Succeeding Guide

1. Conduct assessment
2. Collect Data
3. Analyze Data
4. Write Report
5. Submit Report

Part Two: CLASSROOM

Goal 1: PLAN to Implement Positive Action Lessons in the Classroom

WHO

• Teachers who will be delivering the lessons
• Leaders who will be providing support to teachers who deliver the lessons

WHAT

• Each teacher receives an appropriate Instructor’s Kit for his or her classroom.
• Each teacher receives an Implementation Calendar.
• Leaders and teachers plan for implementation of surveys appropriate to the Assessment Plan.

WHY

To successfully achieve the goals of your Positive Action Assessment Plan.

WHERE

Plan to teach and reinforce Positive Action s in the classroom and all common areas.

WHEN

Plan your classroom activities to include the Positive Action curriculum according to your Positive Action Implementation Calendar.

HOW

1. Plan according to your Positive Action Implementation Packet.
2. Manage Funds. Confirm with fiscal department that accounting is up to date.
3. Ordering Materials & Services. Leaders and teachers plan to confirm the order for classroom kits. Refer to the Positive Action program you created using the Implementation Planner.
4. Training. Confirm that the training, professional development and consulting workshops are scheduled according to your Implementation Calendar.

Goal 2: PREPARE to Implement Positive Action Lessons in the Classroom

WHO

• Teachers and school leaders prepare to introduce and build anticipation with the students participating in the Positive Action program.
• Teachers and school leaders prepare to provide opportunities for struggling students to do a positive action(s) that will lead to a good feeling about themselves so that you can reinforce it.
• Teachers prepare to engage and interact with the students during Positive Action lessons.

WHAT

• Teachers/facilitators receive the appropriate Instructor’s Kits as determined by Your Own Positive Action Program, which might also include Your Specialized Plan.
• Teachers review their appropriate Instructor’s Kit including the manual and all materials.
• Review the Instructor’s manual Introduction carefully.
• Skim all lessons for an overview of the manual’s lessons.
• Review all materials to see how they accompany the lessons

WHY

• Teachers prepare to deliver Positive Action curriculum along with their entire teaching program toachieve the goals of your Assessment Plan.

WHERE

Teachers prepare their classroom to be a positive environment for teaching Positive Action by:

• Displaying Positive Action posters and students’ work
• Using a special lamp, instead of overhead lights, during Positive Action time
• Bringing in rugs, a comfortable chair and/or other furniture ideas
• Arranging seating to be more engaging

WHEN

• Teachers review the Positive Action Implementation Calendar.
• Prepare to deliver Positive Action lessons according to the information you entered on your Implementation Planner.
• Prepare Positive Action lessons ahead of time.
• Prepare to stay within your timeframe, if needed.
• Teach lessons in the sequence offered in the Instructor’s Manual and according to Your Own Positive Action Program.

HOW

1. Prepare lessons according to your Positive Action Implementation Packet. Teachers prepare to:
   • Teach the methodologies contained in the lessons.
   • Use all materials called for in the lessons.
   • Make the lessons relevant to students: ask direct questions on how the lessons’ concepts relate to them.
   • Adapt the lessons so that you can effectively restate in your own words some parts of the lesson while still reading key parts from the script.
   • Adapt lessons to be culturally appropriate by changing names and including cultural references and practices.
   • Tell pertinent stories to relate the concepts and support the goal and purpose statement.
   • Teach the lesson with fidelity to the purpose or goal of the lesson.
   • Emphasize the part of the Thoughts-Actions-Feelings about Self Circle where most students need help, i.e. the thoughts, or the actions or the feelings about self while still keeping the context of the whole Circle in mind.
   • Always keep the big picture context in mind: the philosophy, Thoughts-Actions-Feelings about Self Circle, the six unit concepts and finally the individual lessons’ goals and objectives.
   • Transition between lessons by recapping the prior lesson.
   • Summarize each lesson by returning to the purpose or goal of the lesson.
   • Integrate Positive Action into other subjects and activities.
   • Be aware of and emphasize the content of other subjects in the Positive Action curriculum.
2. Manage Funds. Confirm with fiscal department that accounting is up to date.
3. Ordering Materials & Services. Teachers receive the kit ordered for them according to your Implementation Planner and Ordering Materials and Services worksheets.
4. Training. Teachers attend the training according to your Implementation Calendar.

