Jefferson Elementary

PBS Packet

2010 - 2011

EAGLES RULE!!!

Jefferson Eagles • “S” Show Respect • “O” Observe Safety • “A” Accept

Responsibility • “R” Resolve Conflict

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TEACHING FOCUS:

1. Overview of All Settings School-Wide Expectations 2. Classroom Routines and Expectations 3. Teach and review Non-Classroom Routines and Expectations 4. Safe Seat and Buddy Room Procedures During the first several weeks of school it is important to teach students what it looks like and sounds like to be a successful student at Jefferson. We might call this “Learning to do school the Jefferson Way!” We teach students how to “do school the Jefferson Way by teaching the PBS School Wide Expectations: Show Respect, Observe Safety, Accept Responsibility, and Resolve Conflict. We also need to teach, practice, and review (re-teach) the classroom and non-classroom routines and expectations we expect students to follow in order to keep all students safe and to allow all students to become thriving learners. 1. Overview of School-Wide Expectations The School-Wide Expectations: Show Respect, Observe Safety, Accept Responsibility, and Resolve Conflict are designed to help create a climate of cooperation, academic excellence, respect, and safety at Jefferson. To teach students what it means to follow these procedures use the following resources:

• SOAR Poster We will hang these posters up in different locations around the school.

• School-Wide Matrix: This is a great resource to refer to when your class is in various places and a teachable moment presents itself. For example:

o You are taking a restroom break in the hallway. Refer to the Matrix in the hallway. Refer to the restroom section. Pre-correct students on Restroom expectations by reviewing the expectations before students proceed with their restroom break.

• Voice Level Poster: This poster describes specific voice levels. The purpose of the Voice Level Poster is to teach students universal voice levels that can be used in all settings.

• Give Me Five Poster: This poster is used to teach students the Jefferson attention signal—Give Me Five. The poster describes the specific steps we use in the attention signal.

2. Classroom Routines and Expectations Use the “Create Your Classroom Routines” (page 6-10) provided to establish Routines and Expectations in your classroom. Post your routines in your classroom and teach these to your students. Once classroom routines and

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expectations have been taught, practice these with your students and then re-teach these routines. We know that for something to become a routine it has to be taught, practiced, and taught again several times. It is important to practice the routine often and re-teach it as needed. Some examples of classroom routines that need to be taught, practiced and then re-taught are: Arrival routines, classroom transitions (i.e. walking to and from the classroom meeting area), lining up to leave the room, etc. 3. Teach and review Non-Classroom Routines and Expectations Non-Classroom routines are:

● Arrival ● Dismissal ● Cafeteria ● Playground ● Hallways ● Bathrooms ● Assemblies

Teach and practice these routines with students. It is important to teach and practice several times for these routines to become ingrained. If a student(s) is struggling with a specific skill (i.e. walking safely in the hallway) this indicates more teaching and practicing of this skill is needed. 4. Safe Seat and Buddy Room Procedures The Safe Seat is one of many in-class strategies to use with students to help them become successful. When students are having difficulty following expectations the safe seat is a place students can go to calm down, relax, and refocus on their learning. Use the Safe Seat Lesson Plan on page 19 to teach students how to use the Safe Seat successfully. If the Safe Seat is not successful for students the next step in the continuum of behavior is the use of the Buddy Room. The Buddy Room is a designated area outside of the regular classroom where students can go to get their body and voice in control and become ready to be a learner. The Buddy Room is usually a neighboring classroom with a designated area. Use the Buddy Room Lesson Plan on page number 24 in this packet to teach students to use the Buddy Room successfully. It is important that you teach, practice, and re-teach the Safe Seat and Buddy Room Lesson Plans several times in order for students to learn to use this as a tool to help them to re-focus as learners.

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JEFFERSON EAGLE PRIDE STARTS INSIDE!

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SOCIAL SKILLS KICKOFF SCHEDULE

AUGUST 18 - OCTOBER 1

DATE TEACHING FOCUS Week 1: August 18-27 All Settings School-Wide Expectations (use the matrix)

Also use Voice Levels, Give Me Five Attention Signal and Classroom Routines posters. Review Safe Seat and Buddy Room Procedures

Week 2: August 30-Sept 3 Non-classroom Routines (Teach from Routine posters in this packet) Arrival Routines Hallway Routines Dismissal Routines Bathroom Routines Cafeteria Routines Assembly Routines Playground Routines

Week 3: Sept 7-10 Social Skills Mini Lessons (Teach lessons one per day.) Week 4: Sept 13-17

Social Skills Mini Lessons (Teach lessons one per day.)

