Meade River School Hallways

MEADE RIVER SCHOOL HALLWAYS

School-wide expectations addressed in lesson (taken from matrix) “Respectful” in hallway

Behavior definitions addressed in lesson (taken from matrix)  Close lockers quietly  Keep feet on floor  Keep hands to self  Move with purpose  Use kind words

PBIS Evidence-based social/emotional lesson delivery structure TEACHING=Tell+ Show+ Practice+ Feedback+ Re-teach

TELL: Provide a narrative of how you will introduce lesson tying to SW-PBS (matrix & behavior statement). Today we are going to learn/talk about what kind of behaviors make us “Respectful” of ourselves and others in the hallway.

SHOW: Non-examples of expected Examples of expected Describe how you will model behavior behaviors expected behaviors.  Horseplay  Walking, hands & feet to Elementary: Introduce 1-2 behavior  Hanging out with your self giving peers space definitions and teach for understanding. friends instead of getting  Have materials and head Have students practice and give high your stuff to go for class to class directly rates of verbal reinforcement. (May  Swearing, yelling, name  Talk with inside voice, need to revise/prioritize “rules”.) calling and kind words Incorporate cultural connection with  Loud noises  Quiet in hall if class is in elders, peers, etc.  Slammed lockers or left- session Middle: Introduce lesson with students open lockers  Yell at others, curse, call at desks focusing on matrix. Role-play,  Garbage on floor names guided practice, group discussion after  Touch walls  Lockers shut quietly lesson preferred. Incorporate cultural  Tear stuff off walls, tear  Use own locker connection with elders, peers, etc. paper  Garbage in trash cans High School: Introduce lesson and  Jump on other students  Keep to your own locker utilize group discussion. Utilize  Jump and touch ceiling  Request help from adult, community and work environments for  Inappropriate touching of problem solve contextual understanding. Incorporate others and materials cultural connection with elders, peers,  Other? etc. PRACTICE (Activities): List teaching opportunities for students to practice/use expected behaviors. Model expected behaviors, role play, art activity (depending on grade/ability) U-Tube video: Go to the U-Tube website and type in pbis hallway expectations and you will have several different videos to choose from. (Preview them as some are great and some not so great) They do not fit exactly but will be an visual presentation to share with your students.

FEEDBACK: Correct/pre-correct students implementing expected behaviors. (List possible error correction and reinforcement techniques). Correction/pre-correction techniques Positive reward system techniques  Model expected behavior for student to model. 1) Verbal label praise (ex: I like the way you are  Practice individually or as a whole class keeping your hands at your sides in the hallway) 2) Utilize school-wide ticket system for specific defined behaviors (behavior definitions) RE-TEACH: Discuss/teach/reward behavior in natural environment when observed. If a non-example occurs, teach/model expected behavior in natural environment. If re-teaching all or one behavior definition/expectation, be sure to use positive reinforcement for appropriate behavior. Repeat lesson in classroom or natural environment as scheduled or needed. Emphasis on example/ non- example of behavior for clarity of expectation.

Activities to check for understanding Activities to expand concept development/ Observation cultural relevance Verbal questions Art Activity Materials needed: Location sign School-wide matrix

How will skills be maintained/sustained SW-PBIS reward system Practice often Re-teach by classroom teacher Taught and reinforced by other staff

How will home and community be included