Goal 3: IMPLEMENT Positive Action Lessons in the Classroom

WHO

• Teachers model the Positive Action concepts they are teaching.
• They provide plenty of opportunities for students to contribute to the lessons.
• They protect everyone’s privacy and emphasize the need for confidentiality.
• They stay positive and keep students positive.
• They demonstrate sincerity and that they value the lesson as helpful for everyone.

WHAT

Implement the Positive Action curriculum by teaching the lessons as prepared in the Instructor’s Manual and according to your Implementation Packet worksheets.

WHY

• To acknowledge and reinforce the Positive Action s of students at every opportunity to achieve the goals of your Assessment Plan.
• To solve problem situations by applying Positive Action principles.

WHERE

• In an environment where everyone feels safe, welcome, and respected.
• Listen to students’ suggestions for making the classroom and school/site a positive place where everyone wants to be.

WHEN

• Implement the Positive Action curriculum according to Your Own Positive Action Program and your Implementation Calendar.
• Split the lesson if there is great interest in it and time is short.
• Adapt the lesson as you go to stay within your timeframe.

HOW

Implement according to your Positive Action Implementation Packet. To implement effectively:

• Focus on the purpose or goal of the lesson.
• Set the ground rules so everyone understands that during Positive Action time especially, everyone is

respectful, empathetic, and kind to one another.

• Enjoy the lessons, employ humor and make them fun.
• Make lessons interactive and engaging.
• Use all materials called for in the lessons.
• Make the lessons relevant to their everyday world
• Adapt lessons to be culturally appropriate by changing names and including cultural references and

practices.

• End each lesson on a positive note.
• Integrate Positive Action into other subjects and activities.
• Be aware of and emphasize the content of other subjects in the Positive Action curriculum.
• Use your Positive Behavior Plan when you see an opportunity to help students learn how to change a

negative behavior to a positive one.

• Use your Positive Behavior Celebration when you see an opportunity to acknowledge students for doing positive actions.

Goal 4: ASSESS the Positive Action Lessons (Students)

WHO

Teachers and other assessment specialists.

WHAT

Conduct and submit your Assessment Plan from Your Own Positive Action Program.

WHY

To find whether the goals on the Assessment Plan were met.

WHERE

Classroom Process assessment.

• Check for understanding as the lesson progresses.
• Highlight important points by writing them on the board.
• Ask students for their ideas about how best to learn the specific Positive Action you are discussing.
• Give students opportunities to express what they have learned: make posters, put on a show for parents or other classes and other ideas.
• Discuss often, and particularly at the end of the day, what Positive Action s they have done and how those behaviors made them feel about themselves.

WHEN

The appropriate time for conducting each survey, or data collection, according to your Assessment Plan.

HOW

1. Conduct assessment
2. Collect Data
3. Analyze Data
4. Write Report
5. Submit Report

Part Three: CLIMATE ACTIVITIES

Goal 1: PLAN to Implement Climate Activities

WHO

• Site leader identifies Positive Action Coordinator.
• Site leader identifies Positive Action Committee members.
• All members (students, faculty, support personnel, leadership, parents and community members) of the school community plan to implement Positive Action school climate activities site-wide according to Your Own Positive Action Program.

WHAT

Plan your Positive Action school climate activities according to the information you entered in Your Own Positive Action Program.

WHY

To acknowledge and reinforce positive actions site-wide to ensure you achieve your Assessment Plan goals.

WHERE

Plan how to implement Positive Action climate activities site-wide according to Your Own Positive Action Program. Plan to teach and reinforce positive actions in all common areas.

WHEN

Plan your school activities to include the Positive Action school climate curriculum according to your Positive Action Implementation Calendar.

HOW

1. Plan according to your Positive Action Implementation Packet.
2. Manage Funds. Confirm with fiscal department that accounting is up to date.
3. Ordering Materials & Services. Order from Positive Action , Inc. and/or confirm that each school/site will receive their own Climate Development Kit(s) appropriate for the site: Elementary Climate Development Kit, Secondary Climate Development Kit or both for Pre K–8 or Pre K–12 schools/sites. Refer to the Positive Action program you created using the Implementation Planner.
4. Training. Confirm that the training, professional development and consulting workshops are scheduled according to your Implementation Calendar.

Goal 2: PREPARE to Implement Climate Activities

WHO

• All members of the school community (students, faculty, support personnel, leadership, parents and community members)
• Leadership, Site Coordinator and Committee members prepare to implement Positive Action school climate activities according to Your Own Positive Action Program.