Week 5: Sept 20-24

Social Skills Mini Lessons (Teach lessons one per day.) Think about what you have learned about your class thus far. Which of the Expectations/Routines is your class struggling with or the ones they need more practice with? These are the ones that your class will need to review.

Week 6: Sept 27-Oct 1

Continue to review/re-teach/practice the Expectations/Routines your class needs the most practice with.

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CreateYourClassroomRoutinesJeffersonElementary

Name: _________________________________________________ Date: _________

Consistency, Consistency, Consistency! The key to success! Establish and stick with routines that fit your teaching style and your students will be successful! Kids like predictable situations where they know the routine and know the consequences. Children crave structure. Use this checklist as a guide for creating your classroom routines. Be sure to set aside time to post them, teach them and practice them. You will create more teaching time for yourself in the long run!

Arrival Routines

Entering the Classroom What is the expectation for when and how students enter the classroom? (walking, no talking, hug the teacher, greet at the door, go to seat, etc.)

Backpacks When and how should students hang up their backpacks? Do they need to get everything out of it for the day?

Coat closet Is there a limit as to how many people can be in the coat closet?

Lunch Boxes When and where should students put their lunch boxes in the morning so they have easy access for lunch?

Notes from Home Where should students put notes from parents?

Daily/Weekly Communication When and where should students return Friday Folders?

Chairs Will students need to get their chair off of a stack? Will they do this before or after they put away backpacks?

Attendance How is attendance taken?

Morning Work/Arrival Activity or Assignment Will there be morning work on the students’ desks/Smart Board/overhead when they come in? Will they turn it in when they finish or will you go over it as a class?

Tardy/Late Arrivers What do students who arrive late need to do?

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Transitions Throughout the Day

Lining Up/ Line Order How and where will students line up? What will their line order be? How often will you change line order? Will they always be expected to walk in line order for every transition? Provide specialists with line order.

Transitions From Whole Class to Small Group Activities How do your students move in the classroom between large/whole class instruction to small group activities?

Transitions From Whole Class to Partner Work How do your students move in the classroom between large/whole class instruction to partner work?

Transitions From Whole Class to Independent Work How do your students move in the classroom between large/whole class instruction to independent work?

Transitions From Small Groups or Independent Work to Whole Class Activity How do you signal for attention? How do your students move in the classrooms during this time?

Getting Materials During Work Time When and where may students get more materials (paper, scissors, books, etc.) during work time? Expectations for Student Work Time

Working Independently What are the expected procedures, rules, and behaviors when completing independent work?

Partner Work What are the expected procedures, rules, and behaviors when completing partner work?

Working in Groups What are the expected procedures, rules, and behaviors when working in small groups?

Working at Centers/Stations? What are the expected procedures, rules, and behaviors when working at centers and transitioning between them?

Working in Large Group/Whole Class What are the expected procedures, rules, and behaviors when working in large group/whole

class?

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General Classroom Management Routines

Water Bottles Where will student keep their water bottles during the day? What will students do if they want or need to refill their water bottle?

Asking for Assistance/Getting Teacher Attention Will student be able to ask other students for help? Ask three before you come to me? Raise your hand?

Signal for Getting Student’s Attention What will it be? What is the expectation when you give that signal? Snacks

What will your procedure for snacks be? Will each student bring snacks once a month for everyone to share? What will you do if people do not have snacks? Where will snacks be kept until snack time?

Pencil Sharpening When will students sharpen pencils? How will they know when they can sharpen pencils?

Getting More Materials When and where may students get more materials (paper, scissors, books, etc.)?

Classroom Jobs Will you have classroom jobs? What jobs will you have? When and how will students perform jobs?

Lost and Found Where will lost or found items be put that are from the classroom? Restroom What will your bathroom procedure be? Will you go as a class? Have students sign out and in? What are procedures if you have a bathroom in your classroom?

Welcoming Visitors What do you or students do when a visitor arrives?

Individual Students Re-entry From Specialists, Nurse, Counselor, etc. What do students who come back to class reenter without disturbing others? Who do they ask to

learn what they should do? Classroom Passes

When do they need a pass? Where are they located? What do they do with them when they return?

Correction Procedures (Safe Seat, Buddy Room, Office Referral) What do students do when corrected? What materials are needed? How will you teach? What do

they do to leave? What behaviors do they need to display to reenter? Who, when and how will students discuss their behavior and what they need to do in the future? See Safe Seat and Buddy Room Lesson Plans in PBS Handbook.

Cell phones, iPODS, other Electronic Devices What are your expectations regarding the use of these devices in your classroom? Make sure that

your rules/routines are in alignment with school-wide policies. Post Class Rules

Rules are posted and reviewed regularly. Tattling vs. Student Reporting System

System for students to report problems to the teacher. Teach the difference between tattling and reporting problems.

