Pbis Handbook - Wmes

WATKINS MILL
ELEMENTARY SCHOOL
2018- 2019
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Watkins Mill Elementary School
A General Overview
Watkins Mill Elementary School is a school-wide program based on the Positive Behavior
Interventions and Supports (PBIS) framework. PBIS is a research-based framework that has been
proven to improve school climate, reduce problem behavior, and increase academic instructional
time in schools (for additional information go to www.pbis.org). Two primary areas of emphasis in PBIS
are prevention and instruction of social behavior. PBIS is based on the idea that when students are
taught clearly defined behavioral expectations and provided with predictable responses to their
behavior, both positive and corrective, all students are more likely to meet those expectations.
Watkins Mill Elementary School has developed school-wide procedures to accomplish the following:
1. Define Behavior Expectations.

A small number of clearly defined behavioral expectations are defined in positive and simple rules. At
Watkins Mill a Viking is expected to: Be Responsible, Be Respectful, and Be a Good Citizen. These
expectations are defined across school settings in the expectations matrix included in this handbook.
2. Teach Behavior Expectations.

The behavioral expectations and school procedures are taught to all students in the building, and are
taught in real contexts. Behavioral expectations are taught using the same teaching formats applied
to academic instruction. When teaching, behavioral expectations are linked to the rules of Be
Respectful, Be Responsible, and Be a Good Citizen. The rationale for the rules and behavioral
expectations are presented for each setting, then staff demonstrate examples of what the expected
behavior looks like in the setting. Teachers will use common scenarios in the setting to demonstrate
the expected behavior, but may also demonstrate 1 or 2 examples of the ‘wrong way’ to do it
(Non-examples). It is important for students to learn what is not acceptable behavior, but there
should be more focus on the desired behavior. Next, students are given the opportunity to practice
the “right way” until they demonstrate fluent performance. Lesson plans for each setting are included
in this handbook.
3. Acknowledge Appropriate Behaviors.

Once appropriate behaviors have been defined and taught, they need to be acknowledged on a
regular basis. Giving regular positive feedback when students use behaviors they have been taught is
a critical step to teaching and maintaining desired behavior. Through the use of Dojo points, Watkins
Mill has developed an acknowledgment system to encourage regular recognition of desired behavior
in the school. Positive or negative environments for students and staff are the result of the
accumulation of individual positive or negative interactions. Research suggests that a 5:1 positive to
negative ratio fosters the most positive and productive school environments. Positive interactions can
occur in many meaningful ways (pat on the back, smile, verbal praise), but the goal of an
acknowledgment system is to provide a regular reminder to staff during your busy days to catch kids
doing the right thing. Negative interactions are any time we give attention to students for problematic
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behavior (e.g. “Rex keep hands and feet to yourself”, “Remember class, all eyes on the teacher.”,
“Sophia that’s a beautiful drawing, but it’s time to start math”). As a school we will strive to achieve
and maintain a 5:1 ratio for all students. “Dojo” points will be used by individual staff members to
recognize students for engaging in positive behavior. Staff members can award “Dojo” points to
students across all school settings, whether they teach the student or not. When handing out “Dojo”
points we should always clearly identify the specific positive behavior the student is being recognized
for and match it with one of the school rules “Be Respectful, Be Responsible and Be a Good Citizen”.
Classroom and School-wide celebrations will occur when students have turned in a certain number of
“Dojo” points as an individual, class or school. In addition, students can use their Dojo points for prizes
from the school store.
4. Responding to Problem Behavior.

Despite our efforts to proactively set students up for behavioral success and to prevent problem
behavior, there will still be incidents of problem behavior. When it comes to responding to problem
behavior we have three primary goals:
a. Make sure to keep everyone safe
b. Minimize the loss of instructional time for all students (including the student who engaged in
problem behavior)
c. To teach the student the appropriate behavior to use instead of the problem behavior.
Every occurrence of problem behavior is an important opportunity to teach the appropriate, desired
behavior to the student. In developing Watkins Mill Elementary School’s Behavior Management
Process it is our responsibility to provide fair and consistent consequences for problem behavior. Our
school focuses on first teaching our students the appropriate behavior and get them re-engaged in
academic instruction as quickly and safely as possible. When students violate the behavioral
expectations they will be informed that their behavior was not acceptable and how it relates to the
school wide rules of Be Respectful, Be Responsible, and Be a Good Citizen. A flowchart and discipline
referral forms are included in this Handbook, for students who engage in recurring problem behavior,
who are not responding to the school’s progressive behavior management process (more information
below).
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Defining and Teaching Behavioral Expectations
Students respond to clear, consistent expectations and predictable adult responses to behavior. In
order to establish a positive and predictable school environment, it is important to clearly define
behavioral expectations, establish agreement across staff, and actively teach those expectations
from the beginning of the year to all students in the school. All staff should participate in the
instruction of behavioral expectations during the first week of school and throughout the school year
to create a consistent, united front. The Watkins Mill Elementary School Matrix is used to identify
important behavioral expectations across school settings. The Watkins Mill Elementary School Matrix
is used to guide lesson planning and teaching prioritized behavioral expectations across settings. In
PBIS, instruction of social behavior is viewed in much the same way as academic instruction. The
same principles of effective academic instruction apply for teaching social behavior. In the same way
that we shouldn’t punish kids if they can’t do math problems, we should not punish students for not
knowing the behavioral expectations or routines… instead we must teach them. It is our responsibility
to prepare our Watkins Mill Elementary School students to be successful socially by teaching
behavioral expectations and school routines from the beginning of the school year, followed by
periodic reviews throughout the year. We also understand that effective instruction of social behavior
should:
a. Occur in the natural setting- for example we should teach expectations and routines for recess
behavior on the playground, not in the classroom
b. Focus on what to do instead of what not to do- for example teach how to keep hands and feet
to self, instead of what not to do
c. Physically demonstrate or model the expected behavior- not simply talk about it
d. Give students the opportunity to actively practice the expected behavior in the real setting with
specific feedback
e. Link expected behavior to the school-wide rules
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Location Be Respectful Be Responsible Be a Good Citizen
● Use voice level 0 ● Face forward on second ● Use silent wave when
All ● Follow adult directions tile greeting someone
Common ● Stop for classes or staff ● Keep hands and feet to ● Keep hands and feet to
Areas ● Look at bulletin board yourself yourself
without touching it
● Use voice level 2 ● Sit at assigned table ● Wait your turn