WHAT

• Prepare to implement the Positive Action Climate Development program by delivering the Climate Kit(s) to the Positive Action Coordinator and Positive Action Committee members according to Your Own Positive Action Program, which might also include Your Specialized Plan.
• Principal/administrators review their appropriate Climate Kit(s) including the manual(s) and all materials.
• Review the Principal’s manual(s) carefully.
• Review all materials to see how they accompany the activities.

WHY

Prepare to conduct site-wide school climate activities to ensure you achieve the goals of your Assessment Plan.

WHERE

Prepare to conduct site-wide climate activities everywhere: classrooms, hallways, cafeteria, administrative offices, playground, buses, gymnasium and auditorium.

WHEN

Prepare to conduct site-wide climate activities according to your Positive Action Implementation Calendar.

HOW

1. Prepare according to your Positive Action Implementation Packet. Leadership and staff prepare to:
   • Use the Climate Development Kit(s) by reviewing all the materials in the kit box.
   • Review the Instructor’s Manual from the Climate Development Kit(s), which guides how to use the materials provided for developing a positive site-wide climate.
   • Review and distribute the Implementation Planning envelopes in the Elementary Climate Kit box which contain materials for the members of the Positive Action Committee. The Secondary Climate Kit has Implementation & Committee Handbooks for the members.
2. Manage Funds. Confirm with fiscal department that accounting is up to date.
3. Ordering Materials & Services. Leadership receives the kit(s) ordered for them according to your Implementation Planner and Ordering Materials and Services worksheets.
4. Training. Leadership and staff attend the training according to your Implementation Packet and Calendar.

Goal 3: IMPLEMENT the Climate Activities

WHO

• Encourage everyone to model positive behavior throughout the day.
• Encourage students to reinforce each other’s positive behaviors.

WHAT

Implement Your Own Positive Action Program for site-wide climate development according to the plan you have prepared. Your plan may include:

• A Kickoff assembly, newsletters, Positive Notes and:
  • Elementary: ICU Boxes, stickers, tokens, Words of the Week cards and announcements
  • Secondary: SOS Boxes and Kudos, photo collage and banner, Peace Flag and Buzzwords

WHY

• To acknowledge and reinforce the Positive Action s of students at every opportunity to achieve the goals of your Assessment Plan.
• To solve problem situations by applying Positive Action principles.

WHERE

• In an environment where everyone feels safe, welcome, and respected.
• Listen to students’ suggestions for making the classroom and school/site a positive place where everyone wants to be.
• Site-wide everyone reinforces and models Positive Action s.
• Display Positive Action posters in common areas.

WHEN

• Implement the Positive Action climate activities according to Your Own Positive Action Program and your Implementation Calendar.
• Look for opportunities to reinforce Positive Action s site-wide, all day.

HOW

1. Implement according to your Positive Action Implementation Packet. To implement effectively:
   • Reinforce students often, using your Climate Development Kit materials, or simply notice when you see them using Positive Action s. Be particularly vigilant with students who do not often display positive behaviors. You might even consider setting them up to do a Positive Action for you or others to reinforce.
   • Use your Positive Behavior Plan when you see an opportunity to help students learn how to change a negative behavior to a positive one.
   • Use your Positive Behavior Celebration when you see an opportunity to acknowledge students for doing positive actions.

Goal 4: ASSESS Climate Activities

WHO

Leadership, Positive Action Site Coordinator, Positive Action Committee members and any assessment specialists related to school climate.

WHAT

Conduct and submit final Assessment Plan for school climate activities to appropriate authorities.

WHY

To ensure that school climate activities occurred and are measured as indicated in the Assessment Plan.

WHERE

Administration of surveys and other data collection measures occur in designated areas.

WHEN

Administration of surveys and measures occur according to the Assessment Plan.

HOW

1. Assess according to your Positive Action Implementation Packet.
   • The U.S. Department of Education has high quality; adaptable school climate surveys (EDSCLS) and associated web-based platforms. States, local districts and schools can collect reliable, nationally validated school climate data in real-time. There are surveys for middle and high school students, instructional staff, non-instructional staff, and parents/guardians and can now be downloaded free of charge at https://nces.ed.gov/surveys/edscls/index.asp.
   • Positive Action, Inc. provides access to Unit Implementation Reports.
   • Contact a Positive Action consultant for assistance.
2. Training. Attend training on conducting assessment activities.