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Classwork and Homework Routines

Homework Where should students put their homework? How will you check homework for completion? Grade? How will homework be returned to students? When and where will students write down their homework assignments? Will parents have to sign off on homework?

Missed Homework Assignments How and where do students get homework assignments they missed due to an absence?

Unfinished Work What should students do when they have unfinished work? What will the consequence be for your classroom?

Completed Work Early What should students do when they complete assignments early? Read? Write?

Writing Name on Work Will students need to always write their first and last name? Class Number? Date? Top right hand corner? On line provided?

Dismissal Routines

Chairs What will students need to do with their chairs at the end of the day? Stack? Put on top of desk?

Coat Closet When and how will students know they can go to the coat room /lockers? What will the

supervision be? Backpacks

When will students get their backpacks? How will they know they have everything they need for the night?

Homework How will you assign homework? Remember, the guideline is 10 minutes per grade level per night. We try to stay away from weekend homework so families can have family time. (Also, no homework during standardized testing- MAP)

Getting/Giving Messages What will be the routine be for getting messages to students at the end of the day? What will the

routine be for getting routines from the office? Leaving the Classroom

Will students all leave at the same time? Will students have to tell you one thing they learned before they can leave? What will y our expectations and routine be?

Bus Riders Will students sit at their seats until their bus is called? Will they line up at the door? Will they play a game until they are called? What is the expected voice level so bus riders can hear you?

Walkers and Car Riders

Will students sit at their seats until walkers and car riders are called? Will they line up at the door? Will they play a game until they are called? What is the expected voice level so you can hear the announcement of busses.

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Arrival Expectations

Respect

I will keep everything in my backpack, and it will be safely on my back. I will follow adult directions at all times.

Safety

I will watch for cars and buses. I will enter the building safely and quietly and go directly to my

designated area.

Responsibility

I will have all needed materials when arriving to school. I will use my grade-level arrival hallway.

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Arrival Routines for Teachers

• Beginning at 7:30 AM, every classroom teacher is expected to be in his/her classroom because they will begin supervision of their students at that time. Students will have the option of eating breakfast in the morning in the cafeteria.

• Due to the nature of arrival procedures, students will filter in to classrooms between

7:30 AM and 7:45 AM. School starts promptly at 7:45.

• During the time that students are entering the classroom it is important to have some structured activities and an organized system in place. For example:

o Teachers can be proactive and triage with those students who enter the classroom displaying characteristics or behavior that warrant it. Teachers can also develop a relationship with students and utilize morning triage on a frequent basis.

o Teachers can also provide students with extra time to complete unfinished assignments or tasks.

o Morning jobs can be assigned to students to assist the teacher in preparing for the day (i.e., cleaning, materials preparation, etc.)

o Teachers can also use this time as a means of extra skill building practice. Students can work on skills in the areas of math, writing, reading, social skills, etc.

o This time should be used not to teach new information, but to assist students in improving their skills in various areas.

o Have routines in place so students know what is expected of them in the morning.

o Where should they put homework? What areas of the room are acceptable? What is the standard procedure for students starting their day?

For example, when students hear the first morning bell at 7:45 AM, they could be encouraged to find their spot in the room and be sitting down listening for directions.

Arrival Routines for Non-Classroom Teachers

Adult supervisors will be placed in a consistent spot to provide our students with a sense of adult familiarity as they travel our hallways to begin their day. The important thing to remember is just being there engaging in active supervision to help our students start their day on a positive note. Think of it as a form of morning triage spread out through the building. It builds success for all students.

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Arrival Routines for All Students

It is key you know these routines and teach and practice them with ALL students so they know the expectations. It is possible their arrival routine will change and they may need to know the arrival expectation for all routines. As students enter the building, they go immediately to the cafeteria to eat breakfast or to wait to be escorted to the classroom. If they are not eating breakfast, they are to sit in the designated area. (Please be sure to teach and practice these designated routes to all of your students): For students who are entering the building and going to the cafeteria to eat breakfast, they must go straight to the cafeteria. They are not to go to classrooms first. If students need to go to the office or the nurse, it is best if they come to the classroom first and get a pass to do so, unless they are to take medication before they eat, then they may go to the nurse first. If students are tardy, they must get a pass from the office and then follow their designated route. If they are tardy and have not had breakfast, they should go to the cafeteria first before getting a pass and before going to class.

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Dismissal Expectations

Respect

I will keep everything in my backpack and it will be safely on my back. I will follow adult directions at all times.

Safety

I will walk safely and quietly to Parent Pickup, Bus Area, and Day Care Van Area.