● Raise hand if you need ● Clean up after yourself ● Take extra food to the
anything ● Line up quickly, quietly, share table and avoid
● Follow adult directions and safely when called wasting food
● Say please and thank on ● Ask others to join in
Cafeteria
you conversation
● Use appropriate ● Keep hands, feet, &
language objects to yourself
● Be aware of personal
space
● Follow adult directions ● Use equipment safely ● Keep hands, feet, and
● Use encouraging, polite, and as intended objects to yourself
and kind words with ● Line up quickly, quietly, ● Help and include others
Playground peers and adults and safely when the ● Share equipment, take
whistle blows or when turns, and follow game
called on rules
● Stay within playground
boundaries
● Follow adult directions ● Use materials properly ● Keep hands, feet, and
● Use appropriate voice and return them to their objects to yourself
level designated spot ● Use encouraging,
● Raise your hand and ● Keep classroom neat polite, and kind words
wait to be called on and organized with peers and adults
Classrooms
● Participate in class
activities and be a good
role model to others
Bathrooms ● Honor the privacy of ● Clean up after yourself ● Use the bathroom as it
others ● Conserve water and is intended to be used
● Respect school paper towels ● Return in a timely
property ● Wash hands manner
● Flush Toilets
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● Follow directions when ● Take all of your ● Stay in your assigned
given by adults and belongings with you seat
Bus patrols ● Enter and exit carefully ● Face forward
● Use appropriate and remain in line ● Keep hands, feet, and
language on voice level objects to yourself
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● Follow adult directions ● Stay in classroom unless ● Help and include others
Indoor ● Use encouraging, polite you are given ● Share materials, take
Recess and kind words with permission to leave turns, and follow game
peers and adults ● Keep hands, feet, and rules
● Use voice level 2 objects to yourself
● Follow adult directions ● Use materials ● Use kind and polite

● Put books back where appropriately words
they belong and always ● Use voice level 1 or 2 as ● Share materials
use a shelf marker instructed during your ● Return books on time
● Come during media time
Media
designated hours for
open book exchange
● Voice level 0 during
open book exchange
● Use good audience ● Be active listeners ● Give full attention to the

manners ● Follow adult directions presenter
● Clap when appropriate ● Keep hands, feet and
Assembly ● Wait for instructions to objects to yourself
be dismissed
● Be aware of personal
space

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Lesson Plans
Watkins Mill Common Areas (Hallways)
Step 1: Review School Wide Rules
Be Respectful, Be Responsible, Be a Good Citizen
Step 2: Teach Expectations for Specific Setting

All Common ·Use voice level 0 ·Face forward on second tile ·Use silent wave when
Areas (e.g. ·Follow adult directions ·Walk safely and keep hands greeting someone
hallway) ·Stop for classes or staff to cross to yourself ·Keep hands and feet to self
·Look at bulletin board without
touching it
Step 3: Tell Why Rules are Important

It is important to be respectful, responsible and a good citizen in the common areas so:
● Nobody gets hurt
● We don’t bother other students working in the classrooms
● We know where all of the students are to keep them safe
Step 4: Demonstrate Rules

● Demonstrate how to form a single line on second tile and stop where indicated, appropriate
spacing (personal space), hands to side or behind back, and voice level 0. Show appropriate
hallway stopping points that students will encounter throughout their day and what to do when
they stop or encounter someone they know and want to greet.
● Reminder: The teacher should monitor the students from the center of the line.
Individual in Common Area

Rule Example Non-Example
Be Respectful A student silently looks at the schoolwork A student talks loudly as the class walks
on the walls, as the class moves down the through the hallway on their way to lunch
hallway. Hands are at the student’s side.
Be Responsible A student walks directly to where he/she is A student walks the “long way” to and from
supposed to go in a timely manner his/her destination and stops to visit with
people in the office and in the halls
Be a Good A student will respond appropriately when A student uses slang or inappropriate
Citizen greeted by adults or peers. greeting to adults or peers
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Step 5: Provide Opportunities for Student Practice
● Have classes practice walking as a group in the common areas (halls) and teacher/staff
provide specific feedback (e.g. nice job keeping your hands to self, that is very safe, great job
looking forward and keeping a level 0, make sure to give the person in front of you enough
space)
● Teacher can demonstrate example & non-examples and have students tell you what the
teacher is doing that is correct or incorrect
Watkins Mill Cafeteria