Part FOUR: Equity and Positive Action

Positive Action is committed to serving communities nationwide by educating and providing the tools needed to address inequities and problems of systemic racism. We have a longstanding commitment to racial equity and our goal is to be part of the solution. Now is the time for change, and it begins with our youth. All students need a learning environment where they feel respected, safe, valued, and affirmed in their individual interest, talents, social identities, cultural values and backgrounds. There are deep rooted inequities in our education system and now, more than ever, our educators need a social-emotional curriculum to help create an environment that promotes understanding, examines biases, builds multicultural relationships and creates inclusive communities. While the Positive Action curriculum alone will not solve this systemic problem at hand, it will help steer the path in the positive direction to overcome inequities in our communities.

Our Positive Action curriculum speaks a common language and our mission is to empower greatness in all individuals, schools, families and communities, no matter the age, gender, ethnicity, culture and socioeconomic level of the individual. It begins with our founding philosophy:

“You feel good about yourself when you do positive actions, and there’s a positive way to do everything.”

A powerful lever we teach on day one to all students. Your students will learn they have the power to choose to do positive actions by turning around any negative thoughts, because their positive thoughts lead to positive actions, and positive actions lead to positive feelings about themselves. All students need and desire to feel good about themselves, but struggle to know how when they are surrounded by a toxic environment of negativity. They need the right tools to know how to value and manage themselves in all areas of their lives. If they can learn to do this first, your students will have the knowledge and understanding of what it truly means to treat others the way you want to be treated. Positive Actions takes it even further and creates an environment where your students will learn and practice to see the good in others, respecting others, saying nice things to others, showing appreciation, empathy, fairness, kindness, and cooperation. This is hitting the root of the systemic racial problem. If students are not being taught these tools at home or in their communities, how can they be expected to be inclusive and treat others with respect when they are not being modeled and practiced by others? This fight to overcome the inequities that exist in our education system begins by educating and providing the appropriate tools as early as preschool and not choosing to silence the reality of our environment. Through the Positive Action lessons, your students will learn to be in touch with reality and learn their strength and weakness to turn problems into opportunities. You're leading your students to empower greatness in themselves and others, to be the change we need today for an equitable future.

Positive Action addresses systemic racism by focusing on the common feelings and experiences human beings share. Positive Action is a comprehensive, strength-based approach designed to build the self-concept and intrinsic motivation in each child. For children of privilege, they are explicitly asked to see the world through the eyes of others without their advantage. For children without privilege, they are explicitly taught to reject any thoughts, systems or beliefs that devalue them, and to see themselves as powerful and precious.

Positive Action’s equitable approach and mission is to not highlight what makes us different from one another creating a social divide, but rather unite us around what makes us the same in our own unique way. The skills that students learn are relatable, universal skills that all of humanity needs, regardless of age, race, religion, ethnicity, sexual orientation, or socioeconomic background. The program has been successful in many diverse cultural and geographical populations because of this simple universal truth. Once the skills begin to grow and take root in the students’ daily lives, they naturally take their learning home to their families. As families begin to change, communities begin to change, and ultimately, a global change in mindset and attitude evolves.

Feeling good about ourselves when we do positive actions is what motivates us to do more positive actions because we like the feeling of having a positive self-concept. Showing respect, empathy, kindness, and inclusion are positive actions, and anytime we value others and help others feel safe, we feel good about ourselves because we are treating others the way we want to be treated, even if we aren’t being treated in the same respectful way.

If a person treats another person in a disrespectful way, regardless of the reason why, whether it’s age, race, religion, ethnicity, sexual orientation, socioeconomic background, or something else, both people will feel bad, possibly even angry at themselves and at others. All humans have the need to feel respected and valued and safe, and when this doesn’t happen, positive actions aren’t happening. We all must do positive actions because it makes us feel good about ourselves, and to see real change in the world, we must believe that there is a positive way to do everything, regardless of how others treat us.

Part FIVE: COVID-19

The year 2020 will go down in history as the year the coronavirus pandemic wreaked havoc on our nation and the world. COVID 19 is now a global household word and is defined by uncertainty, stress, danger, fear, anxiety, depression, hardship and even heartbreak and sorrow.

The challenges created by it for our health—both physical and mental, our economy and social inequities are enormous. For education, the challenges are unmatched. Schools reopen amid confusion and outbreaks. There is no good answer for educators but they must try something.

In response, educators have created multiple new, untested models with which to begin this school year but, whatever model they choose, they do so with much trepidation. They know that the model they select, will be deficient and most likely need to be changed before the school year is over—maybe even multiple times.

