C CONVERSATION H HELP A ACTIVITY M MOVEMENT P PARTICIPATION S SIGNAL Level 0 No Talking Raise Your Hand Emergency Testing Sit at your desk Focus on assignment/ Test Level 1 Only Whisper Ask a Friend Work by yourself Sit at your desk Finish work, then do enrichment Start Activity Level 2 Table Talk Raise your hand, ask a neighbor Center Activities Find an activity, go there Focus on assignment Transition, clean up Level 3 Speaker Voice Think, Raise your hand Partner Activities Sit at a desk /table with partner Think, pair, share Lower voices Level 4 Outside Voice Go to the parking lot Group Work Responsible movement around the room Work with others Go back to desk 1, then Level 3 Flip your table card Whole Group Stand or walk in line Answer when called on/volunteer Line up, dismissed to room CHAMPs Classroom ACTIVITY Worksheet Activity:
JPS School-wide Behavior Matrix (Example) Bus Hallways Cafeteria Playground Assemblies Restroom Library Be Safe Walk Stay to the right (right is right) Stay in personal space Hands to yourself Voice level 0 or 1 or 2 Walking feet Follow line- up directions Hands to yourself, unless playing tag Follow equipment use instructions Enter in a line Keep hands and feet to self Follow directions Use hand washing procedure the toilet Walking feet Use water to wash hands Keep hands and feet and objects to yourself Enter and exit in a line Walking feet Be Respectful Voice level 0 or 1 Wave silently to friends Hats off Take Say please & thank you Use eating utensils Follow cleanup directions Follow line-up procedure You can use any voice level Take turns on equipment Use appropriate language Use polite cheering (voice level 0, 1, 2, 3) feet Stand during pledge Say pledge (or be quiet) Clean up after yourself Keep hands, feet and eyes to yourself Wait patiently level 0 or 1 Follow adult directions Sit in small chairs or on the rug Be Responsible Enjoy wall displays with your eyes Empty mouths Wait patiently Pick up trash Use talk & squawk Stay in your seat Follow snow play procedure Pick up your own Wait patiently for turn Use talk, walk, & squawk Class sits in spot After the class’s turn, return to the designated spot Go back to to when you’re done Voice level 0 or 1 Pick up your own trash Return books on time Stay in personal Use library time to search for or read books Wait patiently to check books in and out
JPS School-wide Behavior Matrix (Example) Cafeteria Hallway Learning Environment Restroom Assemblies Playground Bus Be Safe Keep hands, feet, and objects to yourself Walk Carefully Stay alert Stay in your seat Move when directed Keep hands, feet, and objects to yourself Walk Carefully Stay Stay on the right Keep feet, and objects to yourself Walk Carefully Stay alert Use materials appropriately Keep hands, feet, and objects to yourself Walk Carefully Keep hands, feet, and objects to yourself Walk Carefully Stay alert Stay seated Keep hands, feet, and objects to yourself Move Carefully Play safely Stay in designated area Use equipment appropriately Stay seated Face forward Keep hands, feet, and objectives to yourself Be Responsible Keep area clean Throw trash away Accept consequences graciously Keep hallway clean Stay with class Go straight to next destination Report problems to adult Accept consequences graciously Complete work Do your best Be prepared Listen and follow directions quickly Keep materials organized Keep Restroom clean away trash Wash your hands Get in and out in a timely manner Report problems to adult Follow directions Accept consequences graciously Follow directions Accept consequences graciously Take care of and return playground equipment Keep bus clean Follow the rules of the bus Keep track of your belongings Report problems to adult Be Respectful Use polite and encouraging words Use a quiet speaking voice Raise your hand if you need help Quiet wave Appropriate voice Be respectful of others work Listen and talk at appropriate times Use polite and encouraging Be an active participant Use an appropriate voice Honor others privacy Use a speaking voice Use polite and kind words Use polite and encouraging words Listen and respond appropriately Use appropriate voice level Enter and exit quietly Wait patiently Use polite and encouraging words Include others Share Take Help others Be a good sport Use polite and encouraging words Listen to the driver Speaking voices Respect others and property
