Pbis Manual 2017-18

POSITIVE
BEHAVIOR
INTERVENTIONS and
SUPPORT
Staff Handbook
2017-2018
Table of Contents
Introduction and Leadership

▪ Positive Behavior Interventions and Support Goals
▪ PBIS Team Roles and Responsibilities
▪ Cardinal Pledge
▪ S.T.O.I.C. and C.H.A.M.P.s
Common Area Policies and School Wide Expectations

▪ Rubrics
▪ Staff Expectations
▪ Student Expectations
Lesson Plans and Schedule for Teaching Lessons

▪ Arrival
▪ Assemblies
▪ Bathrooms
▪ Bus
▪ Cafeteria
▪ Dismissal
▪ Hallway
▪ Playground
▪ Pledge
▪ Bullying
School Wide Encouragement Plan
Supervision
▪ Possible Teacher Responses to Behavior
▪ Levels of Behavior
▪ Office Discipline Referral (ODR) Flow Chart
▪ ODR Procedure
▪ ODR Form
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PBIS Goal
Positive Behavior Interventions and Support sets the stage for a positive, predictable, consistent and safe
environment by proactively establishing and teaching Nashville’s values regarding behavior.
The ultimate goal is for students to internalize these values, i.e., to do something because it is the right thing to
do. At Nashville, we will begin this process by explicitly naming the values and character traits we want for our
students and staff.
PBIS Team Roles and Responsibilities

PBIS Team
Quintin Mangano Principal and District Liaison
Dorothy Williams Data/ Celebrations/ Expectations/Encouragement
Cindy Matthews Check In Check Out/MTSS Representative
Tracy Barnes External District Coach
Mark Thompson Support Staff Representative and Families
Ashley Adamson Psychologist
Carla Carnahan EC Representative
Carrie Morningstar Specialist Representative (Thomas Moore)
Jeff Hodges Kindergarten Representative
Katherine McKeel 1st Grade Representative
Nicole Allen 2nd Grade Representative
Dorothy Williams 3rd Grade Representative
Lissette Guttery 4th Grade Representative
Samantha Woodard 5th Grade Representative
Denise Hartley Teacher Assistant
ALL NES STAFF PBIS Implementers
Communications: Makes sure communication systems and practices are established and maintained with:
● Staff
● Students
● Families
● Community
Expectations: Makes sure School Wide Expectations systems and practices are established and maintained
through:
● SWExp, common area policies and matrices
● Forms, documents, signs
● Lesson plans
SW Encouragement: Makes sure School Wide Encouragement system and practices are established and
maintained:
● Forms, documents and procedures
● Monitors ticket distribution
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● Arranges and monitors incentives
● Plan celebrations
Data: Makes sure that data systems and practices are established and maintained:
● Behavior violation systems and practices
● Forms and documents
● Run SWIS report for teams
Families: Makes sure that systems and practices involving families are established and maintained for:
● Parents are informed regarding PBIS
● Parents are encouraged to be involved in the PBIS process
● Feedback is gathered from parents regarding the PBIS process
District Liaison/In School Coach: Facilitates communication between district personnel and school based
PBIS Team members and staff at PBIS schools.
● Meets with External District Coach
● Makes sure all forms and documents are completed and turned in to district/state
● Maintains backup copies of all PBIS materials/products/data
External District Coach: Supports the PBIS Team and assists in maintaining forms, materials, products and
records related to the implementation of PBIS.
● Attends meetings
● Provides feedback and guidance regarding PBIS implementation
*Information from reports, data and processes brought to Leadership Team meeting with data analysis,
notes to support the implementation/transition for PBIS, and recommendations
3
Nashville
Elementary Pledge
Today I will do more than I
have to do! I will use self
control and never give up.I will
respect myself and others. I
WILL take responsibility for
my actions. I will be my best
self!
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S.T.O.I.C. and C.H.A.M.P.S
Structure
Physical Arrangements Routines and Procedures
Scheduling Issues Expectations for Students
Organizational Patterns
Teach Teach students how to behave responsibly in all classroom situations.

Teach classroom expectations and rules.
Observe Are students are meeting expectations? If not, why? Do you need to
reteach expectations?
Interact Positively interact with all students frequently.

Try to give 4 positives for every correction.
Correct Correct misbehaviors frequently.

Be calm, consistent, correct immediately, be brief, and be private.
Conversation Can students talk to each other during this activity/transition?
How can students get questions answered during this
Help activity/transition?
How do they get your attention?
What is the task/objective of this activity/transition?
Activity What is the expected end product?

How much time is needed?
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Movement Can students move about during this activity/transition?
For example, are they allowed to get up to sharpen a pencil?
What does appropriate student work behavior for this
Participation activity/transition look and sound like?

How do students show that they are fully participating?
Common Area Policies

1. Arrival
Part 1: GOAL
The students at Nashville Elementary will arrive in a safe and orderly manner each and
every day.
Part 2: RULES/PROCEDURES FOR STUDENT BEHAVIOR

Each student is responsible for their behavior at arrival by doing the following:
Students will…
➢ Arrive on campus between 7:40 and 8:15
➢ Be accompanied by parents if they arrive on campus at or after 8:15
➢ Exit buses or cars in a quiet and safe manner
➢ Use walking feet when traveling around campus
➢ Go immediately to gymnasium or cafeteria if arriving before 8:05
➢ Move to homeroom after 8:00
➢ Form a line when exiting buses and move along main sidewalk on the way to gymnasium or cafeteria
➢ Be on campus with enough time to eat breakfast and/or be in class by 8:15
➢ Go to breakfast/gymnasium before checking into homeroom
➢ Check into homeroom, leave book bags and obtain a pass before using the bathrooms
➢ Remember, that voices are always on yellow at arrival time
Part 3: SUPERVISION RESPONSIBILITIES

Each staff member is responsible for supervision at arrival time by doing the following:
Staff will…
➢ Be in their classrooms before 8:00 or at their assigned location by 7:40
➢ Greet students in a pleasant manner
➢ Address student behavior in all areas
➢ Arrange coverage if they are running late or absent; inform front office; text Mangano, Williams, Parker
Part 4: ENCOURAGEMENT PROCEDURES

Responsible behavior in the hallways will be encouraged by doing the following:
Staff will…
➢ Carry and distribute “Tickets” to reinforce positive behavior
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➢ Interact with students in a friendly supportive manner at all times.
➢ Give verbal praise to students and groups of students for following the behavioral expectations.
➢ Give students positive feedback about specific expected behaviors.
➢ Acknowledge students or groups in a more structured manner when appropriate, such as principal,
and/or parent, office referral for good behavior, and/or earning a special privilege, etc.
➢ Give positive Dojo “Arrival Behavior”
Part 5: CONSEQUENCES FOR INFRACTIONS

1) All staff members are expected to intervene early with student misbehavior by acknowledging responsible
student behavior four times more frequently than responding to student misbehavior.
2) Student misbehavior should initially be redirected by giving a verbal reminder.
Ex: “Remember, Johnny, do not go to the bathroom until after you check into homeroom.”
3) Students who do not respond to a verbal reminder can be asked to practice the responsible behavior.
4) Staff can also ask students to practice the responsible behavior for a minute, thus briefly delaying the student.
5) Staff can briefly delay students by asking the student to stand with them for a minute.
6) Staff can implement logical consequences, such as asking students who talk in line to stand next to them.
7) If a student refuses to follow a staff member’s directions or is verbally argumentative or noncompliant, the
staff member should calmly tell the student that he/she can choose to follow the direction or he/she will be
referred to the office for noncompliance.
8) Students who continue to refuse to follow directions should be referred to the office, with the staff member
accompanying the student if possible. If that staff member cannot accompany the student, then the following
procedure should be followed:
Use intercom or walkie-talkie to call office or have a responsible student come to the office to ask for
assistance.
9) Staff should not attempt to make a student comply by physically moving him/her.
2. Breakfast
Part 1: GOAL
The students at Nashville Elementary will exhibit positive behavior in the Cardinal Café
so that breakfast is pleasant and enjoyable for everyone.

Each student shows responsible behavior in the Cardinal Cafe by doing the following:
Students will…
➢ Go to the Café for breakfast before checking into homeroom
➢ Enter the Café using the side door next to the water fountain when the adult tells you to enter
➢ Remain on red level voices while in Café line and while being seated
➢ Form a line next to the wall between the red tape and face forward
➢ Make breakfast choice and collect condiments and utensils before sitting down
➢ Listen to the adults in the Café for seat assignment
➢ Use good table manners
➢ Clean on, under and around your eating area after finishing breakfast
➢ Pick up breakfast tray and gently place it trash in can
➢ Exit the Café through the same entrance door
➢ Take breakfast tray to class to eat if adult tells you to eat in your classroom
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➢ If you forget condiments or utensils you will not be allowed to return to the Café for these

Each staff member shows responsibility for supervision of all students in the Cardinal Café by doing the
following:
Staff will…
➢ Arrive at the Café by 7:40
➢ Supervise students in serving line and while seated
➢ Insure table and floor are cleaned properly
➢ Monitor time students are in Café to ensure that they are finishing breakfast and opening a seat for
students still entering Café
➢ Assist students with seating assignments
➢ Monitor students to insure positive behavior

Responsible behavior in the Cardinal Café will be encouraged by doing the following:
Staff will…
➢ Give positive Dojo “Café Behavior”

Ex: “Remember, Johnny, on the playground we do not climb up the sliding board.”
6) Staff can implement logical consequences, such as asking students who break in line to go to the end of the
line.
Use walkie-talkie/phone to call office or have a responsible student come to the office to ask for assistance.
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3. Assemblies
Part 1: GOAL
The students at Nashville Elementary will exhibit respectful active listening during all
assemblies.

Each student will exhibit respectful active listening during assemblies by doing the following:
Students will…
➢ Enter the gymnasium or assembly area on red level voices
➢ Proceed in line to assigned seating area following teacher directions
➢ Remain on bottoms throughout assembly
➢ Actively listen to the speaker and participate when appropriate
➢ Dismiss at the direction of the teacher
➢ Exit the gymnasium or assembly area, on red, in a safe and orderly manner

Each staff member is responsible for supervision at arrival time by doing the following:
Staff will…
➢ Remain with students at all time in assemblies
➢ Model active listening in assemblies
➢ Provide direction to students for seating and dismissal
➢ Supervise noise level and behavior of all students

Staff will…
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➢ Give positive Dojo “Assembly Behavior”

Ex: “Remember, Johnny, remain on your bottom in a criss-cross-applesauce manner.”
assistance.
4. Bathroom
Part 1: GOAL
The students at Nashville Elementary will exhibit mature, responsible behavior in the
bathroom.

