The JR Smith Elementary School

Institutional Memory Book

For

The Utah Behavior Initiative Training Platform

Just Kidding

That’s Better

School Motto:

JR Smith is a SAFE, KIND and RESPONSIBLE place for me to LEARN and GROW. WAHOO!

School Rules:

BE SAFE

BE KIND

BE RESPONSIBLE

Major / Minor Rule Violations:

Minor Offense
Teacher
Prompts/Re-teach/Think Time / Major Offense
Principal
Lunch Detention
1. Talking Out
2. Off task
3. Pushing
4. Arguing
5. Dress code/Heelies
6. Gum chewing
7. Toys in the classroom
8. Hats
9. Electronic devices- toys, phones, etc.
10. Throwing paper
11. Minor Vandalism
12. Disturbing the projects hung in halls
13. Cheating
14. Lying
15. Inappropriate noises
16. Balls on roof of school
17. Disturbing classes
(knocking on doors or windows, loud in hallways)
18. Snowballs / 1. Fighting
2. Sexual/racial words
3. Bullying
4. Threats
5. Weapons
6. Illegal substances
7. Vandalism
8. Defiance
9. Obscenities
10. Stealing
11. Consistent minor behavior
12. Dangerous Playground games
August 2011

Minor violations are taken care of by the teacher/staff member. Major violations are referred to the office for Mr. Brown to handle.

J R Smith Think Time Procedures

August 2009

Philosophy We believe that all students deserve a positive educational environment for academic and social growth. The use of Think Time is not the only response to disruptive behavior. It is used in conjunction with other strategies to ensure a safe and positive learning environment for all students.

Classroom Rules Rules and Procedures must be established and posted in each classroom. Rules are based upon the school motto; be safe, be kind and be responsible. Individual teachers will add specific rules and procedures which may be called for in their classrooms. All rules and procedures are taught and practiced so that students know what the rules look like and sound like.

When you are doing your procedures the way you like them done,

have your student’s help you write them up and put in a grid format.

2.Rules for Other Areas of the School See Be Safe, Be Kind, Be Responsible table.

Warnings/Precision Commands If a student violates a classroom rule, a precision command should be used. The communication by the teacher is limited, unemotional, and matter-of-fact.

Example: The teacher states:

First Warning: Johnny, return to your seat (whatever is appropriate for the misbehavior)

Second Warning:Johnny, second warning. YOU NEED TO sit down in your seat.

Third Warning:Johnny, you are still out of your seat. Take a Think Time in (designated area)

Think Time will be held in the same grade if possible. Please set this up with an associate on your grade level where possible.

Leave the Classroom The student is given a Think Time pass and walks to the entrance of the cooperating teacher’s classroom and stands quietly by a WAIT sign until the cooperating teacher has a moment to invite him into the classroom and direct him to the Think Time area. The Think Time desk is located in an area in the classroom that is free from distractions and limits the ability of the student to engage the teacher or other students.

NOTE: Children learn in this process that class instruction is important. Neither teacher allows the Think Time student to interrupt the teaching. The student may have to stand and wait a few minutes. The students in BOTH classes have been trained not to look at, acknowledge, or react in any way to the Think Time student. If a student does look at, acknowledge, or react to a Think Time student, they are also given an immediate Think Time.

Think and Respond Period When the cooperating teacher has a moment, he walks to the Think Time student standing at the WAIT sign and asks him, What was your behavior? If the student can describe the behavior, he is directed to the Think Time desk to complete a debriefing form. If the student does not remember why he was sent to Think Time, he is asked to return to his classroom to discuss the reason with his teacher. The student is expected to wait at the entrance of his classroom until the teacher has a break in teaching and recognizes him. After discussing the issues, he returns to the cooperating teacher’s classroom where he once again waits to be ushered to the Think Time desk. The student then completes the debriefing form. There are several variations of debriefing forms appropriate for different grade levels and ability levels. All debriefing forms should include areas to identify the inappropriate behavior the student displayed, identify what they need to do (a replacement behavior) when they return to their classroom, and indicate whether or not they think they can display the appropriate behavior. The debriefing form should also offer the student an opportunity to request a conference with their classroom teacher if needed. Each classroom is equipped with a Think Time desk, chair, debriefing forms, pencils, and a Think Time Procedure chart.