Regardless of the model used, the problem remains that the loss of the traditional brick and mortar schools leaves education ungrounded. These schools have been the foundation for education and often the community as well. They provide many vital resources required to meet students’ social, and emotional, physical and mental/intellectual needs.

Under COVID conditions, however, schools are not able to meet these needs as they used to. Yet the needs are still critical and must be met. The harm being done to students and society without the schools’ resources is immeasurable. We need a replacement approach. By substituting Positive Action, many educational goals can still be met.

The Positive Action program meets the needs by providing teachers with tools for direct instruction in the actions students need to cope, develop resiliency and become their best selves under pandemic pressures. The program systematically teaches the positive actions for the physical, intellectual, social and emotional areas— the whole self, since the effect of the virus creates stress in in every way.

Positive Action can ground schools by being used first thing every day. Through it students will learn how to help themselves. They will see the classroom as the place they can go to receive guidance, reassurance and assistance with the challenges they face. Teachers will have the tools to reach out and help them. They will assist teachers to discover what the student’s world is like and help them.

Students are not naturally adept at discussing their feelings and situations. They need assistance and stimulus; which Positive Action provides. Without this kind of prompting they simply do not have the words to explain what they are feeling and experiencing. Through Positive Action, students can learn better and achieve more because they understand their situation and how to address it.

The program also provides tools for parents to learn the same concepts as the students so they can support their children and cope better themselves. It simultaneously works for faculty, support staff and administrators while also engaging the community. Positive Action provides hope since “we are all in this together,” and a unified and coherent message for success.

Since the arrival of COVID-19, Positive Action has been preparing for this new reality. However, the program and its goals remain the same: to teach the program with fidelity in an engaging manner. The delivery system can be adapted for whichever model you adopt: in-person in school with safety measures, remote learning or a hybrid approach.

Positive Action proposes that you teach the program with any model first thing every day throughout the school year and cover the entire curriculum. Students need to know that you will always be there for them as the day begins with good guidance and support that they seek. Students will understand that they will learn the positive actions they need to take care of themselves and others while continuing to grow and achieve in this surreal world. The program also creates intrinsic motivation to do the positive actions they are learning.

Positive Action has tools for parents, which include the same concepts and equips them to reinforce their children and help themselves. There are materials for counselors and other support people to be ready to back up the teachers. It engages community partners and others to shore up the ranks.

WHY

There are a number of reasons why Positive Action is the solution needed in this crisis.

One, the trauma students and others are experiencing due to this unseen, unknown, and unpredictable virus is frightening. We must prioritize addressing mental health with social and emotional learning because of the serious barrier they are to learning. In education, before the pandemic, we were becoming aware of the immense problem trauma is to good learning and the mental health issues it creates. Now we are seeing widespread trauma and not to just a few but to everyone including both children and adults. Those who were already experiencing trauma are now often overwhelmed with COVID complications.

Positive Action is a great antidote to trauma and mental health issues. It teaches how to take action—positive action—to address challenges because sometimes we cannot control what happens to us but we can choose how we react to it. We must learn to always elect the positive.

We also know that strong character is often developed by overcoming adversity, which is also what explains resilience. We need continual growth also; we want everyone to adapt and grow and become happy and successful.

Second, the Positive Action program has the right content. This point cannot be overstated. Positive Action content has the perfect message as well as the depth and breadth to address our terrifying pandemic and other concerns. The message is that you feel good about yourself when you do positive actions and there is a positive way to do everything. It is all there, the how-to and the intrinsic motivation to do positive actions—to feel good about yourself. It also acknowledges that there are right actions to take—wrong actions will not work. Wrong or negative actions are just that—wrong, therefore, they cannot be effective. The program also teaches the key positive actions for your whole self. Positive Action is a comprehensive program that has no equal.

Also, there is enough unique content to cover the entire school year so students can rely on getting a dose almost every day throughout the year. Positive Action has over 2,000 lessons in the whole Pre-K–12 curricula. Teachers can rely on time-tested, ready-made lesson plans and materials that they could never duplicate themselves but contain the essential concepts for teaching successful learning.

Third, providing connectivity for students to others is a huge challenge now. Students need to feel that they belong. The virus challenges make this harder to accomplish. Positive Action does it by offering a classroom approach with a curriculum that connects students to each other and their teachers. They share problems and concerns and learn that they are not alone. They want to know how to solve their problems effectively—positively.

The program also offers a school climate program to develop the school community together. This invites reinforcing positive actions and caring for each other so all can grow together.