Each student shows responsible behavior in the bathroom by doing the following:
Students will…
➢ Respect the privacy of others
➢ Remain on yellow voice level #1
➢ Alert an adult if you need help
➢ Lock bathroom stall door for privacy
➢ Use toilet paper not paper towels
➢ Flush the toilet when finished
➢ Wash hands properly with soap and water
➢ Dispose of trash in the receptacle
➢ Leave the bathroom immediately once finished

Each staff member shows responsibility for supervision of all students in the bathroom by doing the following:
Staff will…
➢ Supervise group bathroom breaks
➢ Limit the number of students to enter the bathroom based on facility
➢ Monitor student behavior in the bathrooms and hallways
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➢ Insure restroom is clean
➢ Report facility problems and need for paper products/soap to the office
➢ Monitor the frequency of students asking to go to the bathroom

Responsible behavior in the bathroom will be encouraged by doing the following:
Staff will…
➢ Give positive Dojo “Bathroom Behavior”

Ex: “Remember, Johnny, always flush the toilet when finished.”
line.
Use walkie-talkie to call office or have a responsible student come to the office to ask for assistance.
5. Cafeteria
Part 1: GOAL
The students at Nashville Elementary will exhibit positive behavior in the Cardinal Café
so that lunch is pleasant and enjoyable for everyone.

Each student shows responsible behavior in the Cardinal Cafe by doing the following:
Students will…
➢ Enter the café using the entrance door next to the serving line entrance
➢ Remain on red level voices until seated
➢ Form a line next to the wall between the red tape
➢ State food choices loud and clear to café servers using level 2 “Quiet Conversation” voice
➢ Have lunch number and money ready for the cashier
➢ Collect condiments and utensils before sitting down
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➢ Walk directly to table and fill in alternating seats
➢ Use restaurant voices once permission given
➢ Use good table manners
➢ Clean your area and close cartons at the end of lunch
➢ Stand silently behind seat when teacher directs
➢ Gently place trash in can when disposing it and exit the Cafe through the back door in a quiet straight
line
➢ Exit the café once teacher directs you to do so
Each staff member shows responsibility for supervision of all students in the Cardinal Café by doing the
following:
Staff will…
➢ Arrive and leave the Café according to the schedule
➢ Supervise students in serving line until they are all seated
➢ Assign students to collect trash and sweep
➢ Insure table and floor are cleaned properly
➢ Monitor students to insure positive behavior

Responsible behavior in the Cardinal Café will be encouraged by doing the following:
Staff will…

line.
Use walkie-talkie/phone to call office or have a responsible student come to the office to ask for assistance.
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6. Dismissal
Part 1: GOAL
The students at Nashville Elementary will dismiss in a safe and orderly manner each and
every day.

Each student will dismiss in a safe and orderly manner by doing the following:
Students will…
➢ Use yellow voice levels #1
➢ Maintain calm and orderly line
➢ Yield to groups of students in high traffic areas
➢ Walk on the right side of the hallway/walkway and through doors

Each staff member is responsible for supervision at dismissal time by doing the following:
Staff will…
➢ Be at their designated location by 3:10
➢ Deliver students to car rider, walker or bus area by 3:10
➢ Address student behavior in all areas
➢ Arrange coverage if running late or absent
➢ Be either at bus, van, car, or walker duty

Staff will…
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➢ Give positive Dojo “Dismissal Behavior”

Ex: “Remember, Johnny, remain on red during rainy dismissal days.”
assistance.
7. Hallway
Part 1: GOAL
The students at Nashville Elementary will respect the learning environment by moving
through the hallways in a responsible manner at all times.

Each student is responsible for their behavior in the hallways by doing the following:
Students will…
➢ Walk on the right hand side of the hallway
➢ Keep at arm length from the walls (one square from the wall)
➢ Remain on red voice level at all times unless speaking with an adult
➢ Face forward in line
➢ Keep hands, feet and objects to yourself
➢ Listen to directions of all staff
➢ Follow the 3 S’s: Straight, Silent, and Secure

Each staff member is responsible for supervision in all hallway areas by doing the following:
Staff will…
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➢ Position themselves so that all students can be supervised
➢ Remain on red to model expectations and talk on yellow when necessary to students and/or adults
➢ Establish stopping points for line leader
➢ Remain with lines of students, while in the hallway
➢ Walk on the right hand side at all times
➢ Address any student who is behaving inappropriately in the hall

Staff will…
➢ Give positive Dojo “Hallway Behavior”

Ex: “Remember, Johnny, in the hallway we do not lean up against the walls.”
Use intercom or walkie-talkie/ phone to call office or have a responsible student come to the office to ask for
assistance.
8. Playground
Part 1: GOAL
The students at Nashville Elementary will cooperatively play in a safe manner in all
outdoor areas.

Each student is responsible for their behavior in all outdoor play areas by doing the following:
Students will…
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➢ Play in the teacher designated areas
➢ Demonstrate good sportsmanship
➢ Use equipment properly
➢ Engage in acceptable physical activity
➢ Interact in a safe and positive way with each other
➢ Problem solve when possible
➢ Ask for adult help when appropriate

Each staff member is responsible for supervision in all outdoor play areas by doing the following:
Staff will…
➢ Designate acceptable play areas
➢ Position yourself in close proximity to students
➢ Share supervision responsibilities with other staff
➢ Monitor games and activities
➢ Address correct misbehavior issues immediately
➢ Acknowledge positive student behavior
➢ Circulate around supervised area
➢ Have a plan for emergency situations

Responsible behavior in the outdoor play areas will be encouraged by doing the following:
Staff will…

line.
16
Use walkie-talkie to call office or have a responsible student come to the office to ask for assistance.
STAFF EXPECTATIONS
(Be visible, vigilant, and vocal)
Arrival
Bathrooms
Hallway Cafeteria and Playground Assemblies Buses
Dismissal
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Position self to Arrive and Be in Supervise Designate Remain with Principal or
supervise all leave the classrooms group acceptable students at all designee
students Café by 7:45 or at bathroom play areas time in will unload
according to morning duty breaks assemblies buses.
Model Red and the schedule location by Stand or
yellow voice 7:40 Limit number circulate in Model active All other
levels Supervise of students close listening in staff will
students in Greet based on proximity to assemblies report to
Establish serving line students in a facility students duty
stopping points until all are pleasant Provide stations as
for line leader seated manner Monitor Monitor direction to indicated.
student games and students for
Remain with Assign Address behavior activities seating and Teachers
lines of students students to student dismissal will dismiss
wash tables behavior in Insure Immediately students to
Walk on the and collect all areas restroom is correct Supervise the buses in
right hand side trash clean misbehavior noise level and the
Be at behavior of all afternoon.
Address Insure table designated Report supply Acknowledge students
inappropriate and floor are location and positive Assigned
behavior cleaned (Bus/Car/Wa maintenance student teachers
properly lker Duty) by needs to behavior will board
Provide hall 3:10 office their
pass to Monitor Share assigned
unattended students to Deliver Allow one supervision bus to
students insure students to student at a responsibilitie ensure
positive dismissal time to use s with other departure
behavior areas by 3:10 restroom staff readiness.
outside of
Arrange group breaks Follow All staff
coverage if with pass emergency will
will be late plans monitor
or absent Monitor the and correct
frequency of student
students misbehavio
asking to use r while
bathroom coming to
and from
buses.
PBIS Teaching Schedule for 2017-2018

Order of Dates for Beginning of Dates for After Winter Dates for After Spring Break
Lessons the Year Lessons Break Lessons Lessons
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Day 1 Monday, August 28 Tuesday, January 2 Monday, April 9
1. Teach and model all Cafeteria Lessons- Lessons 1-3
2. Teach Bathroom F.L.U.S.H. Lesson 1: Overview/ Procedures and Lesson 2: Respect
3. Teach Arrival Lesson 1: Overview
4. Teach Dismissal Lesson 1: Overview
5. Assembly for Bus Expectations
Day 2 Tuesday, August 29 Wednesday, January 3 Tuesday, April 10

1. Teach Hallway Lesson 1: Overview
2. Teach Playground Lesson 1: Overview
3. Review all Cafeteria Lessons, F.L.U.S.H, Arrival and Dismissal Policies
Day 3 Wednesday, August 30 Thursday, January 4 Wednesday, April 11

1. Teach Hallway Lesson 2: Voice Levels
2. Teach Playground Lesson 2: Respect Myself and Others
3. Review all Cafeteria Lessons, F.L.U.S.H, Arrival and Dismissal Policies
Day 4 Thursday, August 31 Friday, January 5 Thursday, April 12

1. Teach Hallway Lesson 3: Movement
2. Teach Hallway Lesson 4: Responsibility
3. Teach Assembly Lesson 1: Overview
4. Review all Cafeteria Lessons, F.L.U.S.H, Playground Policies
Day 5 Friday, September 1 Monday, January 8 Friday, April 13

1. Teach Pledge Lesson 1: Overview
2. Teach Pledge Lesson 2: Honor Diversity
3. Review all Cafeteria Lessons, F.L.U.S.H, Playground, Hallway, Assembly Arrival and Dismissal Policies
Day 6 Tuesday, September 5 Tuesday, January 9 Monday, April 16

1. Teach Pledge Lesson 3: Use Self Control
2. Teach Pledge Lesson 4: Never give Up
3. Review all Cafeteria Lessons, F.L.U.S.H, Playground, Hallway, Assembly Arrival and
Dismissal Policies
Day 7 Wednesday, September 6 Wednesday, January 10 Tuesday, April 17

1. Teach Pledge Lesson 5: Take Responsibility
2. Teach Pledge Lesson 6: Encourage Others
3. Teach Pledge Lesson 7: Respect Myself and Others
4. Review all Cafeteria Lessons, F.L.U.S.H, Playground, Hallway, Assembly Arrival and
Dismissal Policies Dismissal Policies
Day 8 Thursday, September 7 Thursday, January 11 Wednesday, April 18

Bully Prevention Student Curriculum Part 1: Using Stop, Walk, and Talk (pg. 1-1 through 1-5)
19
Day 9 Friday, September 8 Friday, January 12 Thursday, April 19
Bully Prevention Student Curriculum Part 2: Responding to Stop, Walk, and Talk (pg. 2-1 through 2-4)
Day Monday, September 11 Tuesday, January 16 Friday, April 20

10
Bully Prevention Student Curriculum Part 3: Gossip (pg. 3-1 through 3-3)
Day Tuesday, September 12 Wednesday, January 17 Monday, April 23

11
Bully Prevention Student Curriculum Part 4: Inappropriate Remarks (pg. 4-1 through 4-3)
Note: Bus Lessons will be presented at assemblies for the beginning of the school year by the PBIS team.
Teachers will need to revisit these lessons after Winter Break, after Spring Break, and before field trips.
Nashville Elementary Arrival Lesson Plan
Lesson: Overview and Procedures