Cafeteria ·Use voice level 2 ·Sit at assigned table ·Wait your turn
·Raise hand if you need ·Clean up after yourself ·Take extra food to the share
anything ·Line up quickly, quietly, and table and avoid wasting
·Follow adult directions safely when called on food
·Say please and thank you ·Ask others to join in
·Use appropriate language conversation
·Be aware of personal space ·Keep hands, feet, & objects
to yourself

It is important to be respectful, responsible and a good citizen in the cafeteria so:
● We don’t both other students while they are eating
● We keep the cafeteria clean, safe, and enjoyable

Students eating in the cafeteria
● Demonstrate students sitting at the table correctly. Use table manners and raise your hand
when you need something. Model how to clean up using the 1,2, 3 method described in the
lunchroom procedures (see addendum) by looking around your tray and underneath your seat,
making sure to pick up trash even if it isn’t yours. Show students how to throw their trash away
properly, sit quietly waiting to be lined up, and how to line up in the cafeteria.
Individuals in Cafeteria:
● Walk into the cafeteria quietly and remain at your table until called to get in line. Take the meal
you selected. Say please and thank-you to peers and adults, use good table manners (e.g. eat
with mouth closed, do not talk while food is in your mouth, wipe your face and hands clean),
clean up eating area, raise hand if you need something, and wait to be dismissed.
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Thank
Be Respectful A student waits quietly in line A student cuts in line

A student raises his hand if he needs A student talks loudly while in line
something A student gets up without permission
A student waits quietly to be dismissed
Be Responsible A student takes the meal they selected and A student does not take the lunch they
picks up trash when done eating ordered and pushes his trash under the
table unto the floor when finished eating
Be a Good A student waits her turn, says please and A student just takes food from his peer’s
Citizen thank-you to adults and peers, and uses plate and talks with food in his mouth
good table manners

● Have class practice walking as a group in and later out of the cafeteria & teacher provides
specific feedback (e.g. nice job keeping your hands to yourself when you are waiting in line,
thank you for using a level 2 voice, great job showing good manners when you thanked her for
the food purchase)
● Teacher can demonstrate examples and non-examples and have students tell you what the
*Please review the lunch procedures (see addendum) so students know how to enter, sit, and clean
up in the lunchroom.
Watkins Mill Bathroom

Be Responsible, Be Respectful, Be a Good Citizen

Bathrooms ·Honor the privacy of others ·Clean up after yourself ·Use the bathroom as it is
·Respect school property ·Conserve water and paper intended to be used
·Flush toilets towels ·Return to class in a timely
·Wash hands manner
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Step 3: Tell Why Rules are important
It is important to be responsible, respectful, and a good citizen in the bathroom so:
● Everyone’s privacy is regarded with courtesy
● We keep the bathrooms clean and safe for all
● We are conserving resources

Students waiting as a class to use the bathrooms
● Follow adult directions. Wait patiently and quietly in line until it is your turn, allowing for
personal space. Demonstrate expectations above.
Individuals in the bathroom:

Be Respectful A student waits in line and waits for his turn A student enters the bathroom and looks
while respecting the privacy of others all the way under the stalls to see who is
there
Be Responsible A student with a pass uses the facility and A student goes into one of the stalls, puts a
reports to the teacher that a toilet is roll of toilet paper in the toilet and flushes it
overflowing in one of the stalls once he watching it overflow
returns to the classroom
Be a Good A student quietly uses the facility, flushes, A student does not flush after using the
Citizen washes his hands, and throws paper facilities
towels in the trash can A student washes his hands and splashes
water all over the floor

· Teacher can go over the following scenarios and let students determine whether they are good
examples or poor examples of appropriate bathroom behavior.
Some questions to ask: Was this a good or poor example? What would you have done? Is there
anything you would have changed? Are there good parts to this story? Are there bad parts to the
story?
*Two boys walk into the bathroom and see that the paper towel dispenser lid is open and that there
are towels that have fallen onto the floor. One boy mentions to the other that it looks wasteful. Both
boys push the towels back inside the dispenser and close the lid. Is this a good or poor example?
(Discussion)
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*A girl runs into the bathroom because she’s in a hurry to get to music class. She shouts to her friend
to wait for her because she will be done in a minute. She quickly splashes her hands with water and
runs out by her friend who’s waiting for her to go to music. (Discussion)
*An 5th grade boy uses the bathroom, and on his way out, he realizes that he has not flushed or
washed his hands. He turns around and goes back to the bathroom. Good or poor example?
(Discussion) *The wastepaper basket is full of paper towels. You decide to place the paper towel next
to the basket on the floor, because it won’t fit into the basket and then leave the bathroom and go
back to class. (Discussion)
*Your friend just left the bathroom after washing her hands, but you didn’t hear her flush. You leave
the bathroom and let your friend know that she forgot to flush when you return to class. (Discussion)
Other discussion questions:

-Why is it important to have good hygiene? -How does having a clean environment make you feel
about this school and your pride in it? -What types of examples of disrespect have you seen in our
bathrooms? -Why do you think kids do these types of things? -What might be some of the
consequences to inappropriate bathroom behavior?
Watkins Mill Bus

Be Responsible, Be Respectful, Be a Good Citizen

Bus ·Follow directions when given ·Take all of your belongings ·Stay in your assigned seat
by adults or patrols with you ·Face forward
·Use appropriate language ·Enter and exit carefully and ·Keep hands, feet, and
on voice level 2 safely and remain in line objects to yourself

