Classroom Procedures

• Enter the classroom with walking feet

• Move picture from home to school

• Answer the question of the day

• Wash your hands

• Go to your small group table and complete your name writing progression

• Choose your job for the day

• Join an activity or choose your own and bring to the large group carpet

• Go to the sink

• Dispense paper towels

  • Count “1-2-3-4, I don’t need anymore”

• Turn on the water

• Wet your hands in the water

• Dispense soap into your hands

• Scrub your hands together

  • “Fronts, Backs, and Inbetweens, That’s how I get my hands clean!”

• Rinse your hands under the water

  • No more bubbles!

• Rip off paper towels

• Dry your hands

• Use the used paper towels to turn the water off

• Put used paper towels in the trash.

• Resume what you were doing.

• Enter the restroom

• Choose a stall

• Pull down your bottoms

• Pull down your underwear

• Sit on the toilet

  • Boys, tuck “it” in by pointing it down towards the water.

• Use toilet paper to wipe yourself.

  • Ask a teacher for a baby wipe

  • Baby Wipes go in the trash.

• Put used toilet paper in the toilet.

• Stand up.

• Pull up your underwear

• Pull up your bottoms

• Flush the toilet

• Exit the stall

• Wash your hands.

• Exit the restroom.

• Enter the restroom with a teacher

• Pull out the steps

• Walk up the steps

• Help your teacher by pulling down your pants and lifting your shirt.

• Stand for wet, lay down for poop

• When you are clean and chanbged:

  • Pull up your bottoms

  • Walk down the steps

• Wash your hands at the sinks

• Exit the restroom.

• Sit on a letter square on the carpet.

  • Criss-Cross Chocolate Sauce, Mermaid, or Doll Style

• Keep your hands and your feet to yourself

  • Gentle Hands, Safe Feet

• You may talk to the person on your left or your right until you hear the chimes.

  • Soft voice

• Raise your hand to ask or answer a question.

• Stay seated until you are excused.

• Go to the large group carpet

• Stand on a letter

• Wait for the music to start

• You may dance alone, or with a friend

  • you may not pull friends by their hands

  • you may not pretend wrestle

  • you may not practice karate or gymnastics moves

• When music is done, sit down on a letter.

• When you are called, walk to your assigned table

• Sit in the chair with your picture on it

  • Put your hands on the table

    • You may tap the table or rub the table

  • Keep your feet on the floor

  • Keep your bottom in the seat.

• Soft voices to talk to the people at your table

  • You may not talk to people at other tables during this time.

• When small groups are finished,

  • clean up your space and tap or rub the table until it is your table’s turn to be excused.

  • Push in your chair

  • Walk to collect your center picture

  • Choose your center

• Put your picture on the center sign

  • If the center is full, look for an open center

    • we do not take others’ photos off of the center so we can play there.

• Only take out the toys you will play with

  • when you’re done with them, look for their picture and put them in the designated spot

• When you want to change centers

  • Clean up the toys you were using

  • Take your picture off of the center sign

  • Move to a new, open center

  • Place your picture on the sign.

• When the timer sounds, and the clean up song begins, start cleaning up the entire center you are in

  • look for the pictures and put things away in their designated areas

  • take your picture back to the board

  • have a seat at your small group table for water

• Walk to the sink

  • Boys to the hand sink

  • Girls to the restroom sinks.

• If you have a meal job, go ahead and start

  • Milk helper

  • Plate helper

  • Spoon helper

• Sit in the chair with your picture on it

  • Safe feet

  • Bottom in seat

  • Hands to yourself

• Ask for a tablemate to pass you an item

  • Say “Could you pass the _____?”

  • When they pass it say “Thank you!”

• If you spill your milk

  • get a towel from the cleaning bucket

  • dry up the milk

  • put the towel in the metal teacher sink.

• When you are done:

  • Take your empty or unused milk carton to the trash

    • If your carton has milk in it, put it on the cart.

  • Take your plate to the trash

    • DROP IT IN

  • Push in your chair

  • Use the restroom and wash your hands.

• Go get the cleaning caddy

• Take out 1 towel

• Return to your spill

• Use the towel to dry it

• Put the used towel in the metal teacher sink.

• Listen for the timer to sound and the lights to go off

• When the clean up song starts, pick up toys/activity

• Look for the photo of the toy on the shelf and put it back there

• Help others in your space clean up

• Check under tables and on the floor for missing pieces or toys that got missed

• Return to your small group table for water.

• Walk into the classroom in a line

• Wash your hands

  • Boys to the handsink

  • Girls to the restroom

• Go to the large group carpet

• Line up at the exit

• Wait for your teachers to count everyone

• Walk in a line to the designated safe area

• Walk to the door

• As you wait, you may tap your hands on your sides

  • You may cross your hands behind your back

  • You may not grab others

• Get your mat from your cubby

• Put it in your designated spot

• Get your blanket

• Cover yourself up or ask a teacher to cover you up

• You may go to sleep

  • If you can’t sleep, ask for a teacher to sit with you, or

  • You may sit or lay on your mat quietly and look at a books

• When nap is over:

  • Go to the restroom

  • Put your blanket and mat in your cubby

  • Go to the large group carpet for large group review.

• When released from large group review, go to the table for snack.

• Follow Mealtime procedures

  • Wash your hands

  • Eat

  • Clean up your space

  • Push in your chair

  • Wash your hands

• Join an activity on the large group carpet or look at books in the library.

• Clean up activity, put away book, or clean up snack area

• Use restroom as needed

• Get belongings from cubby and mailbox

• Move picture from School to Home

• Go home

• Clean up your activity or put away your book

• Use the restroom

• Get belongings from cubby and mailbox

• Move picture from school to home

• Line up at the door

• Walk with your teachers to your aftercare classroom

• Put belongings in your bin and follow your aftercare teacher’s instructions.

Including, but not limited to repeated, minor behaviors that disrupt the students’ learning, the learning of others

• I’ll start with nonverbal signals, redirections, and proximit control

• If possible, I will use extinction to “ignore” the behavior to deprive the attention seeking behaviors.

• I’ll move on to direct awareness of the behavior and directly, but discreetly, ask the student to stop

• If behavior remains excessive, I will apply Differential Reinforcement of Lower Rates (DRL) to remind the student they will earn positive reinforcement for staying at or below a set number of instances following a functional behavior assessment

  • I will reinforce an acceptable, alternative behavior that makes the behavior physically impossible to do at the same time as the problem behavior (DRI), or,

  • Reinforce more appropriate behavior that serves the same purpose as the problem behavior

Including, but not limited to behaviors that are dangerous, highly disruptive, or chronic or unresponsive to other inveterventions, to the student or others

• Perform a functional behavior assessment

• Have a conference with the family

• Submit a behavior referral with parent’s signature

• Have a meeting with the PBIS team (Multi-Disciplinary Team) with the family if they are available

• Implement recommended strategies for a minimum of 2 weeks and document successes and pitfalls

• Schedule another meeting with the PBIS (MDT) team and re-evaluate strategies or discuss thinning strategies.