I will watch for cars and buses. I will leave at dismissal and walk straight home. I will stay in my spot while waiting for parent pickup.

Responsibility

I will have all needed materials when I leave school. I will use my grade-level dismissal hallway.

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Dismissal Routines for Teachers and Students It is key you know these routines and teach and practice them with ALL students so they know the expectations. It is possible their dismissal routine will change and they may need to know the dismissal expectation for all routines. The important thing to remember is that our building, as a whole, will be dismissing students directly from classrooms beginning at 2:45 PM and following the organized system outlined below.

• 2:45 PM Bell o All bus riders and van riders are dismissed. After the buses leave, I will announce

over the intercom that all other students are released. Please escort these students to the front of the school.

• Teacher responsibilities: Teach and practice the expectations for before and after school routines with all of

your students. . . Practice these expectations. Know how your students get to and from school each day so that you can give the

appropriate pre-corrects and specific feedback. Regularly review and practice expectations. Provide specific feedback to students as they work to meet expectations. Provide feedback to your PBS team members as to how the AM and PM plans are

working.

Follow the plan for your grade level and BE ON TIME!

Cafeteria Routines Lunch and Recess Schedule: Grade: Recess: Lunch: K 10:55-11:10 11:15-11:35 1st 11:05-11:20 11:25-11:45 2nd 11:10-11:25 11:30-11:50 3rd 11:15-11:30 11:35-11:55 4th/5th 11:20-11:35 11:40-12:00 Teachers

• Please teach and practice the cafeteria expectations. • Have all children use the restroom prior to leaving for recess. • Give cafeteria pre-corrects each day to class prior to entering the cafeteria.

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• This year teacher’s will be walking their class to the playground for recess first and then you make the handoff to the playground supervisor. The supervisors will supervise students during recess and escort them to the cafeteria for lunch.

• Communicating Dietary Needs - It is expected that you communicate all dietary needs to the cooks.

• The expected VOICE LEVEL for the cafeteria is a 1 or 2. • Review the supervisor expectations in addition to the noted teacher expectations to see what

additional routines may need to be taught to students. Cafeteria Staff

• Be knowledgeable of the cafeteria expectations for students. • Using PBS language, encourage students to meet cafeteria expectations. • Expect students to get everything they need prior to sitting down, and if they don’t, either get it for

them or help them develop a strategy to do without. Always help them think of a way they can remember to do this in the days to come.

• If students accidentally drop food, have them go back and get a new tray. • The universal attention signal “Give Me Five!” can always be used to gain student attention. • Give Golden Tickets to students or classes meeting the cafeteria expectations. Always give them

detailed information (specific feedback) as to why they earned the ticket, so they can know themselves and can tell their teacher and classmates. Keep these tickets stocked.

• If you send a student to the office for discipline, please complete an office referral form as soon as possible and send it over to the office.

• Dismiss tables quietly and carefully line up after lunch. • If students do not use the designated route, calmly ask them to go back to the table and try again. • Remember to praise publicly and redirect as privately as possible. • Make certain there is a VISUAL HANDOFF between the playground supervisors and the cafeteria

supervisors. • Monitor student lines as they enter and exit the cafeteria, giving pre-corrects and specific

feedback.

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Playground Routines

Teachers:

• Please teach and practice playground expectations to your students. • Maintain same expectations for extra recesses. • Have an expectation and practice lining up immediately when the bell rings. Make sure students

know to STOP playing when the bell rings and line up. This means drop all equipment, no kicking ball and walk quickly to their line spot.

• Provide active supervision at extra recesses, and spread yourself out with other staff to cover all play areas adequately.

• Review the supervisor expectations in addition to the noted teacher expectations to see what additional routines may need to be taught to students.

Playground Duties:

Make certain you know the playground expectations and can use the common language with children.

Have equipment ready for students to use. Use PBS language with the students. Complete discipline referral form when sending students to the office. Have first aid supplies on the playground at all times. Be consistent with the expectations you have for students. Listen to the students and assist them with problem-solving. Make sure all supervisors are spread out to different areas of the playground. Provide active supervision. Be pro-active, use pre-corrects. If students need more than one redirection or do not respond to you respectfully, have them sit

(safe seat) apart from other students. Give them a little time to think about their choices, and then process with them about their job on the playground and what their plan is to do better.

If students are physically aggressive, with the intent to be hurtful, send them to the office, making sure you have informed the office via radio that the student(s) is on their way. Send the victim first and alone, before you send the other student. Try to get a clear picture of the “intent” of the situation and the function of the behavior.

Make certain the students see you as a helpful and supportive adult.

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ASSEMBLY PRE-CORRECTS

Stay in a line and walk into the cafeteria quietly.

