
------------------------------------------------------------------------------------------------------------
· When approaching intersection, stay to the right by the curb
· Wait at the stop sign until the crossing guard tells you to go
· Stay inside the white cross walk lines
· Walk on sidewalk
· Wait at assigned door
· Stay on sidewalk behind cross guard
· Wait on the sidewalk at the intersection until the traffic stops and you are told to cross
· Once across street, walk or ride close to the curb until safely home
Classroom Expectations
Respectful in the classroom:
§ Listen and follow adult directions
§ Raise your hand to talk
§ Help others
§ One person speaks at a time
On Task in the classroom:
§ Arrive on time
§ Complete assignments
§ Clean and organized workplace
§ Have supplies ready
Accountable in the classroom:
§ Complete homework
§ Participate in discussions
§ Follow rituals and routines
§ Try your best
Responsible in the classroom:
§ Cooperate and work well with others
§ Ask permission to leave the room
§ Solve problems peacefully
§ Level 1 voice