It is important to be respectful, responsible, and a good citizen on the bus so:
● Nobody gets hurt and everyone feels comfortable riding the bus
● The bus is a safe and clean place
● The bus driver can respond easily in case of an emergency

● Demonstrate expectations above and how to use quiet voice on the bus, sit down at all times,
keep hands inside the bus, no food or drink (besides water), respond respectfully to the bus
driver, keep electronics in backpack, and how to use kind words when interacting with others
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Individuals “on the bus”
Be Respectful A student waits her turn to get on and off A student runs to the bus and cuts in line
the bus
Be Responsible A student picks up any trash left on the A student throws trash on the floor and
floor and tells the bus driver that they see uses a marker to write his name on the
graffiti on her seat seat
Be a Good Citizen A student remains seated facing forward A student pushes his way onto the bus
the entire bus ride and opens the windows to stick his hands
A student uses a level 2 voice while talking out.
to their friend next to them A student gets out of his seat during the
ride to walk over to his friend

● Have class practice “on bus” procedures & teacher/staff provide specific feedback (e.g. nice
job using quiet voices, thank you for picking up trash off the bus, make sure we remember to
thank the bus driver and report any vandalism or unsafe behaviors)
● Teacher can demonstrate examples & non-examples and have students tell you what the
Watkins Mill Playground


Playground ·Follow adult directions ·Use equipment safely and ·Keep hands, feet, and
·Use encouraging, polite and as intended objects to yourself
kind words with peers and ·Line up quickly, quietly, and ·Help and include others
adults safely when the whistle blows ·Share equipment, take turns,
or when called on and follow game rules
·Stay within playground
boundaries
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It is important to be respectful, responsible and a good citizen while playing on the playground so:
● Everyone feels included and respected
● Recess is a safe and fun time for everyone

Students on the playground
● Demonstrate expectations above and walk along perimeter of playground to indicate where it
ends (cones on field/ portables/ no blacktop). Explain that other students have class in the
portables while they have recess. Brainstorm ideas of what games they could play, such as 4
square, jump rope, kickball, soccer, chalk drawing, hopscotch etc.. Reiterate and practice that
it is important to invite and include all students in games.
Individuals on the playground:

Be Respectful Teacher announces it is time to clean up. Teacher announces it is time to clean up.
Student puts away balls in the correct bin Student continues to play soccer on the field
and lines up quickly to return to his
classroom
Be A student informs and shows the recess A student accidentally breaks a hula hoop
Responsible teacher the broken jump rope and hides it in the grass
A student waits in line in order to get on the A student pushes people aside to be the first
slide one in line for the climbing wall
Be a Good A group is playing kickball and a student A group is playing kickball and a student
Citizen wants to join the game. The group includes wants to join the game. The group ignores
the student and explains how to play the student and continues to play without
him/her

● Have class practice how to use the various playground equipment safely while outside during
recess (follow Apparatus Guidelines) & teacher provide specific feedback (e.g. “Nice job
waiting for Jon to get out of the way before sliding down the slide safely feet first!”)
● Discuss how to handle inviting someone to join in a game
● Discuss what to do if the game is already in full swing and someone wants to join in
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Apparatus Safety Guidelines
Slide
Use Ladder to reach the top of the slide
One person on the ladder at a time
Slide down feet first, sitting down
Wait for the person ahead of you to get out of the way before sliding down
Monkey Bars
Go up the ladder one person at a time
Do not sit on top of bars
Use your hands - “ hand to hand”
Climbing wall and Climbing Rock

Climb up and down safely
Wait your turn if it is too crowded
Jump Rope
Jump ropes are used for jumping only
Both ends of the ropes are to be held in hands
Make sure you have enough space to jump without hitting anybody or anything
* Please review as many of the games as possible (see addendum), so all children are familiar with the
games and how to properly and safely play them.
https://docs.google.com/a/mcpsmd.net/document/d/1WU3_E0g0EACdHPZCTf6mSC5fzKmfchhC7
AEXt2eR-_Q/edit?usp=sharing
** Please also review the recess procedures (see addendum) so students know where and how to line
up.
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Watkins Mill Assembly

Assembly in ·Use good audience ·Be an active listener ·Give full attention to the
APR, GYM, or manners · Follow adult directions presenter
Media Center ·Clap when appropriate ·Keep hands, feet and
·Wait for instructions to be objects to yourself
dismissed
· Be aware of personal
space

It is important to be respectful, responsible and a good citizen in an assembly so:
● Students can move safely in and out of the assembly space
● Everybody enjoys the performance
● Performers are respected

Students in an assembly
● Demonstrate expectations of how to sit properly, keeping hands and feet to yourselves. Also
show how to be a part of a good audience by clapping at appropriate times.
Individuals in an assembly:
Be Respectful A student sits flat on her backside with her A student is up on his knees, blocking the
legs criss- crossed view of those behind him
Be A student sits and listens quietly to the During the presentation a student talks to
Responsible presentation friends sitting next to him
Be a Good A student keeps his hands in his lap A student pulls the hair of the person sitting
Citizen in front of her/him
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● Have class practice sitting in rows on the floor, as designated above and teacher provides
specific feedback (e.g. nice straight rows, thank you for staying in your own space and keeping
hands to yourself)
● Teacher can demonstrate examples and non-examples of when to be a quiet listener and
when to clap
● Have students tell what is correct or incorrect audience behavior
Watkins Mill Classroom