Focus Card: (1 min)
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a. As Nashville Cardinals, we will discuss and learn procedures and expectations for Arrival.
b. You will be able to arrive on campus and move to class in an orderly and respectful manner.
Say: (5 min)
As Nashville Cardinals, arriving on campus we must remember to:
a. Arrive between 7:40 – 8:00 with enough time to eat breakfast
b. Be accompanied by a parent if arriving at 8:15 or later
c. Immediately go to the gymnasium/café if arriving before 7:45
d. Go to gymnasium or breakfast if arriving after 7:40
e. Exit buses or cars quietly and safely (walking feet)
f. Walk in a calm orderly line when exiting the bus
g. Use yellow voices as you travel to your destination
Practice: (10 min)

a. Teachers will review procedures and expectations for arrival
b. Remind students that chronic tardies will result in a call home and possible referral to ASD
Review Arrival Matrix and Policies
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Nashville Elementary Assembly Lesson Plans
Lesson 1: Overview and Procedures

Focus Card: (1 min)
a. As Nashville Cardinals, we will discuss and learn procedures and expectations for assemblies.
b. You will be able to participate in school assemblies in an active and respectful manner.
Say: (5 min)
As Nashville Cardinals attending a school assembly, we must remember to:
a. Enter and exit to/from assigned area as directed, using red voices
b. Actively listen to the speaker and participate when appropriate
c. Remain on bottoms throughout assembly
Practice: (10 min)

a. Teachers will practice procedures in the classroom or gym
b. Teachers must have the class practice each expectation listed above
Review Assemblies and Matrix Policies

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Nashville Elementary Bathroom Lesson Plans

Focus Card: (1 min)
A. As Nashville Cardinals, we will discuss and learn procedures and expectations for the bathroom.
21
B. You will be able to use the bathroom in a respectful and orderly manner.
Say: (5 min)
As Nashville Cardinals entering the bathroom, we must remember to:
a. Remain on a yellow voice level
b. Respect the privacy of others
c. Lock bathroom stall door for privacy
d. Alert an adult if you need help
e. Use toilet paper, not paper towels
f. Flush the toilet when finished
g. Wash hands properly with soap and water
h. Use two pulls of paper towels
i. Dispose of trash in the trash can
j. Leave bathroom immediately once finished
Practice: (10 min)

c. Teachers will practice procedures in the bathroom (grade level decides whether to take whole class
or split boys and girls)
d. GFWL procedures can be used as a reminder
Student Bathroom Expectations:
G – Go to the bathroom
F –Flush the toilet.
W – Wash and dry your hands
L– Leave the bathroom.
e. Teachers must have the class practice each expectation listed above (a-j)
Review Bathroom Matrix and Policies

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Nashville Elementary Bathroom Lesson Plans
Lesson 2: Respect Myself and Others

Focus Card: (1 min)
a. As Nashville Cardinals, we will discuss and learn expectations for bathroom behavior.
b. You will be able to use the bathroom in a respectful and orderly manner.
Say: (1 min)
As Nashville Cardinals entering the bathroom, we must remember to:
a. Remain on a yellow voice level #1
b. Respect the privacy of others
c. Lock bathroom stall door for privacy
d. Alert an adult if you need help
Discuss: (10 min)

Use a T-chart to show what behaviors should and should not look like in the bathroom. Have students
brainstorm positive and negative behaviors in the bathroom. Write behaviors on the T-chart. Review
points on the T-chart and have students discuss why the behaviors are appropriate or inappropriate.
Review Bathroom Matrix and Policies

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Nashville Elementary “At the Bus Stop” Lesson Plan
Lesson 1: Safety at the Bus Stop
Focus Card:
As Nashville Elementary, we will discuss and learn procedures and expectations for waiting at the Bus Stop.
You will be able to wait for the bus safely in an orderly, respectful manner.
Say:
As Nashville Cardinals, waiting at the bus stop we must remember to:
a. Always walk to the bus stop. Never run.
b. Walk on the sidewalk. If there is no sidewalk, walk on the left facing traffic.
c. Always arrive at the bus stop 5 minutes before the bus is scheduled to arrive.
d. While at the bus stop, always wait in a safe place away from the road. Do not run and play while
waiting.
e. Never speak to strangers at the stop and never get into the car with a stranger. Always go straight home
and tell your parents if a stranger tries to talk to you or pick you up.
f. Wait for the bus to arrive, watch for red flashing lights and the stop sign to be extended, and cross only
when all traffic has stopped. Look left, right, and left again before crossing.
g. If you drop something near or under the bus, tell the bus driver so they know.
h. STAY AWAY FROM THE DANGER ZONE
Practice:
a. Teachers will review procedures and expectations for waiting at the bus stop.
b. Remind students that the bus will not wait for you if you are not at the stop!
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Nashville Elementary “Riding on the Bus” Lesson Plan
Lesson 2: Safety on the Bus
Focus Card:
As Nashville Elementary, we will discuss and learn procedures and expectations for riding on the Bus.
You will be able to ride on the bus safely in an orderly and respectful manner.
Say:
As Nashville Elementary, we will ride the bus safely and we must remember to:
a. Go directly to a seat. Move all the way in to allow others space to sit. Remain seated and facing
forward the entire time.
b. Do not talk (Voices on RED) when the bus is stopped to load or at stop lights, signs or railroad
crossings.
c. Talk quietly (Voices on YELLOW) to allow the driver to focus on the road and traffic.
d. If you need to talk to the driver: wait for the bus to stop, raise your hand, and call the driver’s name.
e. Never throw things on the bus or out the windows
f. Never play with the emergency exits.
g. Keep aisles clear at all times.
h. In the case of an emergency, listen to the driver and follow instructions.
Practice:
a. Teachers will review procedures and expectations for riding the school bus.
b. Remind students that the bus is a privilege and unsafe riding will result in suspension from the bus.
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Nashville Elementary “Exiting the Bus” Lesson Plan
Lesson 3: Safety Exiting the Bus
Focus Card:
As Nashville Cardinals, we will discuss and learn procedures and expectations for exiting the Bus.
You will be able to exit the bus safely in an orderly and respectful manner.
Say:
As Nashville Cardinals, when exiting the bus stop we must remember to:
a. Move into the bus aisle one seat at a time.
b. Students seated at the front of the bus move to the aisle first and begin walking off the bus.
c. Never push or shove while waiting or walking down bus aisle or steps.
d. After exiting the bus go straight to your destination (Class or Home).
e. Only get on or off the bus at your designated stop. Changes to your stop must be approved by the
principal.
f. If you leave something on the bus, never return to the bus to get it. If you drop something near or under
the bus, tell the bus driver so they know.
g. STAY AWAY FROM THE DANGER ZONE
Practice:
c. Teachers will review procedures and expectations for exiting the bus.
d. Remind students to stay away from the Danger Zone!
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Nashville Elementary Cafeteria Lesson Plans
Lesson 1: Entering Cafeteria (20 mins)
Focus Card: (1 min)
a. As Nashville Cardinals, we will discuss and learn what to do when we enter the Cardinal Cafe.
b. You will be able to move through the cafeteria in a quiet and orderly fashion.
Say: (1 min)
As Nashville Cardinals entering the cafeteria, we must remember to:
a. Enter in a single file straight line
b. Enter through the main door
c. Stand silently in line between the red lines
d. Address cafeteria workers using clear, loud voices and say please and thank you
Practice: (10 min)

a. Teachers will practice in the classroom sitting or in the cafeteria
b. Teachers will have the class practice each expectation listed above
Review Cafeteria Matrix and Policies

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Lesson 2: Table Manners in Cafeteria (20 min)
Focus Card: (1 min)
a. As Nashville Cardinals, we will discuss and learn what to do when we enter the cafeteria.
b. You will be able to move through the cafeteria in a quiet and orderly fashion.
Say: (4 min)
As Nashville Cardinals eating in the cafeteria, we must remember to:
a. Pick up condiments and utensils before sitting
b. Walk directly to the lunch table and sit down silently in alternating seats
c. Have “Food Focus Time” (optional; recommended 10 min)
d. Chew with mouth closed
e. Use good table manners by:
i. Using yellow voices when allowed to speak
ii. Speaking only to neighbors next to or across from us
iii. Using straws for milk and juice only
iv. Using utensils for food only (no destructive play)
v. Only mix foods if we intend to eat them mixed
vi. Raise a hand to speak to a teacher
Practice: (10 min)

f. Teachers will practice in the classroom setting or in cafeteria
g. Teachers will have the class practice each expectation listed above
Review Cafeteria Matrix and Policies
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25
Lesson 3: Cleaning and Exiting Cafeteria (20 min)
Focus Card: (1 min)
a. As Nashville Cardinals, we will discuss and learn what to do when lunch is over.
b. You will be able to clean your area and exit the cafeteria in a quiet and orderly fashion.
Say: (1 min)
As Nashville Cardinals entering the cafeteria, we must remember to:
a. Enter in a single file straight line
b. Enter through the side door
c. Stand silently in line between the red lines
d. Address cafeteria workers using clear, loud voices and saying please and thank you
Practice: (10 min)

e. Teachers will practice in the classroom setting or in cafeteria
f. Teachers will have the class practice each expectation listed above
Review Cafeteria Matrix

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Nashville Elementary Dismissal Lesson Plan

Lesson: Overview and Procedures
Focus Card: (1 min)
a. As Nashville Cardinals, we will discuss and learn procedures and expectations for Dismissal.
b. You will be able to leave campus in an orderly and respectful manner.
Say: (5 min)
As Nashville Cardinals, leaving campus we must remember to:
a. Walk in a calm orderly line when moving to buses or car riders
b. Enter buses or cars quietly and safely (walking feet)
c. Yield to groups of students in high traffic areas (older students yield to younger students)
d. Use yellow voices as you travel to your destination
e. Red voices at walkers, car riders, bus riders, and van riders
f. Red voices when dismissing in the rain
g. BOOKS WILL be distributed to students while waiting to be dismissed
Practice: (10 min)

a. Teachers will review procedures and expectations for dismissal
Review Dismissal Matrix and Policies

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26
Nashville Elementary Hallway Lesson Plans
Lesson 1: Overview (20 min)
Focus Card: (1 min)
A. As Nashville Cardinals, we will be responsible and treat others with courtesy and respect while
moving quietly in the hallway.
B. You will be able to follow all hallway expectations for responsible behavior.
Say: (1 min)
Every day, we say, “I will take responsibility” as part of our Nashville School Pledge. One way we show
responsibility is in how we act in the hallways and on sidewalks.
Brainstorm: (10 min)

a. Draw T-Chart on poster paper, overhead, or white board.
b. Label the T-Chart.
c. Allow students to brainstorm positive hallway behaviors for themselves and classmates. List each idea
on the chart.
d. Check off each of the expectations below as mentioned by students.
Review Hallway Matrix:

