Universal language ideas:

LANGUAGE USED WHEN: DESCRIPTION

Tight to the Right Students are in line. This includes:
ALL AREAS
Students are directed to the right side of
the hallway/room
Hallway Hush Students are in line. This includes:
ALL AREAS
Students are directed to remain silent
(Level 0)
Hair Stare Students are in line. This includes:
ALL AREAS
Students are directed to remain in line
directly behind the person in front of
them
Hug and a Bubble (K-2; optional) Students are in line. This includes:
ALL AREAS
Students are asked to cross their arms in
front of them and fill their cheeks with air.
This allows them to keep hands to
themselves and voices off.
Quiet Signal (silent)
One index finger over mouth, other index
finger in air
Students are in large groups and voice
level is 1-4. This includes:
Assemblies
Bus
Cafeteria
Classrooms
Playground
When a staff member puts the sign in the
air, the students are to
1. put the peace sign in the air
2. reduce voice level to 0
3. keep their eyes on the staff
member and turn their listening
ears on
Criss-cross Applesauce (K-2; optional) Students are to sit on the floor. This
includes:
ALL AREAS
Students are directed to sit on the floor
with their legs crossed in front of them.
Staff can also ask students to "put their
hands in the bowl" to keep students hands
to themselves
Voice Levels Students are provided expectation for
Voice Level. This includes:
ALL AREAS
There will be differences in expected voice
levels dependent on each area and
situation. There will be a visual display
and verbal reminders of expectations

Increasing Performance Feedback and Generalization after Behavior Expectation Instructions:
A KM Guide to Behavioral Rewards
Who can provide Performance Feedback?
ALL STAFF. Teachers, specials, student services, TAs, and other staff should provide Performance Feedback. Greater skill acquisition and
generalization can occur when all areas and all staff are monitoring and rewarding behaviors.
When and How to Provide Performance Feedback Types of Performance Feedback (Individual and Group)
Prepare students for behavioral success. Before transitions,
go over the expectations and allow them to demonstrate
their skills

Provide reinforcement at earliest opportunity after the
instructions (first few days and weeks after instructions)

Provide different types and variations of reinforcements

Provide no reinforcement if behavior significantly differs
from expectations

Provide reinforcement for student improvement in
performance (try to catch improvements early, particularly
for students who struggle with meeting expectations)
Praise: Praise students for proper performance of
expectations. Try to be specific about aspects of the
behavior that were exemplary and varying in how praise
is given
Dolphin Dollars: Give a Dolphin Dollar to students when
they demonstrate positive behavior expectations
Reminders: Praise students for positive parts of behavior
and remind them of steps that need improvement.
Coaching: Provide encouragement and guidance for
students who need assistance. Gradually push students
to meet all expectations.
Re-teaching: Take students through steps of behavior
expectations when behaviors are not meeting
expectations. This should be scheduled at a separate
time with teacher, social worker, and/or area staff (e.g.
cafeteria staff). Re-teaching will also be scheduled at the
start of each trimester.