Classroom ·Raise your hand and wait to ·Use materials properly and ·Keep hands, feet, and
be called on return them to their objects to self
·Follow adult directions designated spot ·Use encouraging, polite and
·Use appropriate voice level ·Keep classroom neat and kind words with peers and
clean adults
·Participate in class activities
and be a good role model to
others

It is important to be respectful, responsible and a good citizen in the classroom so:
● Everyone feels comfortable and has a chance to learn
● All materials are in good working condition and available to everybody
● The classroom is a safe and clean place to learn

Students in the classroom
● Demonstrate expectations of how to use proper voice levels in the classroom. Show students
how to sit on the carpet and in their chairs while keeping their hands and feet to themselves.
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Individuals in Classroom:
Be Respectful -A student raises his/her hand and -A student blurts out an answer
waits to be called on -Student takes the long way to come to the
-Students go immediately to the carpet carpet and takes a long time to get there
when asked -Student is yelling and loudly laughing during
-Student uses a voice level 1 during partner share
partner share -Student does not want to follow instructions,
-Teacher gives directions. Student does rolls eyes, and loudly says NO!
not want to follow instructions, but does
ask teacher to talk privately about it
Be -Student uses glue to sort words on a -Student takes glue out of glue stick and plays
Responsible worksheet with it
-Student cleans up their cut pieces of -Once done cutting, the student sweeps paper
paper that fell on the floor and throws pieces of the desk onto the floor
them in recycling bin -Student takes crayons out of the community
-Student borrows crayons to color a bin and puts them in their desk
worksheet and returns them to where
they came from
Be a Good -Students are sitting on the carpet in -Student rolls around the carpet, invading other
Citizen their designated space student’s spaces
-Students work at their desk and keep -Student sits at desk and leans over into
their body and belongings within their neighbors space in order to talk to them and
space see what they are doing
-A peer struggles to answer a question -Student laughs at peer who got an answer
and a student encourages him/ her to wrong
keep trying -Student stares at teacher when called on and
-Student is nervous to answer a math does not say anything at all
question, but tries to give as much of an
answer as they can and tries his/her
best even if it might be wrong

● Have class practice how to behave while in the classroom and teacher provides specific
feedback (e.g. “Jose you did a great job helping Quantay clean up the paper on the floor so
your group could line-up”)
● Discuss how voice level expectations might change for the various situations (pair share,
individual work, vs. all on carpet)
● Discuss what could be done if somebody needs help or does not know an answer
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Watkins Mill Media

Media ·Follow adult directions ·Use materials appropriately ·Use kind and polite words
·Put books back where they ·Use voice level 1 or 2 as ·Share materials
belong and always use a instructed during your media ·Return books on time
shelf marker time
·Come during designated ·Use voice level 0 during
hours for open book open book exchange
exchange
·Voice level 0 during open
book exchange

It is important to be respectful, responsible and a good citizen in the media center so:
· It is a safe and inviting space for all students and staff
· The books and magazines remain organizes and in good condition for everyone to enjoy
· The special privilege of “open book exchange” works well for everyone

● Demonstrate how to behave during open book exchange. Shoe students the proper voice level
and how to use materials in the media center correctly.
Be Respectful The student uses a shelf marker and looks The student looks at books and then leaves
at books one at a time, always putting them them on the floor, on top of the bookcase or
away in the right place. other places where they do not belong and
other have a hard time finding them
Be The student enters using voice level 0, The student and a friend laugh and talk
Responsible during open book exchange while a class is while visiting during open book exchange
going on
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Be a Good The student remembers and returned The student decides to keep her/his media
Citizen his/her media books when they were due books past the due date, because s/he
does not want others in her/his class to
have them

● Have class practice and teacher provides specific feedback (e.g. “Thank you Tatjana for using
voice level 0 while quickly returning your book during open book exchange”)
● Present and discuss the times for open book exchange
● Review appropriate behavior for the open book exchange process (enter voice level 0, 5
minute time limit, return to class immediately once done)
● Present and discuss how to handle books and magazines
Watkins Mill Indoor Recess


Indoor ·Follow adult directions ·Stay in classroom unless you ·Help and include others
Recess ·Use encouraging, polite and are given permission to leave ·Share materials, take turns,
kind words with peers and ·Keep hands, feet, and and follow game rules
adults objects to yourself
·Use voice level 2

It is important to be respectful, responsible and a good citizen in the media center so:
● Indoor recess is a safe and fun time for everyone

● Demonstrate expectations above
● Brainstorm ideas with students of what games they could play (see addendum) and explain,
model and practise the games and their rules
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Be Respectful Students asks a peer nicely to move out of Student tells another student to “shut up”
his/her space and to use level 2 voice, so
s/he can hear their friend talking
Be Students needs to use the bathroom, asks Student needs to use the bathroom and runs
Responsible teacher and waits permission to leave the out of the room without asking for permission
room
Be a Good Students are playing with blocks/Legos. Students are playing with blocks/ Legos and
Citizen They divide the blocks/ Legos into groups are fighting over the materials and refuse to
and share the materials and space with share them
each other

● Have class practice how to use the various games and materials safely during indoor recess &
teacher provide specific feedback (e.g. “Nice job figuring out how to share the building blocks
and space with each other”; “Hassan you showed good citizenship when you invited Ruel to
play Charades with you”)
● Discuss how to handle inviting someone to join in a game
● Discuss what to do if the game is already in full swing and someone wants to join in
Watkins Mill Elementary School Yearly Teaching Schedule

Initial teaching of behavioral expectations and routines will occur during the first two weeks of school.
Re-teaching of behavioral expectations and routines will occur as necessary throughout the year and
will be planned by the Watkins Mill Elementary School PBIS team. Strategic re-teaching and booster
sessions will occur during the first week back after the following holidays:
● Winter Break
● Spring Break
However, each teacher should reteach as often as necessary and make sure that any new students
have a chance to learn the expectations as well.