Say: We have a list of expectations for responsible behavior on our hallways and on our sidewalks. As I
read each expectation, raise your hand if one of our ideas on our T-Chart matches one of these.
************************************************************************************
27
Lesson 2: Voice Levels (20 min)
Focus Card: (1 min)
a. As Nashville Cardinals, we will be responsible and treat others with courtesy and respect while
b. You will be able to follow all hallway expectations for responsible behavior.
Say: (1 min)

a. What should our hallways sound like during the school day?
b. Why is it important for our hallways to be quiet on red?
c. What should our hallways sound like as you arrive in the mornings and as you leave in the
afternoons?
d. Why is it okay during these times to use softer (yellow) voices?
Share and Review: Voice Levels (5 min)

a. Red voices means silence/no talking.
● Use red voice in the hallways during instructional time.
● When saying hello to other children should wave.
● Discuss why this is important: To avoid arguments, because of open doors and windows to
classrooms and modeling for other students.
b. Yellow voice means low voice/whisper

● Use yellow voices before and after school (before 8:05 and after 3:10)
● Discuss why this is important: To prepare for the day, to assure an orderly dismissal and to be able to
hear directions.
c. Students will only speak in response to an adult’s question and should do so in a calm and quiet
manner.
● Hallway voices are always on red during school day
● To show courtesy and respect to others
Model and Practice: (5 min)

e. Select a student or group of students to model and show the difference between red and yellow
voices.
f. Have class practice lining up, leaving classroom, and traveling in the hall/sidewalk on red. At a
particular stopping point, briefly
● Discuss concerns
● Praise specific positive behaviors
28
Walk back to the class on red but stop and form a line outside the classroom to practice using yellow
voices.
g. Explain to students that yellow voices are only appropriate before and after school or when
responding to teacher questions. Practice yellow voices by briefly:
● Modeling a question-answer scenario with a student
● Discussing concerns
● Praising specific positive behaviors
Remind students that they will have more opportunities to practice this behavior throughout the day and
in future lessons.
Review Hallway Matrix:

Say: We have a list of expectations for responsible behavior on our hallways and on our sidewalks. As I
read each expectation, raise your hand if one of our ideas on our T-Chart matches one of these.
************************************************************************************
29
Lesson 3: Movement (15-20 min)

Focus Card: (1 min)
Say: (1 min)
Brainstorm: (3 min)
a. What should our line look like during the school day?
b. Why is it important for us to:

1. Face forward?
2. Walk on the right side?
3. Move in tight lines?
4. Stand an arm’s length away from the wall?
Share and Review: Line Formation (5 min)

a. Face forward in line at all times. Why?
● For safety reasons (to avoid collisions)
● To avoid creating gaps
b. Walk or stand in tight lines without gaps. Why?

● To keep the class together for easy monitoring
c. Walk quietly to appropriate destination at a moderately quick pace. Why?

● To increase instructional time
● To keep from disturbing other classes
d. Lines will form on the right side of the hallway. Why?

● To keep from running into other lines
e. The line leader will establish an arm’s length away from the wall, and all other students will line up
behind the leader. Why?
● To preserve our murals
● To keep the walls clean
f. Students will stop at teacher-designated stopping points. Why?

● To prevent gaps in the line
● To assist in monitoring
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Model and Practice (5 min)
g. Select a group of students to model each hallway expectation listed above
h. Have class practice lining up, leaving classroom, and traveling in the hall/sidewalk on red. Practice:
● Facing forward
● Tight lines/no gaps
● Quick pace
● Right side
i. At the first stopping point, reinforce appropriate behaviors for all stopping points and teach the
following line leader expectations:
● Stop at predetermined stopping points
● Watch teacher for directions
● Establish an arm’s length distance from wall
II. Review Hallway Matrix

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31
Lesson 4: Responsibility (15-20 min)
Focus Card: (1 min)
Say: (1 min)
Brainstorm: (3 min)
c. Why is it important to keep hands, feet, and objects to yourself?
d. Why is it also important in the hallway?
e. What are handrails for?
f. Why is it important to enter and exit through the right-hand door?
Share and Review: Movement (5 min)

g. Keep hands, feet, and objects to yourself at all times. Why?
● For safety reasons
● To show respect for others
h. Handrails are for hands only. Why?

i. Enter and exit through the door on the right. Why?

● To keep from running into others
● To show courtesy
j. Keep right when turning a corner. Why?

● For safety and courtesy: avoid walking into others
k. Have a hall pass when not accompanied by an adult. Why?

● For safety: Teachers need to know where students are at all times
l. Stop and wait to avoid breaking another line. Why?

● For courtesy
● For safety
Practice (5 min)
Have class practice lining up, leaving the classroom, and traveling in the hall/sidewalk on red. Practice:
● Hands, feet, and objects to oneself
● Only hands on handrails
● Enter and exit through right-hand door
● Stop and wait to avoid breaking another line
Review Hallway Matrix
32
Nashville Elementary Playground Lesson Plans
Focus Card: (1 min)
a. As Nashville Cardinals, we will discuss and learn procedures and expectations for the playground.
b. You will be able to play on the playground in a fun, safe, and respectful way.
Say: (5 min)
As Nashville Cardinals playing on the playground, we must remember to:
a. Problem solve when possible
b. Ask an adult for help when appropriate
c. Play in teacher designated areas
d. Interact in a safe and positive way with each other
e. Use equipment properly
f. Demonstrate good sportsmanship
g. Engage in acceptable physical activity
Practice: (15 min)

a. Teachers will practice procedures on the playground and demonstrate proper use of the equipment
b. Teachers must have the class practice each expectation listed above
Review Playground Matrix and Policies

******************************************************************************************
Nashville Elementary Playground Lesson Plans

Focus Card: (1 min)
a. As Nashville Elementary, we will discuss and learn expectations for the playground.
b. You will be able to play on the playground in a fun, safe, and respectful way.
Say: (5 min)
As Nashville Cardinals playing on the playground, we must remember to:
a. Problem solve when possible * (Problem solving lessons to be reinforced throughout the year.)
b. Ask an adult for help when appropriate
c. Interact in a safe and positive way with each other
d. Demonstrate good sportsmanship
e. Engage in acceptable physical activity
Discuss: (20 min)

Use a T-chart to show what behaviors should and should not look like on the playground. Write
behaviors on the T-chart. Review points on the T-chart and have students discuss why the behaviors are
appropriate or inappropriate.
Review Playground Matrix and Policies

***************************************************************************************************
33
Nashville Elementary Pledge
School Wide Expectations
Lesson 1: Overview
Focus Card: (1 min)
a. As Nashville Cardinals we will learn the importance of the Nashville School pledge
b. You will be able to:
Tell what a pledge is
Tell why it is important to keep a pledge/promise.
Say: (4 min)
a. As a Nashville Cardinal, when you say the Nashville School Pledge, you are making a promise to
yourself, your friends, your teachers, your principal and your family.
b. A pledge is defined as a “serious promise.”
c. When you keep your promise, as well as follow the Nashville School Pledge, it will lead to success
in school and later in life.
d. Success in school will allow you to earn Good grades, Friendships and Recognition.

a. Briefly discuss what a pledge/promise is.
A pledge is a “serious promise”
You promise to do what you say you will do
Ex: Marriage, Scout Pledge, Pledge of Allegiance, Court
b. Briefly discuss “negative consequences” of not keeping a pledge/promise
Ex: Divorce, Kicked out of a club or sport, Jail.
c. Briefly discuss “positive rewards” of keeping a pledge/promise.
Ex: Friendship, Trust, Membership in club or sport, Freedom.
Share and Review: Pledge Overview (5 min)

a. Ask:
Has anyone ever made a promise to you and not kept it?
How did you feel?
Have you ever made a promise to yourself or to someone else and not kept it?
How did you feel?
What is a pledge?
Why is it important to keep a pledge/promise.
**********************************************************************************
34
Lesson 2: Honor Diversity
Focus Card: (1 min)
C. As a Nashville Cardinal I will learn what it means to honor diversity.
D. You will be able to define diversity and express why diversity is important.
Say: (4 min)
k. As a Nashville Cardinal, when you say the Nashville School Pledge, you promise to honor diversity.
l. Diversity is how each person is different.
m. These differences such as: size, shape and the color of your skin, how we learn, as well as your
background (language, religion, culture/tradition) are what make us special.
n. How we are different makes us unique and we should appreciate these differences.
o. Remember a pledge is a serious promise.

f. Briefly discuss how people are different in the classroom community.
g. Briefly discuss how people are different in the Nashville community.
h. Briefly discuss how people are different in the world community.
i. Why is it so important to have these differences?
Share and Review: Honor Diversity (5 min)

a. Watch the video titled “Tolerance” on the GCS Connect With Kids website
and discuss with students. Possible discussion questions and lesson
plans that go along with the video are also on the website.
http://gcsnc.connectwithkids.com/elementary-character-life-skills-2/
Username and password: connect1
b. Create a simple class project to celebrate diversity.
Example: Mental Images after reading a short descriptive story/passage,
Class Quilt, Hand Tree etc.
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35
Lesson 3: Use Self Control
Focus Card: (1 min)
E. As a Nashville Cardinal I will learn what it means to use self control.
F. You will be able to define self control and give examples.
Say: (4 min)
p. As a Nashville Cardinal, when you say the Nashville School Pledge, you promise to use self control.
q. Self control is defined as: the ability to control one’s words and actions.
r. Self control allows learning to take place, builds friendships and creates a safe community.
s. Remember a pledge is a serious promise.

