The team will share the updated student outcome data in 10B including: top 3 event locations, type of behavior incidents, and core effectiveness data as well as analysis of this data. 3. 4. CRITICAL ELEMENT # 3: School-wide Expectations 3A. Collect behavior data from BASIS 3.0: 3B. Group similar problem behaviors to develop: Top 10 Behavior Incidents (put N/A in any blank spaces) 3-5 Negative Characteristics 1. Unruly/Disruptive Behavior Defiance 2. Disobedience/insubordination Verbal Aggression 3. Battery Physical aggression with people and/or things 4. Assault/Threat (Non-Criminal) 5. Disruptive/Unruly Play 6. Profanity to Staff Member 7. Out of assigned Area 8 Leaving Campus Without Permission 9. Defiance of Authority Habitual 10. 3C. List the opposites of the 3 - 5 negative characteristics to develop: 3 – 5 Positive Replacement Characteristics = your School-wide Expectations Follow Directions the First Time Given by an Adult Whole Body Listening Keep hands and feet to yourself. 3D. Using the expectation lesson plan templates, complete 3 – 5 lesson plans, 1 for each of the above listed school-wide expectations. (e.g., if you have 4 expectations, you will use 4 lesson plan templates). Delete any empty templates you do not use.
Expectations Copy and paste expectations from 3C. Locations Copy and paste locations from 4A. Location #1: Rules Location #2: Rules Location #3: Rules Expectation #1: Follow the Direction First Time Given by an Adult Cafeteria: Stay in your assigned area Voice Level 1 Hallway: Voice Level 1 Keep hands & feet to self Playground: Student(s) stop and turn toward adult addressing them making eye contact Expectation #2: Whole Body Listening Cafeteria: When signal “Give Me 5” is called, student(s) stop and look toward speaker on microphone awaiting direction Student(s) face and look at adult(s) in cafeteria when being spoken to Hallway: When sitting in front of classroom at arrival, student(s) will face and look at adult(s) speaking to them Playground: Student(s) will stop and turn toward any adult speaking to them making eye contact If unable to hear the adult speaking to them, student(s) will walk to the adult facing them and making eye contact Expectation #3: Keep hands and Feet to yourself Cafeteria: Student(s) will follow established traffic patterns for the cafeteria Student(s) will sit at their table and raise their hand for assistance Hallway: Students will sit in front of their classroom and read a book during arrival time Students will walk in a straight line when the class is transitioning from one area to another Playground: Follow established rules for playground and P.E. Area. Student(s) will not intermingle with P.E. class during recess 4C. Using the rule lesson plan templates, complete 3 lesson plans, 1 for each of the above listed specific locations. Include all the rules listed under the location in the lesson plan. Teaching Rules Lesson Plan
5. Describe in detail one positive school-wide intervention plan you will use to reward/recognize students who follow your school-wide expectations and/or location-specific rules: (2 - 6 sentences for each section) Plan Section Plan A. What do students need to do to earn the reward? Link to expectations and rules Must be measurable Follow behavior expectations in classroom, cafeteria and common areas (i.e. hallways during transitions and playgrounds). B. What reward/recognition will they earn? Include person(s) responsible for organizing Tiger Bucks C. How will you collect data to determine who has earned the reward? include person(s) responsible for organizing and analyzing Teachers will submit a monthly tally of students earning Tiger Bucks. Team Leaders will gather team tallies and review results at monthly Team Leader Meetings with Administration. D. When and how will the reward be provided? Include timeline Include actual date Students may use Tiger Bucks to purchase incentives weekly or save them to reach amount to participate in quarterly special activities (i.e. Pizza Party, Lunch with Principal and/or other Support Staff, etc.) CRITICAL ELEMENT #6 Effective Discipline Procedures 6A. Categorize the top 6 most common staff-managed misbehaviors at your school into “Minor” and “Moderate” categories. Write a short, objective, and measurable definition for each. Staff-Managed Misbehaviors Minor Misbehaviors Moderate Misbehaviors Misbehavior Definition Misbehavior Definition Disruptions in the Cafeteria Throwing food, out of seat, loud voice, getting out of seat without permission Repetitive Minor Misbehaviors More than 3 minor behaviors within one school day Horseplay at recess Unsafe or rough play, pushing, throwing sand Minor Physical aggression Pushing past, grabbing and/or pulling someone Inappropriate behavior in common areas Running through hallway, chasing, calling loudly to others not staying in line with class Minor Verbal Aggression Name Calling, Teasing or mocking Disrespectful tone Talking back, refusal to comply with basic directions Using Profanity Use of inappropriate language Out of assigned area Walking away from group Instigating fights and other inappropriate behaviors Promoting inappropriate interactions with others
location-specific rules are posted across campus (“marketing”). Thinking maps posted This is the data the team will be sharing during staff presentations. December 4 March 5 2. Principal Behavior lesson plans are being taught as written 100% of teachers use the Social Thinking curriculum Staff meetings on: October 2 December 4 March 5 3. Assistant Principal Behavior Maps Visible in each classroom and flow chart is being used by all staff as written 100% of teachers have Behavior Maps posted in their classrooms Staff meetings on: October 2 December 4 March 5 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 1. Assistant Principal See critical element 3A. Quarterly behavior incident data. 80% of teachers or more will assert the Social Thinking curriculum is effective for shaping student behavior. See critical element 2B quarterly presentation dates. This is the data the team will be sharing during staff presentations Tiger Times -Monday Memo 2. Assistant Principal See critical element 4A. Quarterly top 3 event locations data. 80% of teachers or more will assert the Social Thinking curriculum is effective for shaping student behavior. Tiger Times -Monday Memo 3. Assistant Principal See critical element 7. Quarterly core effectiveness data. 80% of students will have 1 or less referrals Tiger Tales Newsletter