CRITICAL ELEMENT #4: Location-based Rules 4A. Determine top 3 locations for Event problems from the BASIS 3.0 Behavior Dashboard. Do not use “classroom” Top 3 Locations School Location # Incidents 1. Bus 34 2. Cafeteria 27 3. Student Area 24 4B. Expectations and Rules Chart Expectations Copy and paste expectations from 3C. Locations Copy and paste locations from 4A. Location #1: Bus Rules Location #2: Cafeteria Rules Location #3: Student Area (hallways) Rules Expectation #1: Show Respect Avoid speaking loudly Use proper language Be respectful of personal space. Keep hands body and object to yourself Use manners when receiving meals from the servers. Walk in a single file line on the right side of the hallway during class change Standing against the wall in a single file line while waiting outside of the classroom to enter Expectation #2: Safe Environment Avoid horseplay and loud noises that may be distracting to the driver. Staying seated at all times. Raise your hand for permission to leave your seat, walking at all times. Walk slowly and quietly in the hallways Be aware of classroom doors that swing outward. Expectation #3: Be Responsible Be on time for the arrival and departure of your bus Use quiet voices No eating or drinking on the bus Keep food items and personal belongings in your possession at all times. Sit at your assigned table at all times. Speak quietly Be aware of others Keep hands, feet and objects to self Allow others to pass Expectation #4: Follow Directions When the adult in charge requests something of you, comply on the first try. When the adult in charge requests something of you, comply on the first try. When the adult in charge requests something of you, comply on the first try.
behavior data, but to plan and develop additional lesson plans you will use throughout the year to re-teach and reinforce this location’s rules. 3rd quarter WHO will teach this lesson plan? WHERE will the lesson plan instruction occur? Fifth and Sixth Block teachers will teach the lessons. Guidance, ESE, Behavior specialist and Social workers will facilitate small group lessons. Grade level Assembles will reinforce the plan. Lessons will occur in teachers’ classrooms as well as cafeteria for modeling of behaviors. Teaching Rules Lesson Plan Location #3: Student Areas (Hallways) Location Rules: (from 4B chart) Positive Example: Non-example: Show Respect Walk in a single file line on the right side of the hallway during class change Standing against the wall in a single file line while waiting outside of the classroom to enter When walking through the hallways, stay to the right side of the hallway so others may move along without obstacles. As you wait to enter your classroom, stand in a single file along the wall to allow passage by other students. Walking in groups as you move through the hallway obstructing the passage of other students. As you wait to enter the classroom, standing in groups which prevents others from passing along in the hallway. Safe Environment Walk slowly and quietly in the hallways Be aware of classroom doors that swing outward. Maintain an adequate speed of walking as you walk in the hallway to allow all students to move safely through the hallways. Being mindful that there are other students around you trying to walk through the hallways Running and pushing through the hallways to arrive at your destination. Walking or running through the hallway not paying attention to the other students who are trying to arrive at their destination. Be Responsible Speak quietly Be aware of others Keep hands, feet and objects to self Allow others to pass Use a soft voice to communicate with your friends as you are walking through the hallways. Paying attention to other people as you walk in the hallways and being mindful they are next to Screaming and yelling in the hallway. Not paying attention to other people as you walk through the hallways. Bumping into other people. Pushing and shoving others as you move through the hallways. Blocking the hallways as you walk in 2s or 3s and preventing others to pass you.
No entry needed for Critical Elements #8 and #9. CRITICAL ELEMENT # 10: Monitoring Plans 10A. How and what data will you use to monitor the fidelity (frequency, consistency, documentation, etc.) of the implementation of the SPBP? “Did you do what you said you were going to do? How will you know?” Fidelity of Implementation Plan WHO: Responsible Person(s) WHAT: Data Analyzed WHAT: Criteria for “Success” of Implementation WHEN: Dates of Analysis (quarterly dates) HOW: Shared with Staff and Stakeholders? 1. Shantell Curry School-wide expectations and location-specific rules are posted across campus (“marketing”). Students will exhibit proper behavior both in and out of the classroom. They will also be aware of rules in designated areas. Refer to 2B quarterly presentation dates. This is the data the team will be sharing during staff presentations. Information will be presented at the staff meeting prior to the start of school. 2. Administrators and Team leaders Behavior lesson plans are being taught as written Administrators will conduct walkthroughs to ensure lessons are being taught accurately. Teachers will discuss the lesson plan at the team meeting prior to presenting the lesson. 3. Shantell Curry and administrators. Discipline consequences and flow chart are being used by all staff as written Teachers will have it posted in their classrooms and able to explain it when asked. Information will be presented at quarterly faculty meetings and monthly SAC meetings to all stakeholders. 10B. How and what data will you use to determine the success of the plan by student outcome or need for modifications? Include a minimum of 2 different analyses. “If you did what you said you were going to do, did it positively impact the students? How do you know?” Student Outcome WHO: Responsible Person(s) WHAT: Data Analyzed WHAT: Criteria for “Success” of Student Outcome WHEN: Dates of Analysis (quarterly dates) HOW: Shared with Staff and Stakeholders Shantell Curry See critical element 3A. Quarterly behavior incident data. The discipline incidents will decrease in the school year. See critical element 2B quarterly presentation dates. This is the data the team will be sharing during staff presentations Presented at faculty and SAC meetings quarterly. Aspiring Administrators See critical element 4A. Quarterly top 3 event locations data. The top 3 event locations will have decreased by more than 5%. Presented at faculty and SAC meetings quarterly.