j. Briefly discuss what self control looks like?
k. Briefly discuss what self control sounds like?
l. Briefly discuss how self control looks different in different areas/situations.
Ex: Classroom, Hallway, Playground, Bus etc.
Share and Review: Self Control (5 min)

a. Review some instances where self control is needed:
Ex: Classroom, Hallway, Bathroom, Cafeteria, Bus, etc.
b. Watch the video titled “Self-Control” on the GCS Connect With Kids website and discuss with
students. Possible discussion questions and lesson plans that go along with the video are also on the
website.
**********************************************************************************
36
Lesson 4: Never Give Up
Focus Card: (1 min)
a. As a Nashville Cardinal I will learn what it means to never give up.
b. You will be able to tell why it’s important to never give up.
Say: (4 min)
a. As a Nashville Cardinal, when you say the Nashville School Pledge, you promise to never give up.
b. Never giving up means seeing problems to the end.
c. Even though it may get hard and you may make mistakes, it is important to keep trying.
d. Remember a pledge is a serious promise.
Share and Review: (15 min)

m. Watch the video titled “Perseverance” on the GCS Connect With Kids website and discuss with
students. Possible discussion questions and lesson plans that go along with the video are also on
the website: http://gcsnc.connectwithkids.com/elementary-character-life-skills-2/
b. Read aloud one of the stories provided. (The Pitcher and the Crow and/or The
Tortoise and The Hare) and discuss why it is important to never give up.
The Pitcher and The Crow
There once was a crow who was terribly thirsty. He noticed a bit of water at the bottom of a tall clay pitcher. Now, his
beak was too wide and the pitcher too thin to poke his thirsty tongue down in.
"What shall I do?" thought the crow. "I'll think and think! I must get myself a drink!"
"Ah HA!" exclaimed crow, as an idea came to him.
He took a pebble in his beak and dropped it over the pitcher's brim. Plop! Plop! He dropped two more in. On and on he
went. One by one the pebbles fell, slowly making the water swell until it was easily within reach of his thirsty tongue.
"AHHHH!" he said as he took a drink, "No problem's too big when I never give up."
*****************************************************************************************************************
The Tortoise and The Hare
There once was a speedy hare who bragged about how fast he could run. Tired of hearing him boast, Slow and Steady, the
tortoise, challenged him to a race. All the animals in the forest gathered to watch.
Hare ran down the road for a while and then and paused to rest. He looked back at Slow and Steady and cried out, "How
do you expect to win this race when you are walking along at your slow, slow pace?"
Hare stretched himself out alongside the road and fell asleep, thinking, "There is plenty of time to relax."
37
Slow and Steady walked and walked. He never, ever stopped until he came to the finish line. The animals who were
watching cheered so loudly for Tortoise, they woke up Hare. Hare stretched and yawned and began to run again, but it
was too late. Tortoise was over the line. After that, Hare always reminded himself, "Don't brag about your lightning
pace, for never giving up won the race!"
a. Use the following examples of famous people, who kept trying after repeated failures, to facilitate a
discussion of the importance of never giving up.
*******************************************************************************************************************************
But They Did Not Give Up
"Ever tried. Ever failed. No matter. Try Again. Fail again. Fail better."
~ Samuel Beckett
As a young man, Abraham Lincoln went to war a captain and returned a private. Afterwards, he was a failure as a
businessman. As a lawyer in Springfield, he was too impractical and temperamental to be a success. He turned to politics
and was defeated in his first try for the legislature, again defeated in his first attempt to be nominated for congress,
defeated in his application to be commissioner of the General Land Office, defeated in the senatorial election of 1854,
defeated in his efforts for the vice-presidency in 1856, and defeated in the senatorial election of 1858. At about that time,
he wrote in a letter to a friend, "I am now the most miserable man living. If what I feel were equally distributed to the
whole human family, there would not be one cheerful face on the earth."
Thomas Edison's teachers said he was "too stupid to learn anything." He was fired from his first two jobs for being "non-
productive." As an inventor, Edison made 1,000 unsuccessful attempts at inventing the light bulb. When a reporter asked,
"How did it feel to fail 1,000 times?" Edison replied, "I didn’t fail 1,000 times. The light bulb was an invention with 1,000
steps."
Henry Ford failed and went broke five times before he succeeded.
When Bell telephone was struggling to get started, its owners offered all their rights to Western Union for $100,000. The
offer was disdainfully rejected with the pronouncement, "What use could this company make of an electrical toy."
Michael Jordan was cut from his high school basketball team. Jordan once observed, "I've failed over and over again in
my life. That is why I succeed."
Walt Disney was fired by a newspaper editor because "he lacked imagination and had no good ideas." He went bankrupt
several times before he built Disneyland. In fact, the proposed park was rejected by the city of Anaheim on the grounds
that it would only attract riffraff.
15 publishers rejected a manuscript by e. e. cummings. When he finally got it published by his mother, the dedication,
printed in uppercase letters, read WITH NO THANKS TO . . . followed by the list of publishers who had rejected his
prized offering. Nice going Eddie. Thanks for illustrating that nobody loses all the time. (Winnie the Pooh)
27 publishers rejected Dr. Seuss's first book, To Think That I Saw It on Mulberry Street.
There is a professor at MIT who offers a course on failure. He does that, he says, because failure is a far more common
experience than success. An interviewer once asked him if anybody ever failed the course on failure. He thought a
moment and replied, "No, but there were two Incompletes."

38
Lesson 5: Take Responsibility
Focus Card: (1 min)
a. As Nashville Cardinals we will learn what it means to take responsibility.
b. You will be able to define responsibility/tell what it means to be responsible.
Say: (4 min)
a. As a Nashville Cardinal, when you say the Nashville School Pledge, you promise to take
responsibility.
b. When you take responsibility you complete your school work, homework and other jobs at school
and at home.
c. When you show that you can take responsibility people trust you. You are allowed to do more
things and have more freedom. You may earn feathers, points, prizes and rewards.
d. Remember a pledge is a serious promise.

a. Briefly discuss what it means to be responsible.
Responsible: reliable, can be trusted with things of importance, or
getting the credit or the blame for one’s actions or decisions.
b. Briefly discuss what it means to take responsibility.
Take responsibility for your work, words and actions.
II. Share and Review: Take Responsibility (5 min)

a. Discuss responsibility vs. irresponsible (not responsible) behaviors
b. Make two lists on your board, or on a chart, of examples of responsible or irresponsible behaviors at
school, at home, and in the community. These can be student and adult behaviors. Examples: Doing
homework vs. not, obeying school rules vs. not, stopping at a stop sign vs. not, being on time vs. being
late, (Older students can make individual lists).
c. What are you responsible for at home? At school? What are your parents responsible for? Your
teachers?
d. Watch the video titled “Responsibility” on the GCS Connect With Kids website and discuss with
students. Possible discussion questions and lesson plans that go along with the video are also on the
website.
******************************************************************************************

39
Lesson 6: Encourage Others
Focus Card: (1 min)
a. As a Nashville Cardinal I will learn what it means to encourage others.
b. You will be able to show ways to encourage others.
Say: (4 min)
a. As a Nashville Cardinal, when you say the Nashville School Pledge, you promise to become a better
person. To make yourself better, you must encourage others along the way.
b. To encourage others means to give hope, inspiration or help to others through words or actions.
c. Encouraging others helps them try to do their best.
d. Encouraging others gives them courage and the confidence not to give up.
e. Remember a pledge is a serious promise.

a. Briefly discuss the ways we can encourage others (Make a list).
Examples: Use the following t-chart to help differentiate between words and
actions for encouragement.
Words Actions
“Come on you can do it” High Five
“Is this your personal best” Pat on the back
“You are so smart” Encouragement Celebrations (fantastic)
b. Briefly discuss the RIGHT time to encourage others (Make a list).
Examples: working in a group, seeing another student struggle with a problem or when a student
is making a good choice.
c. Briefly discuss when encouragement is not appropriate. Examples: during a fight, during name
calling, during he said -she said or when a student is making a bad choice.
Share and Review: Encourage Others (5 min)

a. Think Pair Share a time when someone has encouraged you to do the right thing.
b. Name a way that you will try to encourage someone today.
************************************************************************************

40
Focus Card: (1 min)
a. As a Nashville Cardinal I will learn what it means to respect myself and others.
b. You will be able to define respect and give examples.
Say: (4 min)
a. As a Nashville Cardinal, when you say the Nashville School Pledge, you promise to respect yourself
and others.
b. When you respect yourself, you make positive choices, use positive self talk and you believe in
yourself. You don’t hurt yourself with words or action. When you respect others, you treat them the way you
want to be treated. Remember a pledge is a serious promise.

Briefly discuss the definition of respect.
Respect: To feel or show honor for someone and something. To show consideration for
someone or something.
Example: We honor our country when we stand for the Pledge of Allegiance. When we use
red voices in the hall, we show consideration for the learning of others.
( Explain to students that we can show respect to others by keeping our hands, feet, and other objects to
ourselves. This means we do not hit, kick, slap, push, etc. even if we feel angry. We also never touch other
students or staff in the areas of our bodies that are covered when wearing a bathing suit. These are personal
areas and are not for sharing.)
III. Share and Review: Respect (5 min)

a. Name one thing you will START doing to show respect for yourself and others.
b. Name one thing you will STOP doing to show respect for yourself and others.
c. Name one thing you will KEEP doing to show respect for yourself and others.
Watch the video titled “Respect” on the GCS Connect With Kids website and
discuss with students. Possible discussion questions and lesson plans that go along with the video are
also on the website.
***************************************************************
School Wide Encouragement Plan

School-wide Reinforcement Set-up Details of the Plan
41
What is the name of your school-wide reinforcement Class Dojo
system? Tangible Ticket: Cardinal Feather
Who will be responsible for making and distributing Office Staff - copy feathers Parent Volunteers- cut
the “tickets” to staff (Grade level reps, one person)? Teachers take as needed via “Encouragement Box” in
workroom
When will they be made (Weekly, monthly)? A large supply of feathers will be made before school
How many will be made each time? begins. As supplies become low office staff will copy
more feathers and ask parent volunteers to cut them out
Will teachers carry “tickets” with them at all times on Yes- Lanyard with card pouch
a lanyard or pouch?
What will be pre-printed on the “tickets” (student, Picture of a feather
teacher name, grade, behavior displayed, area ticket Students will write their name and GIVEN teacher’s
given in)? name
Distribution of the “Tickets” (Feathers) Details of the Plan

Where will the “tickets” be distributed to the Common areas and transitions only!!!
students (Common areas only, classrooms, etc.)?
How many “tickets” will each teacher be responsible No number requirement – teachers will distribute
for distributing on a weekly or monthly basis? regularly to encourage positive behavior
Who will the “tickets” be given to? Tickets given by all staff to all students for behavior in
common areas
Collection of “Tickets” (Feathers) Details of the Plan

How will the students turn their “tickets” in? Students place their tickets in Ziploc
Baggies/Envelopes/Mailboxes in HR, etc.
How will the “tickets” be tallied (Daily, Weekly, Teachers will tally tickets weekly on Data Spreadsheet
Monthly) in the Google Drive
Who will be the PBIS team member in charge of Guttery and Allen from the Google Spreadsheet
gathering the “ticket” tallies?
When will the “ticket” tallies be turned into the Teachers turn in “Feathers” by Thursday afternoon to
designated PBIS team member? the small grade appropriate box in the workroom
Drawing Friday on Morning Announcements
Where do you store the tickets that have already been LARGE Plastic Bins in the workroom – decorated with
drawn? Where are tickets kept long-term? Nashville and Cardinal labeled by grade level
School-wide Recognition- Short Term Details of the Plan

What will the short-term recognition or incentive be? Drawing weekly and choice from Cardinal made
“Incentive Menu”
“Class of the Week” award given each week for class
with the most feathers earned
Dojo rewards amongst grade levels
How often will the short-term reinforcement take Weekly
place or incentive be given?
42
Who will be responsible for recognizing the students? Friday Morning Announcements – students read
announcements and office staff give rewards
Who will be responsible for getting the incentives and Carnahan; Parent donations
keeping them stocked (if using tangible items)?
How will you fund the cost of the incentives? Donations, Fund Raisers, and Grant Money
How many students will be recognized each time? 6 Students weekly: K-5 and EC
One class weekly
School-wide Celebration- Long Term Details of the Plan

