Be- Safe

Be- Respectful

Be- Responsible

This handbook is dedicated to all of the students

at the Sara Lindemuth/Anna Carter Primary

School, where all children can learn and grow to

“BEE” their best!

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Mission: The mission of SL/AC Bee-ing Your Best is to consistently teach behavioral expectations

building wide, and to ensure that students and staff alike have a common understanding for behavior in

all settings at our school.

SL/AC Bee-ing Your Best is a school-wide positive behavior supports program that aims to recognize

positive contributions of students and their actions, while decreasing undesirable behaviors. The

foundation expands from the PBIS (Positive Behavior Intervention and Supports) ideologically that

focuses on building pro-social skills, and recognizing positive behaviors in students. PBIS also allows for

issues such as bullying and negative peer interactions to be addressed and improved.

The system is multi-tiered-

Tier 1- All students- receive instruction on expected and unexpected behaviors.

Tier 2- Specific students receive targeted intervention based on the exhibition of at risk-

problem behavior- it is data driven

Tier 3- A small group of students receive intensive supports based on high risk behavior based on

data analysis.

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How does Bee-ing our Best work?

Tier 1

1. School-wide behavior expectations are explicitly taught to all students at the beginning of the

school year, and then reviewed several times throughout the year. Additionally, specific behaviors

are re-taught following long holiday breaks, to refresh children’s understanding of the

expectations. Expectations are to be taught in the setting- for example, playground expectations

should be taught on the playground.

a. Lesson plans are teacher developed and shared K-2nd grades

b. Video clips and literature are infused in the lessons

c. Students attend school wide assemblies to build community and cohesiveness

2. Building expectations are aligned with individual classroom teacher rules and expectations for

consistency.

3. Teachers seek to build positive relationships with all students through respect and kindness.

a. Positive reinforcement is used on a regular basis such as verbal praise, a High five, pat on

back, thumbs up to acknowledge students making positive choices and following school rules.

b. Classroom Dojo will also be used allowing for students to receive immediate feedback on

their behaviors.

4. Teachers frequently recognize positive student behaviors by the following:

Issuing Bee Cards- Every teacher distributes 1 Bee Card per week to a student that

demonstrates exceptional behavior. (procedure for recognition is below)

Giving Dojo points to students, groups of students or entire classes; in addition to class

reward systems. Dojos may be given at any time during the day.

5. Teachers will submit one name per month as the Student of The Month. These students will receive

a special SL/AC Bee Magnet as their reward.

Bee Card procedure:

Each classroom teacher will issue 1 Bee Card per week to a student who consistently displays

the 3 expected behaviors: Bee Safe, Bee Respectful, Bee responsible

At the end of each week on Friday afternoon, students will report to the multi-purpose room

when they hear the song “Flight of the Bumble Bee” being played over the PA system. (At

the beginning of the year, kindergarten students will be picked-up and dropped back at their

respective classrooms by adults).

All the students who have earned a Bee Card also receive verbal reward from building

administrators and other staff who are available, such as the school guidance counselor.

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Students select a number from the special Bee Box, and their Bee Card in then attached to

the corresponding bee hive number. When there are consecutive 10 Bee Cards in a row on

the bee hive, those 10 students may select a prize of their choice.

Response to students who need additional behavioral supports

Tier 2- Students who require more instruction in acceptable Bee-Haviors will receive Tier 2

interventions. These interventions will be instructional in nature and provided in a smaller group.

1. Classroom teachers refer students to the Help Team, based on classroom behaviors that

are interfering with learning (the student’s own learning and the learning of others)

2. Tier 2 interventions may include:

a. Mentoring

b. Small group counseling

c. Calming strategies

d. Social stories

e. Scheduled check-ins or breaks

f. Other interventions that may help that student

Tier 3- Students that require individualized, intensive support will receive Tier 3 interventions. This

will be data driven and will focus on those students that are not responding to Tier 1 or Tier 2 supports.

