George Mather Forbes

School #4


Staff Handbook




O n Task             







George Mather Forbes School #4

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 George Mather Forbes School #4 2008-2009 Positive Behavior Support Team and the Response to Intervention Committee









George Mather Forbes School #4

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 George Mather Forbes School #4 will ROAR throughout the school day by following the four behavioral expectations.


George Mather Forbes School #4 Behavioral  Expectations:


             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


            George Mather Forbes School #4 will maintain a level system for handling infractions of behavioral expectations.  Outlined below is the level system along with the instructions for handling such behaviors:


Level 1 behaviors include:

  • Abuse of technology (inappropriate websites)
  • Being rude
  • Bringing inappropriate personal objects to school (non-dangerous)
  • Cheating
  • Chewing gum
  • Cutting in line
  • Does not respect personal space
  • Ethnic slurs, insults
  • Inappropriate noises
  • Insulting others
  • Littering
  • Mumbling under breath
  • Not acting in a safe way; running, skipping, swinging arms, sliding on railings, etc, in all settings
  • Not following directions
  • Obscene gestures
  • Plagiarizing
  • Poking
  • Reference to others’ families
  • Refusing to work
  • Repeatedly not returning homework
  • Rolling eyes, clicking tongue
  • Shouting, yelling
  • Singing, whistling, humming, rapping
  • Sneaking food
  • Stealing
  • Swearing
  • Talking back
  • Talking during classroom instruction
  • Tampering with educational materials
  • Teasing or taunting
  • Threats (teacher discretion)
  • Verbal aggression (arguments)


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):

  • Abuse of technology: physical damage of school equipment
  • All purposeful physical aggression against a person or object
  • Chronic behavioral issues where documented interventions over time have not been successful
  • Disrespectful behavior that continues after repeated attempts to intervene have occurred
  • Disruptive behavior that continues after repeated attempts to intervene have occurred
  • Leaving the room/supervised area without permission
  • Possession of weapons or objects that could be used as a weapon
  • Stealing that is unresolved in the classroom
  • Threats of physical violence against staff or students
  • Triggering a fire alarm
  • Verbal arguments that become confrontational despite attempts to deescalate them


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:

  • Arson
  • Bomb threat, false alarm
  • Use, possession of alcohol
  • Use, possession of prescription or non-prescription drugs
  • Use, possession of tobacco
  • Use, possession of weapons


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

Teaching School R.O.A.R. Behaviors



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.

  • Respectful
  • On Task
  • Accountable
  • Responsible


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




    • Enter the cafeteria quietly.


    • Students bringing lunch – walk to your table.


    • Students buying lunch – stand in line quietly by menu choice and class, keeping hands and feet to self.


    • Keep silent in the serving zone.


    • Give your attention to the cafeteria personnel.


    • Walk to your table.


    • Remain seated facing forward.


    • Use a level 2 voice.


    • Talk only to those across and next to you.


    • For teacher’s assistance, raise your hand and wait.


    • Eat your food only.


    • Use good table manners. 


    • When finished, pick up all trash, raise hand, wait for teacher’s permission to throw trash away and return lunch tray.


    • Put all uneaten food and trash into the trash can carefully.


    • Pick up any food or trash you drop on the floor at the trash can.


    • Walk single file out of the cafeteria.








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

§         Wash, lather, and rinse

§         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



Walker Arrival Procedures*


·        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



Walker Dismissal Procedures*


·        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