Return to Classroom When the student finishes filling out the debriefing form by identifying the misbehavior and stating how he will improve his actions in the future, he waits patiently for the cooperating teacher to return to assist him. At a convenient time, the cooperating teacher reviews the debriefing form with the student. If it is complete and seems to be in order, the form is signed and the student is invited to return to their classroom. If it is not complete, the student is provided with more Think Time. The student waits at the entrance of their classroom until the classroom teacher acknowledges him and reviews his debriefing form. If it is accurately completed, the student is welcomed back into the room. If it is not accurate, the student returns to Think Time, and the process is repeated.

Lunch Detention If a student receives THREE Think Times in a given period of time, the student receives a Lunch Detention. Parents are notified whenever a student is assigned to a Lunch Detention. The child picks up his lunch tray and reports to the classroom of the teacher who is in charge of the lunch detention for the day where the teacher is waiting for him. The student has 10 minutes to eat the lunch after which time the tray is removed. The student is then asked to sit quietly in his/her chair for the remaining 30 minutes of the lunch hour. The teacher may just sit at his desk and work. The teacher does not need to remind the students to be good or to sit quietly. If a student misbehaves, the teacher should just ignore the student’s behavior. At the conclusion of the 30 minutes, the teacher responds in one of two ways:

(1) Successful completion of Lunch Detention: You may take your tray back to the lunchroom, and I invite you to go outside and play during lunch recess tomorrow.

(2) Unsuccessful Lunch Detention: (Student has talked, played around, or has not followed directions in some way) I noticed that you were talking (or whatever the action was). I respect your request to return to Lunch Detention again tomorrow.

Do Not allow the student to engage you in discussions or arguments about the behaviors. Think Time, or Lunch Detention. Students who try to do this will receive an automatic Lunch Detention.

Lunch Detention for specific behaviors Some behaviors should not go through the regular Think Time process but should receive an immediate Lunch Detention. Bullying, hurting another student in any way, fighting, and other serious offenses will not be tolerated. Students engaging in such behaviors will be referred to the Principal.

Consistency School-Wide Staff, other than the classroom teacher, may give Think Time to any student. Forms are provided for all staff members to refer students, other than their own, for Think Time or Lunch Detention as needed. The completed form can then be placed in the classroom teacher’s box for follow through. This is especially helpful for recess aides, lunchroom aides, and other staff members throughout the building. We need to make sure the aides are trained properly.

Students for whom the Think Time System does not work For 90% of the students, Think Time will be successful. For the other students for whom Think Time does not seem to work, teachers may consider working with the UBI team or grade level team to determine other strategies or interventions that will be successful or modifications to the Think Time system that will work. The principal, counselor and special ed teacher may be asked to meet with the team. If necessary, a referral for an evaluation by the special education team may be completed. If a student is going to Think Time repeatedly and the frequent mis-behaviors are not diminishing, the data will tell you that the intervention is not working.

Students on IEPs If behavior items are in the IEP, the IEP guidelines must be followed. Teachers must consider a student’s disabilities when planning consequences and programs and appropriate accommodations and modifications should be made as needed. If a student learns slowly, is autistic and socially unaware, or has ADHD, the teacher should make accommodations. This may include very specific warnings, more cognitive processing time, more basic discussion of the offense, direct teaching of appropriate replacement behaviors, or shorter time in Think Time. It is essential to consult with your special education team to ensure that Think Time procedures are adapted as needed for any students on an IEP. IEP students may have Think Times in the resource area under supervision of the special ed teacher.

Helpful Management Hints

1. Always remain calm, kind, and caring, and speak in polite, positive, respectful ways to students when implementing Think Time, Lunch Detention, or any other consequence. If a teacher becomes angry or disgusted, the student will feel happy when asked to take a Think Time.

2. The key to making this program work is to have fun and exciting things happening in the classroom so that students feel they are missing something by being sent to Think Time.

3. Be positive and point out what you wish the student to do rather than what you do not want him to do.

4. It is helpful to have a poster hanging in the classroom (cafeteria, restrooms, halls, playground, etc.) listing the rules and basic steps for Think Time.

5. Have a supply of Think Time cards available for all teachers to use.

6. Post a WAIT sign at the entrance of each classroom.

7. Organize a Think Time area in each classroom consisting of a desk, chair, pencils, poster of Think Time procedures, and debriefing forms.