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Acknowledgement System
On a daily basis, a student can earn “Dojo” points when they are caught being Respectful,
Responsible and/or are being a Good Citizen by a staff member (see matrix for examples). There will
be many instances when a student will receive verbal praise, a smile, wink or nod instead of a “Dojo”
point. The staff member may choose to give a “dojo” point in order to have greater impact. “Dojo”
points are intended to serve as a reminder to staff to catch kids doing the right thing, in pursuit of a 5
to 1 positive to negative ratio at Watkins Mill Elementary School.
All students should receive “Dojo” points when they engage in positive behavior… we do not want to
exclude those students who are always engaging in appropriate behavior or those students who are
more at-risk for challenging behavior. All students deserve and need to be recognized for positive
behavior, and all students engage in positive behavior.
All staff members, volunteers, and substitute teachers should have the opportunity to hand out “Dojo”
points whether they teach that particular student or not and tickets can be handed out across all
school settings. This is a school-wide effort to increase recognition of positive student behavior.
How does the process work if a staff member observes a behavior outside of the classroom?
1. A staff member observes a student displaying one of the behaviors outlined on the
expectations matrix or another positive behavior in school.
2. The staff member hands a “Dojo” ticket/ “Dojo Dollar” (see addendum) to the student while
complimenting the student with specific verbal praise. Tickets should always be accompanied
with a verbal explanation to the student identifying the specific behavior they are being
recognized for and linking the behavior to a school rule. For example, “Wow, thank you for
stopping to help pick up Jenni’s books, that was very kind of you, you’ve earned a “Dojo” ticket
for being a Good Citizen.”
3. The student brings the ticket to his or her classroom and keeps it in a previously assigned spot
or gives it to the teacher.
Class Dojo Reminders

Class Dojo Set-Up and Giving Points
● Set up your class dojo and add your students. Please label your class with grade level and last
name (Ex: 3 - Mendez)
● Share your dojo with administration, Brian, specialists, and anyone that deals with your
students (support staff, interventionists, etc.)
● Set up the following expectations: Be Respectful, be Responsible, Be a Good Citizen
● Set up any additional expectations during the year based on classroom needs. Remember to
state them in the positive (Ex: “Raises hand” instead of “no calling out”).
● Invite parents to join once you get your class list, during open house, or as soon as school
starts. You can do this by printing out the invitations as you set up your class.
● Give dojo points! Remember you want to try and give at least 3 points a day or about 5 points
for VIP.
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● Make sure your substitute has access to dojo dollars or the substitute dojo chart (whichever
you prefer).
https://docs.google.com/a/mcpsmd.net/document/d/1EXV_Aa44xbBfOurBHy_dtCPMKTQQ4
TMpUs5jUqvPgKE/edit?usp=sharing
Celebrations
● Make sure you are aware of the points needed to get to the quarterly celebration. - -Remember
the goal is for ALL students to make it to the celebration, but students must also follow the 3
school wide expectations even if they have earned the points. -VIP status should be given to
ABOUT 5 students give or take that consistently follow the expectations.
● Students should track their dojo points on the dojo Tracker.
https://drive.google.com/a/mcpsmd.net/file/d/0B384kn7GifjRWXRCbi1UQUpUQmM/view?us
p=sharing
● Check the calendar for the date.
https://docs.google.com/a/mcpsmd.net/presentation/d/1Rq3RNLHigi8M-TbAprX65W1X4cD_
U0nBYR_r1j_oXB4/edit?usp=sharing
● Tell your class the points they will need for each celebration and VIP status.
● Before the celebration, make sure to talk with your team about who will watch any student that
did not earn their way to the celebration.
● After the celebration is over, RESET your points to ZERO.
Vouchers
● Points are also used for students to buy vouchers. Please see the chart and vouchers students
can buy from.
Chart:https://docs.google.com/a/mcpsmd.net/document/d/1FeMR0BRq9QJOwtZ-CeLshdKD
6fvnXHuB4XuhcWLzfCY/edit?usp=sharing
Vouchers:https://docs.google.com/a/mcpsmd.net/document/d/1hUkeL_rNWDymOpNxQ4GV
zOca3zPjo92hrE2DvGVtH1A/edit?usp=sharing
● Once students have bought the voucher, cross the points off their dojo tracker, so they cannot
use them for other vouchers. DO NOT take them off the class dojo, as those are used for
students to earn their way to the celebration.
● If students buy school store voucher, please see the calendar for when your grade level should
get the cart. Remember, one school store voucher stands for one school store item.
https://docs.google.com/a/mcpsmd.net/presentation/d/1Rq3RNLHigi8M-TbAprX65W1X4cD_
U0nBYR_r1j_oXB4/edit?usp=sharing
● If students buy school store voucher, please see the weekly schedule for when your grade
level should get the cart. Remember, one school store voucher stands for one school store
item.
Parent Communication Through Dojo