What will the celebration be? Celebrations will be quarterly and will vary – movies,
field days, bounce party, and special programs are
examples
How will the students be recognized? Morning Announcements/ Quarterly Awards
How often will the long-term reinforcement take Quarterly (Report Card Calendar)
place?
Who will be responsible for recognizing the students? Mr. Mangano will draw a name from the LARGE bins
and the name will be read
What is the criteria for students getting into the 35 Tickets during the Quarter and No ODR’s OR 90% -
celebration? DOJO OR BIP met
What will be the job descriptions for each team PBIS team: plan and organize celebrations
member in preparing for the celebration? Carnahan: prepare Homework Passes
Williams/Morningstar: purchase and set-up materials
needed for celebrations,
Hartley/ Moore: Students of Excellence Certificates –
create and distribute at celebrations
How will the “tickets” be tallied for the celebration HR Teachers will have a quarterly excel spreadsheet to
keep track of each students’ weekly totals
HR Students must earn 35 tickets or 90% Dojo for the
celebrations (BOY) or BIP met
When will the “tickets” be tallied for the celebration? Each HR Teacher will have excel spreadsheet
documenting students’ feathers by the end of the 9 wks
How will staff be notified of students that can attend? Teachers will review their spreadsheet to see which
students have earned 35 tickets and Williams will send
e-mail to teachers letting them know what students have
received office referrals and cannot attend
Bus Encouragement Plan Details of the Plan

How will students be recognized? Bus drivers give Cardinal feathers to students
What will the incentive be? Regular SWE plan.
How often will students be recognized? Regular SWE plan.
What are the criteria for being recognized? Regular SWE plan.
Staff Recognition Details of the Plan
43
staff will earn staff feathers for:
How will staff be ● turning in ticket data on time
● upholding student expectations
● building positive relationships
recognized? ● using CHAMPs
● having their name read aloud as the person who
gave the weekly student winners their tickets
● taking letters to businesses to ask for donations
● receiving donations for the school
How often will staff be recognized? At every staff meeting all feathers will be read aloud and
put in a box for the monthly drawing (tangible and
intangible rewards)
Monitoring the System Details of the Plan

Who will be in charge of monitoring the system? PBIS Team
How will you monitor the system? Spreadsheets, PBIS data, observation
How will you address issues with the SWE Plan with PBIS Team will review data monthly, PBIS team
staff? members will share info with grade level and other
teams, minutes from PBIS meetings emailed to staff
monthly
Parent Recognition Details of the Plan

How will parents be recognized? Verbal/written acknowledgement given by staff for:
● volunteering
● supporting PBIS
How often will parents be recognized? As Needed
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Student Prizes for Feather Staff Prizes for Feather
Drawings Drawings
No Homework Pass Wear Jeans on a Non-Friday
Extra Library Time Wear a Hat for a Day
Extra Computer Time Duty Free Lunch On or Off Campus
Extra Time at Center (audiobooks, crafts) Come in 30 minutes Late (8:15)
Extra Recess Time Leave 30 Minutes Early (2:40)
Extra Free Time Off duty for one day
Lunch with a Staff Member of Student’s Tangible Items When Available
Choice
Special Seating in Café with 2 Friends
Teacher Helper
N.E.S.T Helper
Office Helper (3rd – 5th graders)
Help with Morning Announcements
Help with Bus Dismissal
Wear a Hat for the Day
Wear a “Special Student” Crown and Sash
for the day
Bring Your Stuffed Animal for the Day
Special Sharing Day (with teacher
approval– read a book, share a story,
share a toy with class)
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Positive Behavior Interventions and Support
Possible Teacher Responses
Nashville Elementary
Natural and Logical Consequences should be used whenever appropriate.
Natural consequences: Those that occur naturally rather than being imposed. For example, if a student
spends their lunch time talking, they will not have time to eat their lunch.
Logical consequences: Those you as staff impose to indicate what logically follows when a student
misbehaves. Ex: when a student throws trash on the floor, you have them pick it up.
Other Possible Teacher Responses (select mildest appropriate to the situation):
Proximity Management
● Move near the student(s) as you are teaching and/or circulating.
● Do not talk to the student(s). Your close physical presence (and eye contact if needed) should be
enough to stop the misbehavior
● Be careful not to invade the student’s personal space.
● Can be combined with Point to Rule if necessary.
Point to Rule
● As teaching or supervising, say student’s name and point to rule (classroom rule or student
behavioral rule for common area).
● This can be combined with Verbal Reminder if necessary.
Verbal Reminder
● Include a statement of the desired, positive behavior.
● Refrain from asking the student if he/she was misbehaving.
● Deliver calmly and remain emotionally neutral by lowering your voice, saying the student’s name,
and putting your hand on the desk (if in classroom) if the student doesn’t see you.
● Remember that you are teaching, teaching, teaching expectations; believe that the reminders work.
● Keep the message brief and deliver when physically close by the student (within 3-4 feet). Do not
invade the student’s personal space.
● Move away from the student about one to two seconds before finishing in order to avoid a negative
response from the student.
● If in the classroom, keep the rest of the students engaged by being concise and brief, and quickly
return to the lesson; if supervising other students, quickly return to your supervisory post or your
normal routine of circulating. The goal is to create the impression of privacy without the whole class
or other students being involved.
Positive Practice
● This is an appropriate teacher response when the student is engaging in misbehavior that is easily
practiced appropriately, such as running in the hall.
● If the student runs in the halls repeatedly, he/she might be required to spend some free time
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practicing walking in the halls.
Brief Delay
● Good for common area misbehaviors such as running in hallways, not following cafeteria rules, etc.
● Ask the student to come stand by you for a few seconds.
● Let student know which misbehavior you are “delaying” him/her for; otherwise do not talk to
student.
● This only needs to be for a few seconds (no more than a minute if time allows) to be effective.
● Respect student’s physical space.
Time Owed
● Involves the student losing time from a teacher-designated activity.
● Can be used for frequent misbehaviors, such as disruption, talking during teaching, disrespectful
behaviors, etc.
● Decide how much time will be owed for each infraction. Keep it short so you will always follow-up-
-consider 1 minute.
● Be consistent--Predetermine the time owed for subsequent infractions and identify the consequence
to be delivered once the maximum amount of time is reached. For example, after two Verbal
Reminders of a rule violation, a student will owe 15 seconds for each time the teacher has to remind
the student of a rule violation. At the fifth rule violation in a day, the teacher makes a Parent Contact.
● Establish what the student will do during the time-owed. It is recommended that you have the
student do nothing because your attention could be reinforcing their negative behavior.
● For a common area version of Time Owed, see Brief Delay.
Time-Out (From Attention)

● Time-out should represent a loss of opportunity to earn positive attention (such as noncontingent
attention and positive feedback) which students earn when they are appropriately engaged in
learning opportunities. Thus the goal is for your instruction to be so interesting, productive, and
enjoyable that your students want to participate.
● Using time-out effectively requires that you plan ahead and have a system in place so that it can be
carried out without too much time and energy on your part. The location and the details of how the
student gets to time-out, and what the student does when he/she gets to time-out must be pre-
arranged and taught to the students.
● Below are descriptions of several types of time-out used successfully in different school settings:
Time-out from small group instruction:
▪ Instruct the student to push his/her chair back from the group.
▪ Conduct the next few minutes in as fun and reinforcing a manner as is possible.
Time-out at desk:
▪ Ask the student to close his eyes for a short time period (no more than 2 minutes).
▪ This is a mild form of time-out that can be effective for mild disruptions.
Time-out in classroom:
▪ Locate in a low traffic part of the classroom. For example, a chair off to the side of the room.
You could call it the “attitude adjustment area.”
▪ Let the students know ahead of time that you are assigning time-out in lieu of sending them out
of the room.
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▪ Also inform the students that if they go quietly to time-out and complete their time without
disruption that they can rejoin the class and there will not be any other consequences. If they
refuse to go, disrupt others on the way, or continue to disrupt the class, you must remove the
student from class and write a disciplinary referral. Use the hockey example of a player being
sent to the penalty box for a rule violation.
▪ Assign a short period of time to serve in time-out. Consider 3-5 minutes with the understanding
that time-out doesn’t start until the student is seated and quiet. Don’t forget to keep track of the
time by looking at a clock or watch. The student does not take work to the time-out area.
Time-out in common areas:

▪ Playground: Locate in a low traffic part of the play area where student can be easily monitored
but receives minimal attention from others.
▪ Cafeteria: Locate away from peers, at end of table or at another class’s table.
Time-out in another class:

▪ This can be effective because the student may be less likely to show off for students in a class he
does not know.
▪ Arrange this consequence ahead of time with a nearby teacher who has fairly mature students.
Research indicates this can work if it is voluntary and collaborative. Typically select no more
than one grade above or below the student’s current grade placement.
▪ Have a designated chair in a low traffic spot for the student to sit in. The receiving teacher will
continue teaching and have his/her class to ignore any student being sent in from another class.
▪ Have a preset amount of time for the student to stay in time-out in the other teacher’s classroom.
Consider limiting time-out to a maximum of 10-15 minutes.
▪ Decide ahead of time if having the student complete classwork will be part of the time-out; do
not assign work at the last minute as part of the consequence.
▪
Write Down Exactly What Was Said
● The teacher calmly writes down exactly what the student said and did while misbehaving.
● Example: Take a piece of paper (not office referral form) and a pen and say to the student, “Let me
get this exactly. I am asking you to stop talking while I am talking and you are saying that you will
not do that. Is that right?” If the student continues with the noncompliance, the written record can be
used to send to the office as an example of repeated, severe noncompliance. Often the act of writing
down the exact words will stop the misbehavior and the teacher can then proceed with the lesson.
Discussion
● Should be held at a later, neutral time (e.g., during transition). If it is done immediately at the time of
the incident, the student may be embarrassed and become overly defensive and emotional in front of
the other students. In addition, the teacher may be overly frustrated and emotional which would
inhibit using an effective communication style. Also if the conference is done immediately, the
discussion could actually reinforce the student by providing intense attention.
● Discuss other alternatives or choices the student could have made. Also discuss needs for future
orientation; focus on how the student can change his/her behavior the next time.
Restitution
● Restitution is identifying something that will “make it right” without focusing on fault or blame.
● If the student engages in misbehavior that causes damage to property, having him/her repair the
damage can be effective. Restitution can also be effective with chronic and purposeful misbehaviors
that involve damage to social relationships.
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● Give student ownership of punishment by having him/her brainstorm appropriate restitution for
infraction (e.g., “You hurt Sara’s feelings by saying this. What can you do to make her feel better?”)
● Restitution requires planning and analysis by student and teacher.
● Characteristics of good restitution:
▪ Requires effort on the part of the offender
▪ Seen by victim as adequate compensation
▪ Does not encourage further misbehavior
▪ Is relevant to the misbehavior
▪ Does not humiliate the offender
▪ Strengthens the offender (example of positive social behavior)
● Examples of restitution include clean up a mess, purchase a new pen, write a letter of apology, etc.
Problem Solving/Debriefing
● Have the student describe the problem and what he/she could do differently. Using a form to help
structure this activity can be helpful. Have the student describe the situation, specify what he/she will
do differently next time and have both the student and teacher sign the form. Note: the teacher may
need to help the student define the specific behaviors that are more appropriate and should then begin
to encourage those behaviors.
Count/Chart the Misbehavior
● Sometimes just the act of counting the frequency of a behavior is enough to stop it. You can put the
misbehavior on a chart on a clipboard and simply mark each occurrence. Be sure the student is
aware that you are charting or counting the misbehavior.
Planned Ignoring of Inappropriate Behavior –Warning: Difficult to do well!
● Can be an effective strategy if the reason for the student’s misbehavior is to gain attention.
● Before attempting this, the adult needs to understand that the misbehavior may increase for the next
few days and could become more frequent and intense. Do not attempt planned ignoring if the
student is likely to escalate to more serious misbehavior that is dangerous or severely disruptive.
● Besides not talking to the student, do not establish eye contact with the student when implementing
planned ignoring. Verbally reinforce other students nearby who exhibit appropriate behaviors.
● Look for the first opportunity to reinforce the student as soon as he/she exhibits an appropriate
behavior. Do not comment about the inappropriate behavior when reinforcing the student.
Resist the urge to lecture!
● If using planned ignoring with a persistent attention-seeking student, tell the class what you will do
when the student exhibits certain attention-seeking behaviors and how you expect them to behave
(including their need to ignore the student and how they can appropriately gain your attention). If
other students tell you about the student, give them a mild verbal reminder.
Contact Parents
● First parent contact should be positive.
● Contact parents regarding misbehavior when you are calm.
● Problems associated with calling immediately from your classroom or school.
● You may still be angry.
● Can’t guarantee parent will be there.
● Parent may not be supportive.
● If student talks to mom, you could easily lose control (Mommy, my teacher is mean!).
● Parents are more likely to be defensive and conversation is more likely to be unproductive.
● Mom or Dad may threaten to hurt the child.
● Ask for a conference later that day if possible; if not, as soon as possible. Discussing a recurring
49
misbehavior is best done face to face, not on the phone.
● Begin the conversation with a positive statement about the student.
● Use objective statements such as “Johnny was out of his seat 3 times during science class” instead of
a more general statement such as “Johnny is very disruptive” or a statement that implies judgment,
such as “Johnny does not know how to behave.” These kinds of statements can put parents on the
defensive and generally do not help create positive partnerships between home and school.
● Ask parents for their assistance in solving the current situation.
● Be sure to keep parents updated and let them know as soon as the behavior begins to improve.
● Use parent contact when the student:
▪ Consistently violates the classroom rules, is engaging in chronic misbehaviors and you need
their assistance in devising a plan or if/when a student is blatantly noncompliant.
▪ Begins to improve in certain behavioral areas.
▪ Maintains the improvement.
Report to Office/Other School Staff

● This is not an office referral. It is more of a “red flag” or “alert notice” which simply informs the
administrator that you are having repeated problems with the student. You are, in effect, asking for
assistance in assessing the situation and designing a response. Note: Reporting to Office may be a
part of Chronic Minor documentation.
● The Report to Office, “alert notice” or “Refocus Referral”, is a completed Google Doc form sent to
Mr. Mangano, Mr. Quarry Williams, Mrs. Parker, and Ms. Manning giving all three an FYI on
student’s behavior.
● Report the situation to the office or other appropriate school staff member only after other teacher
responses/consequences and positive systems have proven ineffective in changing a student’s
behavior over time.
● Keep good records of the behaviors being exhibited and the consequences being utilized over time
and send that information with the “alert” notice.
● Also be prepared to discuss how you have or are striving to achieve the 4:1 ratio with this student.
● If a plan is developed as a result of the “red flag” or “alert” it may be helpful to involve the parents at
this point.
● Continue to keep records and schedule regular times to meet with the administrator or other school
staff member who assisted you.
Office Referral
● Report the incident to the office (completing an office referral form) if it meets the criteria for a
Major problem behavior or if it meets the criteria for a chronic minor problem behavior.
● If your other consequences are proving ineffective with a student who is constantly violating class
rules or is engaging in chronic early stage misbehavior, talk with the administrator ahead of time in
order to agree on a plan if the student is being referred to the office.
● Consequences that may be utilized by an administrator can include:
▪ Conference with student
▪ Individual plan
▪ Logical consequence
▪ Loss of privilege
▪ Parent contact
▪ Restitution
▪ Time in office
▪ OSS
50
▪ Expulsion
Nashville Office Referral Levels of Misbehavior

Problem Behavior Definitions Minor Major
(handle with classroom (sent to the office)
management system)
Abusive language/ Profanity directed at someone; ☹ name calling (stupid, • minor behavior continues after
Inappropriate using demeaning words or name- ugly, four eyes) 3 incidents
language/Profanity calling based on gender, race, ☹ obscenities not • name calling (based on gender,
ethnicity, etc. directed at anyone ethnicity, race, etc.)
(Verbal, written, or using • profanity directed at someone
technology) • shooting the middle finger
Arson Exploding or igniting incendiary • Bang Snaps, firecrackers, cherry
devices that cause a fire bombs, explosives, etc.
• lighters, matches
Bomb Threat/False Communicating a false bomb • pulling the fire alarm
Alarm threat or pending explosion on or • calling/reporting a bomb on or
near campus near campus
Defiance/Disrespect/ Failure to respond to adult ☹ body gestures (sticking • minor behavior continues
Non-Compliance requests, incidents of talking back out tongue, rolling after 3 incidents
or being rude eyes, etc.) • escalates to safety concern
☹ talking back
☹ failure to comply
☹ “shut up”
Disruption Behavior causing an interruption ☹ blurting out • minor behavior continues after
in the school environment ☹ loud talk 3 incidents
☹ pencil tapping • throwing chairs, flipping desks
☹ yelling, screaming • throwing objects at someone
☹ horseplay with intent to hurt
☹ throwing things (not at • prolonged loud
someone) screaming/crying
Dress Code Violation Violation of school rules regarding • flip flops • minor behavior continues after
appropriate dress • spaghetti strap shirts 3 incidents
• sagging pants • clothing that is vulgar, sexually
• explicit, promotes drugs,
alcohol, tobacco, etc.
Fighting/Physical Against students: Attempts to ☹ light physical contact ☹ minor behavior continues after
Aggression cause physical harm or to harass (bumping, pushing, 3 incidents
by punching, hitting, etc. pinching, etc) ☹ verbal or physical threats
☹ mild arguing ☹ punching, hitting, kicking, etc.
Against adults: threats to or
causing physical or bodily harm to
school employees or other adults
in the building
Forgery/Theft Forgery: providing false ☹ theft or possession of ☹ minor behavior continues after
information; signing a person’s stolen small value 3 incidents
name without permission items (crayons, pencils, ☹ theft or possession of stolen
manipulatives, etc) items of value (money, purse,
Theft: stealing or being in documents, school property,
possession of stolen property etc)
Gang Affiliation Using gestures, dress, and/or ☹ ANY gestures, dress and/or
Display speech to display affiliation with a speech to display affiliation
gang; engaging in acts that further with a gang
gang activities ☹ engaging in acts that further
gang activities
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Harassment/ *Actions that intimidate, threaten, ☹ minor behavior continues after
Bullying or demean others such as those 3 incidents
based on sexual orientation, ☹ based on race, ethnicity, gender,
gender, race, ethnicity, disability, disability, sexual orientation,
etc. etc.
*Physical, verbal, relational, or ☹ threats and intimidation
cyber bullying ☹ obscene gestures, pictures,
*Must meet the criteria of intended and/or notes
to harm, repetitive, and include a
difference of power between
aggressor and target (GCS
definition = sufficiently severe,
persistent and pervasive) *(If this
category is checked on the ODR a
HARASSMENT, BULLYING OR
DISCRIMINATION REPORTING
FORM must be completed and
turned into principal
Inappropriate Display Sexual gestures or acts violating ☹ hand holding ☹ minor behavior continues after
of Affection the school’s code of conduct ☹ kiss on the cheek 3 incidents
☹ touching oneself or others in
areas covered by a bathing suit
☹ exposing oneself
Inappropriate Student is in an area that is outside ☹ leaving assigned area ☹ minor behavior continues after
location/Out of of school boundaries or outside of without permission 3 incidents
Bounds Area boundaries that students are ☹ going into a restricted area
allowed to access without permission
☹ running away from staff
☹ leaving school campus
Lying/Cheating Attempts to deceive by words or ☹ telling untrue stories to ☹ minor behavior continues after
actions get someone in trouble 3 incidents
☹ lying to avoid
consequences
☹ cheating on tests,
homework, class work
Other Behavior Student engages in problem
behavior not listed
Property Damage or defamation to school or ☹ breaking pencils ☹ minor behavior continues after
Damage/Vandalism personal property ☹ writing on desks 3 incidents
☹ writing in books ☹ destruction of others’ personal
property
☹ damaging beyond repair
(carving desks, tearing books,
breaking windows, etc)
Repeated Minors 3 documented, intentional
behaviors that disrupt the school
environment/program
Skip Class Student leaves or misses class ☹ walking out of class
without permission
Truancy Student receives an unexcused
absence for ½ day or more without
parent knowledge
Tardy Student is late arriving to class ☹ not going immediately ☹ minor behavior continues after
even though already on campus to class 3 incidents
☹ playing in the
bathroom
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Technology Violations Engaging in inappropriate use of ☹ possession of ☹ minor behavior continues after
cell phones, IPODS, handheld electronics 3 incidents
games, internet, etc. ☹ getting on the ☹ creating inappropriate
computer without documents
permission ☹ cyber-bullying
☹ playing games during
instruction
Use/Possession of Possession, use or selling alcohol
Alcohol
Use/Possession of Possession or use of devices such

Combustibles as lighters, firecrackers, explosives,
smoke creating devices, etc. that
can cause bodily harm and/or
property damage
Use/Possession of Possession, use or selling drugs
Drugs
Use/Possession of Possession, use or selling of
Tobacco tobacco products
Use/Possession of Possession or use of knives, any
Weapons type of gun, look alike weapons or
any dangerous weapon that could
cause bodily harm
53
NASHVILLE ELEMENTARY SCHOOL
PBIS Minor Offense Log
Student Name: Homeroom:

EC status: (circle) yes no Staff Name:
Parent Name: Phone #
Parent contact dates: 1st ( / / ) 2 ( / / ) 3rd ( / / )
nd 4th ( / / )
1st Incident Date: Incident Time:

Location: Minor Offense:
Summary of Incident:
2nd Incident Date: Incident Time:

3rd Incident Date: Incident Time:

4th Incident Date: ( / / ) Incident Time:

Actions taken prior to office referral:

Action Date Action Date
Proximity Management Problem Solving Debriefing
Verbal Reminder Charting/Counting Misbehavior
Positive Practice Report to Office
Brief Delay Previous Office Referral
Time Owed Behavior Contract
Time-Out IST referral
Discussion with Student Other
Notes:
54
Nashville Elementary School
Student Consequence Chart
Name: Grade: HR Teacher:
Bus Referrals Tardies ReFocus Level 1 Level 2 Level 3 Consequence
Warning/Parent Warning/ 1 Day ASD

Call Parent Call 1st sem 2nd sem
(after 3 tardies)
1 1
Parent Parent 1-2 days of
Conference Conference
ASD
(after 5 tardies)
2 2
1 day off Bus 1 Day ASD 1 day of ISS
3 3
2 day off Bus 1 Day ASD 1-2 days of ISS
4 4
10 off Bus 1 Day ASD 4-5 day of ISS
1 Day ASD 1-5 days of OSS
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1 Day ASD 5-10 days of
OSS
Parent meeting Date: ______________ Administrator: ____________
BIP Meeting Date: ________________ Administrator: ____________
Counselor Meeting Date:____________________
The following violations will result in a 10-day suspension regardless of offense number:
● Assault on a faculty member, staff member, or volunteer
● Assault on another student, including fighting
● Bomb Threats
● Threats against students, faculty, staff, or volunteers, regardless of intent
● Possession of a weapon or explosive device
● Possession of drugs or alcohol
● Distribution of drugs or alcohol
● Gross disrespect to a staff member
* Failure to comply with the directions of any Nashville Elementary School staff member or school official may
result in Out of School Suspension.
Students can only be assigned to ReFocus(3) times each 9 weeks. Upon the (4)th ReFocus referral within 9 weeks all
infractions will be written as an office referral.
Nashville Elementary PBIS Plan

(Additional Information)
Handling Discipline Violations

Level 1 Behaviors
(to be handled by classroom teacher)
Level I behaviors are minor rule violations that will result in an immediate verbal correction with a possible
consequence assigned by the teacher.
Level 1 Behavior Infractions include:

*Inappropriate language (cursing)
*Physical contact (minor pushing, shoving, horseplay)
*Non-compliance
*Minor class disruption (excessive talking)
*Lying/cheating
*Inappropriate use of school property or materials (computer misuse)
*Cell phone violations (Students must have cell phones turned off during school hours)
***Level 1 behavior infractions will be handled by the classroom teacher in accordance with the
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Cardinal Guide/PBIS plan.
If the behavior persists, the classroom teacher must:

1. Conference with the student
2. Document the behavior by completing a PBIS Minor Offense Log/ ReFocus referral, and leading up to a
discipline referral form.
Consequences for Level 1 behaviors may include but are not limited to: Verbal/Corrections and
Warnings, Reflective Writing/Journaling, Writing an Apology Letter, Student changes seats, 1-on-1 talk with
teacher in hallway about making a different choice, DOJO Points, “Redo” behavior, Loss of privilege (ex. walk
in the back of line)
Other behavioral consequences and interventions could include:

1. Meeting with the parent/each parent contact should be documented for future reference.
2. Lunch detention
3. Time out in another classroom
4. Student behavioral intervention plan
Level 2 Behaviors
(to be handled by administration)
Level 2 behavior infractions or students reaching a habitual discipline level will receive
an immediate referral to the office to conference with an administrator. An administrator
will contact the parent to discuss the incident.
Level 2 infractions include:

*Major pushing and shoving
*Major disrespect/insubordination
*Major classroom disruption/Tantrums
*Major verbal altercation between students
*Theft
*Habitual discipline (Level 1 behaviors)
Possible consequences and interventions could include:

*Loss of Privileges
*In-class behavioral supports
*In-School suspension
* After-school Detention
*Out of School suspension
*Restitution
*Behavior Intervention Plan
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Level 3 Behaviors
(to be handled by administration)
Students committing Level 3 behavior infractions will require teachers to contact the front office immediately
and must email referral to school administration.
Level 3 infractions include:

*Abusive/ Inappropriate language toward a staff member
*Fighting
*Bullying/Threats
*Alcohol/drugs/tobacco
*Vandalism/Tagging
*Arson
*Weapons
Possible consequences and interventions could include:

*Loss of Privileges
*In-class behavioral supports
*In-School suspension
* After-school Detention
*Out of School suspension
*Restitution
*Behavior Intervention Plan
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Nashville Cardinals PBIS Rules and Expectations
Nashville Cardinals are: PREPARED, RESPECTFUL,
RESPONSIBLE AND LEARNERS
ALL SETTINGS
BE PREPARED: Be on time.
Have all materials.
Stay in approved areas.
BE RESPECTFUL: Be courteous.
Respect yourself, others and property.
Use polite language.
BE RESPONSIBLE: Make good choices.

Accept responsibility for your actions.
Follow Nashville rules.
BE A LEARNER: Be an active participant.

Give full effort.
Be a team player.
Do your job.
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Reminders!!
Classroom Procedures
Each teacher or grade level will have different procedures that are age appropriate and student
appropriate based on the lessons and policies in the Cardinal Guide. The procedures need to be
taught and modeled for your students. Lesson plans can be found on pages 20-40 of the Cardinal
Guide.
Call to Attention Signal Schoolwide: High Five (Give Me Five)

Students and staff know that when they see someone raising their hand that they should also raise
their hand quietly and wait for instructions.
1. Eyes on the speaker
2. Be Quiet
3. Be Still
4. Keeps your hand free
5. Listen
Give Me Five Video
http://youtu.be/_fgEsEvlzGc
Cardinal Profile
Cardinal profile is the student way of transitioning on school grounds. Staff members should model
and be CONSISTENT with requiring the students to transition using the profile. Students should walk
with their hands secure by their side or crossed if holding an item such as a lunchbox, ipad, book,
etc.during transitions. Teachers and staff members should remain CONSISTENT with ensuring
students are in the profile during transitions.
Cafeteria
1. Quiet Lunch (first 10 minutes)
2. Talk quietly using an inside voice (level 1-yellow).
3. Leave your area neat for the next class.
Students who follow the cafeteria rules will earn a feather or Dojo point.
Behavioral Referral Team

BAIT team at Data Meetings
*Students that are known for behavior issues and frequent discipline problems need individualized
plans.
*These students need functional behavioral assessments and behavior plans based on their needs.
For teachers who have tried all consequences and intervention strategies in the classroom and they
have not been effective with the student, the BAIT/data team will meet and develop a plan to help the
teacher with the student in need. The team will review and make adjustments to the plan throughout
the school year. Students who need BAIT/data team intervention should be reported to
Mrs.Matthews or Mrs. Adamson and added to the agenda for the BAIT/data team meeting that takes
place every other Monday.
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POSITIVE

Introduction and Leadership

Common Area Policies and School Wide Expectations

Lesson Plans and Schedule for Teaching Lessons

School Wide Encouragement Plan

PBIS Team Roles and Responsibilities

Teach Teach students how to behave responsibly in all classroom situations.

Interact Positively interact with all students frequently.

Correct Correct misbehaviors frequently.

Conversation Can students talk to each other during this activity/transition?

How can students get questions answered during this

What is the task/objective of this activity/transition?

Activity What is the expected end product?

What does appropriate student work behavior for this

Participation activity/transition look and sound like?

Common Area Policies

Part 2: RULES/PROCEDURES FOR STUDENT BEHAVIOR

Part 3: SUPERVISION RESPONSIBILITIES

Part 4: ENCOURAGEMENT PROCEDURES

Part 5: CONSEQUENCES FOR INFRACTIONS

Part 2: RULES/PROCEDURES FOR STUDENT BEHAVIOR

Part 3: SUPERVISION RESPONSIBILITIES

Part 4: ENCOURAGEMENT PROCEDURES

Part 5: CONSEQUENCES FOR INFRACTIONS

Part 2: RULES/PROCEDURES FOR STUDENT BEHAVIOR

Part 3: SUPERVISION RESPONSIBILITIES

Part 4: ENCOURAGEMENT PROCEDURES

Part 5: CONSEQUENCES FOR INFRACTIONS

Part 2: RULES/PROCEDURES FOR STUDENT BEHAVIOR

Part 3: SUPERVISION RESPONSIBILITIES

Part 4: ENCOURAGEMENT PROCEDURES

Part 5: CONSEQUENCES FOR INFRACTIONS

Part 2: RULES/PROCEDURES FOR STUDENT BEHAVIOR

Part 4: ENCOURAGEMENT PROCEDURES

Part 5: CONSEQUENCES FOR INFRACTIONS

Part 2: RULES/PROCEDURES FOR STUDENT BEHAVIOR

Part 3: SUPERVISION RESPONSIBILITIES

Part 4: ENCOURAGEMENT PROCEDURES

Part 5: CONSEQUENCES FOR INFRACTIONS

Part 2: RULES/PROCEDURES FOR STUDENT BEHAVIOR

Part 3: SUPERVISION RESPONSIBILITIES

Part 4: ENCOURAGEMENT PROCEDURES

Part 5: CONSEQUENCES FOR INFRACTIONS

Part 2: RULES/PROCEDURES FOR STUDENT BEHAVIOR

Part 3: SUPERVISION RESPONSIBILITIES

Part 4: ENCOURAGEMENT PROCEDURES

Part 5: CONSEQUENCES FOR INFRACTIONS

PBIS Teaching Schedule for 2017-2018

Day 2 Tuesday, August 29 Wednesday, January 3 Tuesday, April 10

Day 3 Wednesday, August 30 Thursday, January 4 Wednesday, April 11

Day 4 Thursday, August 31 Friday, January 5 Thursday, April 12

Day 5 Friday, September 1 Monday, January 8 Friday, April 13

Day 6 Tuesday, September 5 Tuesday, January 9 Monday, April 16

Day 7 Wednesday, September 6 Wednesday, January 10 Tuesday, April 17

Day 8 Thursday, September 7 Thursday, January 11 Wednesday, April 18

Day Monday, September 11 Tuesday, January 16 Friday, April 20

Day Tuesday, September 12 Wednesday, January 17 Monday, April 23

Nashville Elementary Arrival Lesson Plan

Lesson: Overview and Procedures

Practice: (10 min)

Review Arrival Matrix and Policies

Lesson 1: Overview and Procedures

Practice: (10 min)