respectful?” Shape student responses into observable behaviors (e.g. if they say to be nice, ask for examples of being nice that equate to observable skills such as asking someone to play, taking turns…) we are going to focus on: Appropriate library behavior: Inappropriate library behavior: Use level 0 or 1 Speaking loudly or yelling (voice level 2 or 3) Follow adult directions Cutting in line Sit in small chairs or on the rug Not using manners Ignoring adult directions Sitting in the rocking chair Sitting on the tables Check for understanding: positive examples for every one negative example. Be sure to end with two positive examples.) For example, it should sound like this: Is it okay to whisper (voice level 1)? Is it okay to sit in the rocking chair? Is it okay to follow adult directions? Is it okay to sit on the rug? Is it okay to sit in small chairs? Is it okay to sit on the Is it okay to be silent (voice level 0)? Is it okay to listen to adults? (You can do unison response or individual turns or a combination there of. It’s important to use your professional judgment about the level of difficulty and differentiation of the questions to gain a sense of student understanding.) Demonstrate and Role Play: Demonstrations: I am going to show you some ways of being respectful and some ways of being disrespectful in the library. I want you to watch and tell if I am being respectful or disrespectful. Then you will get a turn to demonstrate as well (students only demonstrate appropriate behavior). Role Plays: Inappropriate and disrespectful library behavior; appropriate and respectful library behavior
PBIS - Correcting Behavior Flow Chart Interfering Behavior Minor Staff or Office Major Fill out ODR: Major Yes Issue resolved? No Office confers with staff, if needed Yes resolved? No Fill out ODR: Minor Collaborate with RTI2/PBIS Team Peer Support Yes Issue resolved? No Fill out ODR: Office confers with staff, if need managed
Active Supervision Self-Assessment1 Name Date Setting Hallway Entrance Cafeteria Time Start_________ Playground Other Time End _________ Tally each Positive Student Contacts Total # Ratio2 of Positives to Negatives: _____: 1 Tally each Negative Student Contacts # 1. Did I have at least 4 positive for 1 negative student contacts? Yes No 2. Did I move throughout the area I was supervising? Yes No 3. Did I frequently scan the area I was supervising? Yes No 4. Did I positively interact with most of the students in the area? Yes No 5. Did I handle most violations of behavior expectations quickly and quietly? Yes No 6. Did I follow school procedures for handling major violations of behavior expectations? Yes No 7. Do I know our school-wide behavior expectations (positively stated rules)? Yes No 8. Did I positively acknowledge at least 5 different students for displaying our school-wide behavior expectations Yes No Overall active supervision score: # 7-8 “yes” = “Super Supervision” 5-6 “yes” = “So-So Supervision” Yes______ <5 “yes” = “Improvement Needed” 1 Draft 3-10-04 Sugai 2 To calculate, divide # positives by # of negatives.
meetings regularly, they are not always prompt and/or they leave early. Public agenda format was used to define topics and guide meeting discussion and was available for all participants to refer to during the meeting. 1= Public agenda format was not used to define topics and guide meeting discussion but agenda was available for participants to refer to during the meeting. 15. A full action plan (who, what, when) is documented/used for at one documented solution. 1= Partial action plan is documented for at least one documented solution. Previous meeting minutes were present and available during meeting. 1= Previous meeting minutes were present but not reviewed at start of the meeting. 16. Problems that have solutions defined have a goal defined. 1= Some problems that have solutions defined have a goal defined. Next meeting was scheduled by the conclusion of the meeting. 1= Next meeting was referred to but not scheduled. 17. A fidelity of implementation measure is documented/used for each solution, along with a schedule for gathering those data. 1= Fidelity measure and schedule are defined and documented for some solutions. Meeting Minutes are distributed to all team members within 24 hours of the conclusion of the meeting. 1= Meeting minutes are distributed to all team members but not within 24-36 hours of the meeting. 18. A student social/academic outcome measure is documented for each problem, along with a schedule for gathering those data. 1= Measure and regular schedule for student behavior /performance are documented for some solutions. Meeting Foundations Total Score Problem Solving Score Percentage (out of 18) Percentage (out of 18)