● Connect as many parents as possible. Keep trying!
● Communicate through Class Dojo using the messaging system and class story.
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Correction System---Responding to Problem Behavior
We only earn the right to use consequences for problem behavior after explicitly teaching and
reinforcing the behavior we expect. Despite our best attempts to set students up for success in a
positive environment that prevents problem behavior, kids will still occasionally engage in problem
behavior – they are kids! When responding to problem behavior at Watkins Mill, we will be guided by
the following principles:
● We will respond to problem behavior only in ways that maintain the safety, well-being and
dignity of the child.
● A primary focus of responses for problem behavior is the instruction of the expected behavior.
● Another primary goal in responding to problem behavior is to minimize the loss of instructional
time for that student and all other students in the setting. To accomplish this, in responding to
problem behavior, one should identify minor problem behavior early and quickly, and calmly
redirect the student back to the task at hand. If the student does not respond to initial redirects
pre-planned consequences may be required.
Teacher Managed Behaviors

Staff is encouraged to deal with minor problem behavior in the classroom. The response to many
behaviors will be a simple redirection and return to instruction (e.g. redirect to task, a calm response
to engage in the expected behavior, or recognizing a neighboring peer for the expected behavior).
A teacher redirection may be paired with other consequences and the discipline referral (teacher
managed behavior form) should be completed when student behavior persists beyond a warning or
repeated redirection, disrupts instruction, or is reoccurring. When completing a discipline referral,
staff members should clearly identify the behavior of concern, link it to violation of a school-wide rule
and use the opportunity to have the student practice the appropriate response whenever possible.
Staff may pair this with a classroom consequence. Best practice is to find a natural consequence that
fits the offense and has meaning to the student (e.g. you trash the classroom- you will have to clean it
up). However, make sure to try to reduce the loss of instructional time as much as possible. Behaviors
that are given a discipline referral require communication with parents and could require
administrative support. If three teacher managed behaviors are documented within one week, the
student should be sent/taken to the office with the documented forms. Each week students will start
with a clean slate and prior documented behaviors will not be counted against them. However, all
documentation should be kept by the teacher.
Office Managed Behaviors

Serious student offenses for which the school principal will be involved call for an Office Discipline
Referral. Such offenses will merit parent communication and will likely result in some disciplinary
action. Based on teacher judgment a student may also receive an office Discipline Referral for
receiving 3 documented Teacher Managed Behavior infractions within a one week period.
Disciplinary responses for Office Managed Behaviors will focus on minimizing the loss of instructional
time and focus on returning the student to the classroom as quickly as possible when it is safe to do
23
so. Once again instruction of the expected behavior, including student practice, should be a
consistent component of all disciplinary responses.
A progressive series of consequences may include a reflection time, during which students are kept in
from a recess one day as an opportunity to re-teach expected behavior related to their infraction. As
much as possible natural consequences for behavior will be issued (e.g. writing an apology, making
up missed instructional time, cleaning up the mess that was made). See the flowchart for other
consequences that may occur.
In most cases every attempt will be made to use in-school/after school detention/suspension when
stronger consequences are needed in order to maintain access to instructional activities to the
greatest extent possible. Out of school suspension, however may be warranted per the Student Code
of Conduct.
Individual Student Behavioral Supports

The Watkins Mill PBIS team will regularly review discipline referral data to identify areas for
intervention and students who are at-risk. It is therefore crucial that discipline referrals are completed
accurately and consistently. As identified through collected data, for students who engage in
repeated, chronic behavior, additional supports will be put into place. Research has found that
10-15% of students will require additional support to be successful socially in school. Some of these
students will respond to simple levels of intervention, while others will require more intensive
individualized support. The Watkins Mill PBIS team will provide a continuum of individual positive
behavioral interventions and supports, which will be available to all students, but will be put in place to
support students with recurring challenging behavior. This continuum of support will be provided for
at-risk students, which may include research-based interventions such as Check-In/Check-Out or
more individualized Positive Behavior Support Plans (BSP) based on Functional Behavioral
Assessment (FBA) as appropriate. When students are identified as at-risk for problem behavior, a
continuum of individual behavioral support will be provided to support students in hope of reducing
their likelihood of receiving additional disciplinary contacts, suspensions and lost instructional time.
Daily data will be collected for all interventions implemented with students at-risk for behavioral
concerns to monitor student progress and evaluate the effectiveness of the provided interventions.
Do you have a student behavior and need some input on what to do quickly... check this website out!
http://www.pbisworld.com/
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Behavior Management Flowchart and Forms
**Full sized forms can be found at the end of this document or on Google Drive under
Staff Shared Watkins Mill - PBIS - Referrals
25
26
Reminders of Schoolwide Procedures

Voice Levels
1. Display voice levels in the classroom and revisit throughout the year.
2. Introduce the voice levels at the beginning of the year and practice them with your
students.
https://docs.google.com/a/mcpsmd.net/document/d/1Q_n4zGthmyHMU8QRGWVrUpPdH-Xbup
97rTIXta6hOjQ/edit?usp=sharing
3. Revisit and practice the voice levels often and in all parts of the school (lunch, recess,
bathroom, etc.)
HALLWAYS
1. Students should walk in a straight line on the second tile.
2. Voices should be at a level zero
3. The teacher should monitor the students from the center of the line.

