AE “Above the Line” Behavior Program
Guidelines and Implementation Information
Promoting Students being “Above the Line”
Our school-wide behavior plan begins with frequent and specific recognition of desired, or “Above the Line” behaviors. Regularly reinforcing desired behaviors puts the emphasis on how we want students to act (as opposed to how we don’t want them to act) and increases the likelihood that the desired behavior will be repeated in the future. Below is a list of possible ideas for rewarding “Above the Line” behavior in class:
-Frequent positive and specific praise
-“Acts of Character” tickets
-Stamps/stickers
-Classroom token economy
-Reward time (break, computer, games, music, etc)
-Positive notes or calls home to parents
-Lunch in classroom
-Creative celebrations
-Classroom jobs or responsibilities
-Classroom “Prize Box”
-Positive points for individuals, groups, or whole group
-Homework passes
-Student generated reward ideas
When Students are “Below the Line”
Behavior that is undesirable or “Below the Line” and the process by which it is handled must be clear and consistent so that students can use what they know about “what happens next” to inform good decision making. Student behavior is best presented as a choice. Students can choose to be “Above the Line” and be praised/rewarded, or they can choose to be “Below the Line” and subject to clearly identified interventions or consequences that are in place.
Classroom and Grade Level Behavior Plans
So that the office staff is aware of classroom and grade level behavior plans and can then support them and use them when processing with students or addressing behavior problems, each classroom (or grade level if working together) will need to submit a description of their classroom behavior plan to the office the first week of school. Whatever the approach or plan, the following essential components must be included:
Clear steps and progressive consequences – This helps students make good decisions by making clear “what happens next.”
Includes a processing component for students to reflect and process on their behavior – Just assigning punishment for a poor choice does not always mean a change in student behavior the next time. Students must reflect and have the opportunity to process through their poor choices. Making reflection and processing about how students can “fix” their behavior or a problem makes consequences more powerful and increases the chances of behavior patterns changing.
Involves a parental contact process by the teacher – Parents are a critical part of any school-wide behavior program. Among the most powerful of rewards for students can be a positive note or phone call home. On the flip side, informing parents of problems is also a powerful consequence. Tapping into parents for support with behavior problems in school is a must. Communication with parents could include signed behavior notes, emails, phone calls, or conferences.
Eventually leads to a referralto the principal - If a student is unwilling to change their behavior after the clearly outlined steps, interventions, and consequences have been ineffective, then a referral to the principal is warranted. When a student is referred to the principal, the teacher should log problem behaviors from that day in Powerschool. The principal will support classroom plans through meeting with students, contacting parents, and assigning administrative consequences when necessary. It will be the principal’s responsibility to communicate with the teachers/staff about the result of office referrals for behavior.
Every student starts each day on the first step - Each day is a new opportunity to make good decisions, even for students that frequently make bad choices.
Homework and signed papers are handled separately - Oftentimes, homework completion and conduct at school are lumped together in classroom behavior plans. Homework completion can be influenced by factors in the home environment that are beyond the school’s (and the student’s) control. Students have control over their choices during the school day, but may not always have control of the home setting, including whether or not they have time or access to help if homework is too difficult. Students should be held accountable for missing homework, including having to stay in from recess to complete missing assignments, but homework should not be a component of a plan that’s focus is to promote good behavior choices while in school.
An ongoing record of data on student behavior will be kept and can be provided to school staff or parents as a result of the plan – Data-driven decision-making is not just for academics. A well-designed plan can provide data on student behavior when needed. The data can be positive, such as a student staying on “green” or the first level of a plan for several days or weeks in a row. It can also provide data on behavior problems, such as a student reaching “red” or an office referral three times in the last week. Whatever the plan, it should be able to provide information about the pattern of a student’s behavior when needed…good or bad.
Example Classroom Consequence Framework
The following is an exampleclassroom or grade level framework using colored cards representing steps toward interventions and consequences for “Below the Line” behavior. This framework is not required, but is an example that can be used or modified if you would like. Individual teachers or grade levels will have the flexibility to develop their own plan to fit their classroom or grade level needs.
Green / You’re Above the Line!Great Job!
Yellow / Verbal Redirection
Choose a replacement behavior to
get back Above the Line!
Orange / How will you “fix” your behavior?
“Fix it” slip during break/lunch
Discuss “fix it” with teacher
Pink / Complete Below the Line Behavior Report
to be signed by parent and returned to school/Phone call home if necessary
Red / Office Referral to Principal
Administrative Consequences
“Bottom Line” Behavior
Some behavior should result in an immediate referral to the principal. These are called “Bottom Line” behaviors. These behaviors include significant problems such as fighting, hurting others, stealing, bullying, or other very serious problems the teacher or staff member feels strongly should be handled by the principal. If a student is sent to the principal because of a “bottom line” behavior, a log entry should be made in Powerschoolby the teacher to document the incident and how it was addressed. If handled by a staff member without access to Powerschool, an email should be sent to the principal.
Special Area Classes and Large Group Settings
Students should be rewarded for good choices or held accountable for wrong choices throughout the entire school day, not just in the classroom. This includes special area classes and large group settings such as before school in the APR, lunch, break, and in bus line. For this purpose, our school will utilize a common behavior slip to report news regarding behavior in settings not in the classroom. This slip will be developed over the summer and shared with staff at the beginning of the year.
Implementation of “Above the Line”
Implementing our school-wide program will be a team effort. One of the big advantages to a school-wide approach is the development of a “common language” for behavior in school. A consistent approach and language for desired and undesired behavior in school will help provide a clear and consistent set of expectations for students throughout the school year. Any implementation of a “school-wide” program is a daunting task. Below are a few notes about plans for the first year of our implementation:
-“Kick-off” assemblies will be held with each grade level about the program
-Letter to parents about our new school-wide program
-“Above the Line” will be a part of our daily announcements
-Teachers can plan activities at the beginning of the year (or as needed during the year) to develop examples of what “Above the Line” behaviors look like in their setting
-Posters for the program will be developed over the summer for classrooms and throughout the school
-Feedback will be important. Our school improvement team will evaluate/adjust our implementation throughout the school year
-All documents and information about the program will be available to teachers/staff through the AE Wikispace