1. Tier 3 interventions may include:

a. Functional behavioral assessment

b. Specific treatment plans

c. Other interventions determined to be appropriate for individual students

Please refer to the district code of conduct for very specific behaviors and consequences

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Lesson Plan Examples:

Model Lesson Plan to Teach Safety

Step 1: Identify the desired behavior and describe if in observable, measurable terms. Safe behavior: Students will walk at all times and keep their hands, feet and objects to themselves. They will use words and adult intervention to solve problems. Students will keep hands and feet to themselves. Students will listen to instructions given by adults the first time.

Step 2: List a rationale for teaching the behavior (Why is it important?) It is important to be safe in school so you do not hurt yourself or others, including the property of the school. Unsafe behaviors put others in danger and limits the learning time during the day.

Step 3: Identify examples and non-examples of the desired behavior (What would the behavior look/sound like? What would the behavior not look/sound like?)

Examples Non-examples

Walking

Keeping your chair on all four legs and sitting up straight

Cleaning up after yourself

Following directions of the adults

Offering to help a classmate on the playground

Asking an adult to help when a conflict can’t be resolved

Hands and feet to self (stay in your own physical space)

Running

Leaning back in your chair

Not cleaning up your mess

Pushing/shoving

Getting into a person’s physical space

Step 4: Practice/Role Play Activities

Model expected behavior (I do): Teacher(s) model or read following scenarios. The teacher discusses why second scenario is an example of safe behavior.)

The 1st grade class is getting in line to transition to the art room. Justin and Charlie get out of line and begin to race down the hallway trying to be first. Both students ignore the teacher’s directive to be safe and stop running. Justin trips and falls down because his sneaker is untied. Charlie races into the art room and accidently runs into the teacher, knocking paint brushes out of her hands. The 1st grade class is in line to transition to the art room. Students are in single file and quietly walking in the hallway. The children enter the art room and sit in their assigned seats ready to learn. The art teacher verbally praises the children’s safe behaviors, and the entire class earns a positive Dojo point.

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Lead students through behavior (We do): Teacher(s) present following scenario. Students will discuss why second scenario is an example of safe behavior. Mrs. Millard’s class entered the library and started to search for books. Khloe dropped a shelf full of books on the floor and did not pick them up. When Kourtney turned to go down that aisle, she screeched, tripped and fell over the books, hurting her wrist. The librarian, the classroom teacher, and several students came to see what happened, causing a commotion in the library. Kourtney had to be walked to the nurse to get ice for her wrist. Khloe lost DoJo points for creating an unsafe environment and verbally apologize to Kourtney and librarian for the incident. Mrs. Millard’s class entered the library and started to search for books. Khloe dropped a shelf full of books on the floor and got down on the floor to begin to pick them up and put them back on the shelf. When Kourntey turned to go down that aisle, she saw Khloe and began to help. The librarian, classroom teacher, and several students saw what happened and they too, helped clean up the books. The helpful students were awarded verbal praise and several extra minutes of recess time as a reward.

Test to ensure students understand behavior (You do): With a peer, students are asked to come up with their own scenario. Student groups will act out appropriate, safe behavior for their scenario. Teacher and other students will provide feedback to peer groups.

Step 5: Provide opportunities for practice

Weekly scenarios

Publicly recognizing students who display safe behavior

Teacher regularly models safe behavior

Model Lesson Plan to Teach Respect

Step 1: Identify the desired behavior and describe if in observable, measurable terms. Respectful behavior: Students will use appropriate language when communicating with others. They will use kind words to resolve conflicts, and keep their hands and feet to themselves at all times. Students will listen to instructions given by adults the first time.

Step 2: List a rationale for teaching the behavior (Why is it important?) It is important to be respectful to your peers and adults in school. Using words or actions to harass, tease or bully another student is inappropriate and can hurt others. Negative interactions in school interfere with learning and can cause problems at school and in the community.

Step 3: Identify examples and non-examples of the desired behavior (What would the behavior look/sound like? What would the behavior not look/sound like?)

Examples Non-examples

Apologizing

Offering to help

Appropriate language

Asking an adult to help when needed

Unkind words (Profanity)

Teasing

Put downs

Pushing, hitting, kicking

Yelling

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Step 4: Practice/Role Play Activities

Model expected behavior (I do): Teacher(s) model or read following scenarios. The teacher discusses why second scenario is an example of respectful behavior.)