Classroom Management Strategies

Resources for each of these strategies can be found on the google drive
under Staff Shared Watkins Mill ES - PBIS - Behavior Resources.
● Student vs Teacher: Used to reward good classroom behavior. Every time the class
follows a direction (or desired behavior) the students get a point. When they don’t
follow the direction, the teacher gets the point. The goal is for the students to have
more at the end of the day/week.
● Marble Jar: Used to reward whole class behavior. You can pinpoint certain
behaviors you are looking for.
● Give Me Five and SHINE: ways to teach students how to sit when listening to
instruction.
● Hand Signs: Sign language signs for students to ask for things they need without
talking.
● Question Board: Reminds students of answers to frequently asked questions for
classroom tasks (Who can I work with? Where can I work?)
● Mystery Walker: Helps motivate your students to follow school expectations for
walking in line.Choose a mystery walker each day. Since students don’t know who it
is, they are always trying to do what they are supposed to in line to earn the
certificate.
● Tattle Monster: Used when your class has an issue with tattling. All you need is the
monster (stuffed animal) and a box for the tattle cards to go with it.
27
● Mystery Motivator: When the whole class is displaying the chosen behavior (on
task), reveal a letter until the incentive is completely uncovered. Students earn the
reward.
● Attention Getters: Ways school staff can get students’ attention besides level 0.
● Behavior Chart: Used for specific students when they are struggling with certain
behaviors. Set goals each day and have students work towards them to earn a
reward. Remember, you should focus on no more than 2 or 3 behaviors at a time.
● When I’m Angry I Can or Anger Management Strategies: Teach students how to use
these strategies when they get upset to calm themselves down.
● Break Cards and Cool Down Cards: Give this to students that struggle to control
their emotions. Teach them how to use it and expectations for each one. If you
cannot make one work (ex: run outside), cross if off so they don’t try to use it.
● Behavior Reflection: To use for kids when they need to think about their actions
and what they could change next time.
● Class Dojo Goal Setting: For younger grades - have students set goals for the week
and reflect on if they achieved the goal.
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Class Dojo Substitute
3-2-1-0 Checklist
Name No
Reminders
Minimal
Reminders Needed
Many
Reminders
Constant
Reminders
Needed to Follow to Follow School Needed to Needed to
School Expectations Follow School Follow School
Expectations (2 points) Expectations Expectations
(3 points) (1 point) (0 points)
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31
Voucher List
25 Point Rewards:
★Bring a stuffed animal to school
★No shoes in class
★Positive note home
★Trip to the school store
★Wear a hat for the day
★Help building services at your lunch time

50 Point Rewards:
★Sit with a different class at lunch
★Sit in a special spot
★Show and tell

75 Point Rewards:
★Extra computer time
★No homework pass
★Move your desk to a chosen location
★Play a game with a friend

100 Point Rewards:
★Lunch bunch
★Read to a class
★Morning announcements
32

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1. Define Behavior Expectations.

2. Teach Behavior Expectations.

3. Acknowledge Appropriate Behaviors.

4. Responding to Problem Behavior.

● Use voice level 2 ● Sit at assigned table ● Wait your turn

● Follow adult directions ● Use materials ● Use kind and polite

● Use good audience ● Be active listeners ● Give full attention to the

Step 2: Teach Expectations for Specific Setting

Step 3: Tell Why Rules are Important

Step 4: Demonstrate Rules

Individual in Common Area

​Watkins Mill Cafeteria

Step 2: Teach Expectations for Specific Setting

Step 3: Tell Why Rules are Important

Step 4: Demonstrate Rules

Be Respectful A student waits quietly in line A student cuts in line

Step 5: Provide Opportunities for Student Practice

Step 1: Review School Wide Rules

Step 2: Teach Expectations for Specific Setting

Step 4: Demonstrate Rules

Individuals in the bathroom:

Step 5: Provide Opportunities for Student Practice

Other discussion questions:

Watkins Mill Bus

Step 1: Review School Wide Rules

Step 2: Teach Expectations for Specific Setting

Step 3: Tell Why Rules are Important

Step 4: Demonstrate Rules

Step 5: Provide Opportunities for Student Practice

Watkins Mill Playground

Step 2: Teach Expectations for Specific Setting

Step 4: Demonstrate Rules

Individuals on the playground:

Step 5: Provide Opportunities for Student Practice

Climbing wall and Climbing Rock

Step 2: Teach Expectations for Specific Setting

Step 3: Tell Why Rules are Important

Step 4: Demonstrate Rules

Watkins Mill Classroom

Step 2: Teach Expectations for Specific Setting

Step 3: Tell Why Rules are Important

Step 4: Demonstrate Rules

Step 5: Provide Opportunities for Student Practice

Step 2: Teach Expectations for Specific Setting

Step 3: Tell Why Rules are Important

Step 4: Demonstrate Rules

Step 5: Provide Opportunities for Student Practice

Watkins Mill Indoor Recess

Step 2: Teach Expectations for Specific Setting

Step 3: Tell Why Rules are Important

Step 4: Demonstrate Rules

Step 5: Provide Opportunities for Student Practice

Watkins Mill Elementary School Yearly Teaching Schedule

Class Dojo Reminders

Parent Communication Through Dojo

Teacher Managed Behaviors

Office Managed Behaviors

Individual Student Behavioral Supports

Classroom Management Strategies

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Watkins Mill Cafeteria