8. Include think time procedures in your substitute plans.

9. Student Disciplinary Report Forms signed by the principal can be used to report more serious issues to parents.

14.Use of other consequences The use of Think Time is not viewed as the only response to disruptive behavior. Use it with flexibility and other school and classroom strategies (proximity control, eye contact, colored cards, etc.) and consequences. Think Time in itself is a powerful enough response to most minor disruptive behaviors. However, additional contingencies such as principal intervention, parent contacts, counseling, behavioral unit referrals are established in the case of chronic disruptive behavior or challenging behavior. Other consequences might include missing special assemblies and/or activities.

Pathfinder 200 Club Routine

Each week you are given two Pathfinder 200 Club cards. Try to give these out during the week and not wait until Thursday or Friday. If you don’t use them, heaven forbid, during the week they were given, turn them back in to DeAnna or Penny. Please don’t throw them away. Try to be specific in your praise of the student when you write on the card.

Procedures for Pathfinder 200 cards – 1st time student has received a card.

Student takes card to teacher.
Teacher puts affixes address label that Tabitha sent out.
Student takes card to office, preferably during recesses.
At the office the student is given a pencil, gets to sign the Pathfinder 200 club book, rolls the dice to determine which car his name will go on, and gets lots of Kudos for being a 200 club recipient.
Office mails the card home.

Procedures for 2nd or 3rd card received

The student still brings the card to the office so they can verify that he/she is a recipient of the 200 club card.
The office will do the same things with them as listed above.
The 200 Card is sent home with the student.

Winners

When ten student names are on a card, the race is over for this round. The 10 winners will be called out and get to have a special activity with Mr. Brown. We’ll take pictures and put them on the wall by the cars showing the other students in the school how great it is to be a Pathfinder 200 club winner. We’d like this to be a great motivator for them to try to earn a Pathfinder 200 card.

“What’s in it for me?”

We will have a special drawing for the 10 teachers who gave the winning Pathfinder 200 club cards. The winner will have his/her choice of Soup or a Shake from Dairy Keen.

We need your input & ideas.

Since we’re on the “what’s in it for me” subject, we need your feedback. We’d want more ways to reward you for the great things you do, so we’re asking for your suggestions. If your class gets a class gold slip drawn out, what would you like to have as a reward just for you? Suggestions we’ve heard are a preferred parking spot, 10 minutes extra lunch, chocolate. Anything you can think of that doesn’t take a lot of money but would be appreciated by you, please let us know. Mrs. Summers will be putting a card in your box asking for your suggestions. Please return them to her box after you’ve filled them out. The first 15 people to return the cards to her box, with several suggestions, will have a prize waiting for them.

Pathfinder Wheel of Fortune Procedures

What to do!!! Teachers & Aides pass out lots of gold slips-tons and tons. On your Gold Medal Mile day, draw out 4 students from your pile of gold slips. Those 4 students will go to the office to spin the wheel (shortly after announcements, if possible).

The wheel choices are as follows:

No Homework or Assignment Pass5. Jerky and a Drink
Teacher Choice6. Help with Announcements
Early to Lunchwith a friend7. Hero for the Class
Free Computer time with a friend8. 10 min. on class computers w/a friend.

If the student spins the No Homework Pass, it must be an assignment that you are willing to let the student forego.

If the student spins the Teacher Choice coupon, he/she will present it to you. You should have already reviewed with your class what they would like as a reward from you. Some suggestions would be: Sitting in the teacher’s chair, being line leader for the day, being teacher for a set period of time, maybe having a package of stickers or some toy you have in your classroom. Choose something that will work in your class that your students would love to do or would love to receive.

If the student spins Early to Lunch with a friend, you will need to let Mrs. Coleman know the student’s name and which day they will be coming early. Because fourth grade students are first to lunch anyway, winners will be able to stay out an extra bell at recess.

If the student spins the Free Computer pass with a friend, you and the student can decide if they get a special computer time or a free day during their regular computer time.

The rest of the items on the wheel are self explanatory.

Gold Medal Mile Day – Gold Slip Drawing

Monday- Kindergarten

Tuesday-First Grade

Wednesday-Second Grade

Thursday-Third Grade

Friday-Fourth Grade

What’s in it for the teachers?

On any given day, Mr. Brown will announce that each teacher is to give out 35 gold slips. Aides give out 15 gold slips. When you have given out your gold slips, fill out the card that states you have handed out 35 (or 15) gold slips and you will be entered into a weekly drawing if you turn it into the office. This will start the week of February 8, 2010.

Precision Commands

1. “(Name), direction please.”

WAIT: 5 seconds for a regular education child

10 seconds for a special education child

Compliance=

REINFORCE!

(“Nice job following

directions!”)

Non-Compliance=

↓

Step 2