Sit where an adult directs you to sit.

Leave a center isle in the middle of the cafeteria for easy access to students.

Sit on your bottom, keeping your hands and body to yourself.

Cross your legs and place your hands in your lap.

Allow enough personal space between you and the people around you.

Face front at all times.

Until the assembly begins, you may whisper only to the people sitting on either side of you.

When the attention signal is given, voices are turned off immediately and stay off for the remainder of the assembly.

Keep your eyes and ears focused on the person or group presenting.

Take care of restroom needs before coming to the assembly.

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Clap only when it is appropriate to express pleasure or appreciation to the presenters.

When the assembly is over, keep your voice off and turn to your teacher for directions.

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Jefferson Elementary School-Wide PBS Safe Seat Lesson Plan Expectation: SAFE / RESPECTFUL /RESPONSIBLE /COOPERATIVE /A LEARNER

Week of Implementation:

Specific Skill: I know how to use the Safe Seat Skill Steps/Learning Targets (these skills are in a hierarchy, i.e. a student may not have his voice

or body under control when he goes to the safe seat but it is a requisite to re-joining the community) This means I will: • Recognize when I should go and/or go when asked by an adult in my school. • Walk safely. • Keep hands & feet to self and use a learner voice. • Think and plan how to be a learner. • Get teacher’s attention appropriately when ready to return to the learning community. Context: All Settings

TEACHING= Tell+ Show+ Practice+ Feedback+ Re-teach

TELL (this should be a BRIEF opener to the lesson) This component provides an introduction to what the skill is, rationale for why we need it, and a brief discussion of what are the skill steps. What is the skill? • State the skill: Today we are going to discuss why we have a safe seat in our classroom and in

other settings in our school. We are also going to talk about how to go to the safe seat when the teacher asks you to go and what a student’s job is while at the safe seat.

Rationale - why would a student need to know this skill? In what school settings would a student need this skill? Also make connections to life beyond school, i.e., the workplace, home, higher education, etc. Just as adults need “time away” to relax and refocus, so do children. Often times things happen at school that really bug you. The safe seat is a place you can go when you need to calm down, relax, and refocus. Sometimes the work you are asked to do is frustrating, sometimes other students are frustrating or distracting you, and sometimes you don’t get to do what you really want to do at school. These are all examples of times when you could go to the safe seat, calm down, and refocus so that you can come back to the learning environment to continue learning. Also, the teacher could send you there, but this is not to be viewed as punishment. • Discussion: Throughout the school year it will be important to know about how we use the safe

seat in various classrooms and settings around our building. We use the safe seat in our building not as a place for you to go because you are in trouble, but as a place to go to get yourself back into control and become ready to be a learner again.

• Do your parents have a spot that you go to at home when you’re having a hard time meeting expectations-your room, time out chair, etc?

• In our classroom the safe seat is (point out the location). In case someone else is using the safe seat, you may also use (point to another location) as another safe seat.

• Brainstorm a list (as a class) of reasons why students are asked or choose to go to the safe seat.

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Discuss Skill Steps –using the list of skill steps below, review the behavioral expectations for using the Safe Seat. This means we can:

• Recognize when we should go, and/or go when asked by an adult in my school. • Walk safely. • Keep hands & feet to self and use a learner voice. • Think and plan how to be a learner. • Get teacher’s attention appropriately when ready to return to learning community.

SHOW Teacher Model: both examples and non-examples; Examples show the progression of behavior for going to, while in and exiting from the safe seat. (Teacher Note: If a student is displaying non-example behaviors while in the safe seat, this does not necessarily mean the student needs to go to a buddy room. The student may be able to pull his/her self back together.)

Example Almost There TEACHER ONLY

Non-Example TEACHER ONLY

• Goes directly to the safe seat when asked by an adult at our school.

• Walks safely on the way to the

safe seat with hands and feet to self.

• Gets body & voice back into

control while in the safe seat. • Sitting in the chair with voice

off showing evidence of thinking about how to be a learner.

• Quietly gains the teacher’s attention to let them know ready to return to seat.

• Gets up to go to safe seat, but walks very slowly or around classroom on way.

• Walks to safe seat, but nudges a few peers on the way.

• Has an angry face and

tense body. • Staying in chair but

slouched over. • Has hand raised, but

waving it at the teacher repeatedly.

• Refuses to go to the safe seat • Argues on way to Safe Seat,

knocks over chairs. • Yells as sitting down at the safe

seat, hitting the desk. • Sliding out of chair, sitting

under the desk. • Yells for the teacher to “come

over now”.