Jaylyn bumped into Quinn on the playground while lining up to use the slide. It was an accident, so Jaylyn told Quinn, “Sorry, I did not mean to bump into you.” Quinn acknowledge Jaylyn’s statement and replied, “It’s okay, I know you did not mean it!”

A new student came to the classroom and was nervous. The student began to call other children inappropriate names. The teacher had all of the students sit in a circle on the common carpet area, and began a discussion about showing respect to one another. The children were encouraged to share examples of how they can be respectful to one another. Additionally, the teacher talked about how the students could help out their new classmate, and the children talked about being safe, being respectful, and being responsible at school.

Lead students through behavior (We do): Teacher(s) present following scenario. Students will discuss why second scenario is an example of respectful behavior. Several students were sitting together at a table eating lunch in the cafeteria. Denyse spilled milk on Kim’s new dress. Kim called Denyse a “Stupid” and took her milk and poured it into Denyse’s food. Both girls began to shout at each other. The cafeteria monitor witnessed this and helped the two students resolve the situation in a respectful manner. Apologies were made and the two girls cleaned-up the mess together.

Test to ensure students understand behavior (You do): With a peer, students are asked to come up with their own scenario. Student groups will act out appropriate, respectful behavior for their scenario. Teacher and other students will provide feedback to peer groups.

Step 5: Provide opportunities for practice

Weekly scenarios to help students practice

Recognize students that display respectful behaviors

Teachers consistently model respectful behaviors

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Resources

Classroom Dojo -- https://www.classdojo.com/monsters-home-d/

PBIS.org -- https://www.pbis.org/

PBIS World – http://www.pbisworld.com/

PA Positive Behavior Support -- http://www.papbs.org/Home.aspx?PageID=68a5038d-36df-414f-

8e1f-a78737463ace

SL/AC Behavior Matrix

Bee-ing Our Best at SL/AC!

Behavior Matrix GOALS All Settings

Hallways/ Stairs

Cafeteria

Bathrooms

Classrooms

Playground

Arrival/ Dismissal

Bus

Assemblies/ Field Trips

BE SAFE

Follow adult directions Always keep hands, feet, and objects to yourself Always walk Leave toy weapons and sharp objects at home

Stay in line, single file Stay to the right side, walk in 2 class lines when the halls are crowed. Hold the railing on the stairs

Stand in line and wait your turn Sit properly Pick trash up off the floor Only eat your food

Wash hands with soap and water Walk and use quiet voices when entering and exiting

Use materials and equipment properly Sit properly on chairs and carpet

Follow playground rules Line-up when the whistle blows Play in approved areas only

Always walk entering and exiting the building Go directly to your location Stay in line

Sit in assigned seat Face forward at all times Listen to the bus driver Keep aisles clear

All school rules apply Stay with your class or assigned group at all times

BE RESPECTFUL

Listening to adults at all times Use kind words and inside voice Use manners

Respect hallway displays Quiet feet and voices Hold doors for others

Respect others table space Raise your hand to get up from the table Use inside voice

Put towels in trash can Take turns Respect privacy of self and others

Listen to the teacher Listen to others’ ideas Work together Share materials

Share equipment Include everyone Follow rules of the game Be a good sport, play fair

Listen for directions and follow the first time

Share the bus seat Use inside tone of voice Be kind to the bus

Listen to speakers Quiet voices Use manners Applaud appropriately

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Take care of school materials

Help others

Take turns

driver and others

Think of others viewing needs

BE RESPONSIBLE

Always tell an adult when there is a problem Stop-Think-Act Be positive Be honest Try you best Be ready to learn

Walk directly to your destination

Sit at your assigned table Clean up your area Throw garbage in the trash can Stack trays neatly

Flush the toilet Turn off the water Keep the restroom clean

Be a problem solver Be prepared Stay on task Clean up your area Product quality work

Report any injury to an adult Use equipment properly Play safely Put equipment away after use

Be on time Backpack ready Dress for the weather

Be on time Keep the bus clean Be responsible for your things

Be a positive role model for our school Show self-control at all times

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