Scenarios • Read or act out the scenarios below and have students identify whether the behaviors are

examples, almost there or non-examples. 1. Johnny was calling out during a class discussion. After a few reminders he continued to call out. Johnny’s teacher asked him to go to the safe seat. Johnny quietly stood up and walked to the safe seat, following the teacher’s request the first time. (example) 2. Marisa was getting out of her seat during read aloud. Her teacher calmly asked her to stay seated. Marisa continued to walk around the classroom. When asked to go to the safe seat, Marisa stomped the whole way and yelled, “That’s not fair!” (non example) 3. While Joseph was in the safe seat he tore up his math sheet. After 4-5 minutes Joseph gave his

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teacher a thumb’s up (classroom sign for indicating readiness to join learning community). When his teacher came over he indicated he was ready to rejoin the class. They made a plan for fixing the paper he tore and he rejoined the class. (non example for going to the safe seat but example for how student can use safe seat to refocus) 4. Akilah continued to talk to a neighbor at her pod after the teacher had given her a few reminders. The teacher came over to Akilah’s pod and quietly asked her to go to the safe seat. Akilah calmly stood up and walked respectfully to the safe seat. (example) 5. Juanita was asked to go to the safe seat. She immediately stood up and walked very slowly to the safe seat. She remained quiet while walking to the safe seat. (almost there) 6. On the way to the safe seat Jackson knocked over a chair. While in the safe seat Jackson put his head down on the desk and fell asleep. (non example) GUIDED PRACTICE: The guided practice component of the lesson is a pivotal part of every lesson to ensure that students can accurately and appropriately demonstrate the skill steps (Lewis & Sugai, 1998). Where can ideas for role play /guided practice come from? • During your introductory discussions your students may have shared specific examples or

non-examples and those would be excellent for use as role play situations and extension activities throughout the week. These examples can be written out on chart paper/smart board for later use.

• Pass out 3X5 index cards after the introduction of the skill and give students a moment to

write down examples or non-examples they have experienced at school or home. Young children can draw it! This option allows for anonymity. Save non-school examples primarily for discussion and use school based examples for role-play.

• In the case of non-examples, have students problem solve appropriate behaviors that could

have been done/used instead and then have them role play these replacement examples. Students NEVER ROLE PLAY NON-EXAMPLES! If a non-example needs to be demonstrated it is ONLY demonstrated by TEACHERS/Adults.

• Give all students a task or job to do during ROLE PLAY! Some students will be actors,

others can be given the task of looking for specific skill steps and giving feedback on whether the step was demonstrated.

• Sample role play scenarios:

1. Joe has been asked to walk to the safe seat because he was rolling around on the carpet during morning meeting. Role play how he would walk to the safe seat in a respectful and responsible way.

2. Anthony has been at the safe seat for several minutes. He appears to be calm and looks like he is ready to focus with the rest of the class. Role play how Anthony will get his teacher’s attention in a calm and non-disruptive way (Focus can be on teacher teaching the classroom sign for indicating readiness to join learning community).

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3. Rachel is at the safe seat. Role play how she should use one of the calming strategies the teacher has taught the class.

4. Role play how the teacher might ask students to go to the safe seat and how the students should respond in a respectful and compliant way.

FEEDBACK – Teachers can ensure that students have the opportunity to reflect on performance of social skills by providing frequent positive feedback that is both contingent and specific (re-stating of skill steps/ learning targets). Research clearly indicates that positive feedback of this nature increases future demonstrations of target social skills (Brophy, 1980). • “I like how you walked calmly to the safe seat. That was a responsible way to get to the safe

seat.” • “Well done getting calm while you are in the safe seat. This shows me you are using the calming

strategies we have learned about.” • “Good job of raising your hand and waiting patiently for me to come over. That is showing me

you are ready to be a learner with the rest of the class. • “I appreciate how you got yourself back into control while at the safe seat. This is helping you be

safe and respectful of others in our classroom.” What are some ways to get students to self-assess on their use of the Safe Seat? o Assign “look fors” during role play (i.e. which skills steps could students notice) o Give students self-monitoring sheets with skill steps (students use these when they are asked to go

to safe seat; this may be used more for students with frequent safe seat visits). o After the next visit to the safe seat, process with each student about the safe seat skill steps and

how they felt like they performed on these skill steps. RE-TEACH/Additional Activities Review and Practice Throughout the Week:

1. Have students look for the safe seat in each of their specials or in other classrooms/settings they visit. Students will report back to the teacher the location of the safe seat after each special throughout the week.

2. Send out a small “search party” to find all the safe seats in your grade level. Then report back to the class by making a map or giving a verbal description of where each safe seat is. (This may help is a child needs to go to a Buddy Room’s Safe Seat).

3. Have a few students role play what is looks like to sit at the safe seat (following the skill steps). Take pictures of these students to put near the safe seat. Display the pictures on the smart board and discuss how they are showing the safe seat skill steps.

4. Have a “quiz” with students about what they have learned about the safe seat (ie: what you have taught them about their job while their in the safe seat and how they will indicate they are ready to come back to the class). Each student can use a dry erase board to answer the questions and hold up their answer when you say done. This would give you a quick check of how well students understand the skill steps for safe seat. You could also make a quiz with the Senteo software.

5. Develop a social story with your class about the safe seat incorporating the skill steps. Use the social story for reteaching your class, a small group or an individual. This book could also be kept at the safe seat.

6. See Appendix A for more scenarios about the use of the safe seat.

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Appendix A

Safe Seat Scenarios K-1 Scenario: Students were at their carpet spots during a shared reading lesson. Jonathan was rolling around on the carpet, which began to be distracting for his classmates. After Jonathan had been given reminders and this behavior continued, the teacher asked him to go to the safe seat. The teacher walked over to Jonathan and in a calm tone said, “Jonathan, I noticed you are rolling around on the floor. During shared reading you are expected to sit criss-cross and look like a learner. Please go to the safe seat until you are ready to be a learner.” 2-3 Scenario: Students were seated at their desks while the teacher was reading aloud. Brittney was getting out of her seat and roaming around the classroom. The teacher asked Brittney to remain in her seat, but Brittney then got back up later during read aloud. The teacher posed a question for the class to consider from the book while she walked over to Brittney. She quietly reminded Brittney that during read aloud students are expected to stay in their seats and listen to the book and participate in the discussion. She then asked Brittney to go to the safe seat and think about how she could be a learner and participate in the future during read aloud. 4-5 Scenario: Students were participating in a social studies’ discussion. The teacher had given precorrects to students that she would be moderating the discussion and would try to give as many people as possible a chance to participate, so please raise your hand and wait patiently for a turn. Rachel called out a few times during the discussion while the teacher called on other students. After giving Rachel additional reminders, the teacher asks her to go to the safe seat. The teacher walks over to where Rachel is seated and calmly and quietly reminds her that one of the class rules is that students raise their hand when they want to share. The teacher then directed Rachel to the safe seat to develop a plan about how she could be successful during large group sharing.

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Jefferson Elementary School-Wide PBS Buddy Room Lesson Plan

Expectation: SAFE / RESPECTFUL /RESPONSIBLE /COOPERATIVE/ A LEARNER

Week of Implementation: Specific Skill: I know how to use the Buddy Room

Skill Steps/Learning Targets (these skills are in a hierarchy, i.e. a student may not have his voice or body under control when he goes to the buddy room but it is a requisite to re-joining the learning community) This means I will: • Go when asked by an adult in my school • Walk quietly and safely to the buddy room • Use the calming strategies I have been taught to get my body and voice under control • Complete the think sheet • Get teacher’s attention appropriately when ready to return to my classroom • Walk calmly and directly back to the classroom and wait for my teacher at the Safe Seat • Show my teacher that I look and sound like a learner Context: All Settings

TEACHING= Tell+ Show+ Practice+ Feedback+ Re-teach TELL (this should be a BRIEF opener to the lesson) This component provides an introduction to what the skill is, rationale for why we need it, and a brief discussion of what are the skill steps. What is the skill? • State the skill: Today we are going to discuss why and how we use other classrooms as a buddy

room. We are also going to talk about how to go to the buddy room when the teacher asks you to go and what students do while in the buddy room.

Rationale - why would a student need to know this skill? In what school settings would a student need this skill? Also make connections to life beyond school, i.e., the workplace, home, higher education, etc.

Discussion: Throughout the school year it will be important to know about how we use the buddy room in various classrooms and settings around our building. We use the buddy room in our building as a place to go to get your body and voice in control and become ready to be a learner again. Here are some examples why a teacher might use the buddy room:

1. Students may be asked to go to the buddy room after they have been to the safe seat and had reminders about behavior choices (while at the safe seat kicking the wall, continues to yell, continuation of disruptive and disrespectful behavior)

• For our classroom the buddy room is (state teacher’s room). In case they have a substitute or for other reasons, we may also use (state teacher’s room or location) as a buddy room.

Discuss Skill Steps –using the list of skill steps below, review the behavioral expectations for using to the Buddy Room. This means we can: • Go when asked by an adult in my school • Walk quietly and safely to the buddy room

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• Use the calming strategies I have been taught to get my body and voice under control • Complete the think sheet • Get teacher’s attention appropriately when ready to return to my classroom • Walk calmly and directly back to the classroom and wait for my teacher at the Safe Seat • Show my teacher that I look and sound like a learner SHOW Teacher Model: both examples and non-examples

Example Almost There TEACHER ONLY

Non-Example TEACHER ONLY

• Goes directly to the buddy room when asked by an adult

• Walks safely on the way to the

buddy room with hands and feet to self

• Uses calming strategies to get back into control while in the buddy room

• Sitting in the chair with voice off showing evidence of thinking about how to be a learner

• Completes think sheet identifying problem behavior, replacement behavior and plan for success

• Quietly gains the buddy room

teacher’s attention to let them know ready to return to classroom

• Walks promptly back to classroom keeping hands and feet to self & voice off

• Gets up to go to buddy room, but walks very slowly or around classroom on way

• Walks to buddy room, but nudges a few peers on the way

• Maintains an angry face • Staying in chair but

slouched over • Think sheet work focuses

on why student made poor choice versus owning the problem

• Has hand raised, but

waving it at the teacher repeatedly

• On way back to

classroom, walks slowly

• Refuses to go to the buddy room

• Stomps out the door, knocks

over chairs • Yelling at the desk, hitting the

desk • Sliding out of chair, sitting

under the desk • Refuses to fill out think sheet or

refuses to identify problem &/or solution

• Yells for the teacher to “come

over now” • Talks to others on way back to

class or doesn’t return promptly

Scenarios • Read or act out the scenarios below and have students identify whether the behaviors are

examples, almost there or non-examples. 1. Tramonte was blurting out answers while at the safe seat. He was reminded of the classroom rules/building expectations. His teacher asked him to go to the buddy room. Tramonte stood up quietly and walked out the door without distracting other students. (example)

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2. Latonya refused to go to the Safe Seat. Her teacher then asked her to go to the Buddy Room. Latonya yelled back at her teacher, “You can’t make me.” (non example) 3. Jasmine was sent to the Buddy Room. When she entered the Buddy Room she found the seat promptly. To get calm she ______ (use calming strategy you have taught your students). Once she was calm she began working on the think sheet. (example) 4. Hannah was asked to go to the Buddy Room. She complied when the teacher’s request and left the classroom. On the way to the Buddy Room she walked slowly and got a drink. (almost there) 5. On his way out the door to the Buddy Room Michael kicked over a chair. When he entered the Buddy Room, Michael continued sobbing loudly and sat under the desk. (non example) FEEDBACK – Teachers can ensure that students have the opportunity to reflect on performance of social skills by providing frequent positive feedback that is both contingent and specific (re-stating of skill steps/ learning targets). Research clearly indicates that positive feedback of this nature increases future demonstrations of target social skills (Brophy, 1980). • “I like how you walked calmly to the Buddy Room. That was a responsible way to get to the

Buddy Room.” • “Thank you for getting yourself calm and quietly completing your think sheet while you are in the

Buddy Room. That is showing me you know how to be responsible.” • “Good job of raising your hand and waiting patiently for me to come over. That is showing me

you are ready to be a learner and return to class. • “I appreciate how you got yourself back into control while in the Buddy Room. This is helping

you be safe and respectful of others in our classroom.” What are some ways to get students to self-assess on their use of the Buddy Room? o Assign “look fors” during role play (ie. which skill steps could students notice). o After the next visit to the Buddy Room, process with each student about the Buddy Room skill

steps and how they felt like they performed on these skill steps. RE-TEACH Review and Practice Throughout the Week

1. Have students discuss in each of their specials or in other classrooms/settings they visit where they would go for a Buddy Room visit in this location. Students will report back to the homeroom teacher the location of the Buddy Room after each special throughout the week. 2. Have a few students role play what it looks like to sit at the Buddy Room desk (following the

skill steps). Take pictures of these students. Display the pictures on the smart board and discuss how they are showing the Buddy Room skill steps.

3. Have a “quiz” with students about what they have learned about the Buddy Room (ie. what you have taught them about their job while in the buddy room and how they will indicate they are ready to return to their classroom). Each student can use a dry erase board to answer the questions and hold up their answer when you say done. This would give you a quick check of how well students understand the skill steps for safe seat. You could also make a quiz with the Senteo software (check with your media specialist). 4. Develop a social story with your class about the buddy room incorporating the skill steps. Use

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the social story for re-teaching your class, a small group or an individual. This book could also be kept at the buddy room spot in your class’ respective buddy room. 5. Make arrangements with your buddy room teacher to go to their classroom to practice.

Practice going to the buddy room seat, show where think sheets are located, etc. You could schedule this during the respective teacher’s planning time when students are not in the classroom.

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Handout 5.1