Fourth, Positive Action works. It more than meets the ESSA standards for being evidence-based. ESSA requires one Randomized Controlled Study and Positive Action has three; it is rated as having “strong” evidence of effectiveness. These rigorous studies provide assurance that the program is effective at the highest level. They also include a wide variety of populations: ethnically, geographically and socioeconomically.

Fifth, Positive Action has many outcomes essential to successful learning. It has outcomes for improving social and emotional learning, mental and physical health, academics, behavior, character and self-esteem— simultaneously. This one-of-a-kind program eliminates the need for multiple programs thus saving time, money and opportunities.

Use Positive Action, an evidence-based program to defeat the virus obstacles education faces today.

WHERE

Where to conduct school is the big question today: in-person in the school with modifications for safety, virtually, or some combination. For whatever setting, you use Positive Action the same way by teaching the lessons and adapting them for your conditions, which is typical of the program. Positive Action has developed approaches for any model and can adapt the program for your unique situation. Please contact us for details on how we can tailor Positive Action for your model.

WHO

Positive Action is a program for everyone. It contains a whole system of tools including materials for teachers, students, support staff, parents, and community members. It has materials coordinating all members of the students ’education ecosystem providing real power to make lasting changes.

However, the heart of the program is the Pre-K–12 curricula with toolkits on each grade level for teachers. The other materials provide depth and breadth of support. Counselors and other support people have a Counselor’s kit. Parents have the Parent Handbook, the Family Kit (it’s free on our website) and a Parenting Classes kit to learn how to use the Family Kit at home. There is even a Community Kit to engage members and groups of the community in support of the school. By including everyone in using Positive Action, you have a common vocabulary, shared goals and vision that bring the full force of consistency and reinforcement for success.

WHAT

The Positive Action program is a whole system to engage the entire ecosystem for education. The system has the same message for all the components: Pre-K–12 curriculums, support curriculums for bullying prevention, drug education and conflict resolution, counseling, family and parenting, and community. Therefore, all kits can fit together in any configuration, stand alone or as an entire system.

Positive Action has the benefit of ten years under development in elementary and high school in a school district and 38 years in the Positive Action Company. It has successfully delivered Positive Action to schools throughout the nation and beyond. The company has had time to polish the program to a high sheen with the benefit of user’s feedback, research studies and endless updates and revisions. The tools are easy to use and engaging; an important characteristic for overwhelmed teachers today.

HOW

Positive Action has the right message, materials, and outcomes to meet education’s challenges today. It is a program that can be easily adapted to meet the challenges of today. There are some fundamentals that apply to any approach: the in-person, remote or a hybrid. Positive Action provides to all users the “Guide to Succeeding with Positive Action” with specific steps in preparing and adapting the lessons. In brief, there are four main steps for planning successful lessons and maintaining fidelity:

Plan—read the lesson plan in the manual and review the materials provided to enhance the learning of the lesson. Plan how you will follow and adapt the lesson plan to achieve its goal.

Prepare—review the lesson plan you outlined and carefully prepare how you will present the lesson—how you will teach the strategies and use the materials provided in the lesson plan and reach the lesson goal.

Implement—present your lesson as prepared and adapt it as you go by incorporating the feedback, discussion and input from the students, while still achieving the goal of the lesson.

Assess—throughout the lesson assess the effectiveness of it for students by checking for understanding such as asking questions about the lesson and reinforcing main concepts and goals by repeating them or writing them on the board.

Here are some examples of how to adapt Positive Action for each model:

TRADITIONAL brick and mortar with adaptations for safety:

• Do not use lesson materials provided in the lessons that are touched by multiple students. For example, there is a bean bag tossed back and forth to students in the third grade curriculum. Alternatively, suggest that students do it at home with family members using a pair of rolled up socks.
• Use the envelope provided in each teacher’s kit for storing all materials each student will be using throughout the year. Have students put it in a place that only they will touch such as a backpack.

VIRTUAL

• Obtain from Positive Action digital copies of activity sheets, posters and other visuals to include in your lesson plans. Show the digital version and use as directed in the lesson.
• Ask students to visualize the printed materials used in the lessons if a digital version is not included.
• Ask students to draw what they think the material used would look like and share with others, if possible.
• Have a class phone call each morning since under some conditions it is the best way to reach students. Teach the main concepts of the lesson and encourage students to discuss while allowing time for an exchange of concerns and ideas that students have about the world in which they live.

HYBRID

Keep in mind the suggestions for both models when adapting for combining the models. Use the envelope with the printed materials in it with both models—in-person, and the remote classroom. Use the posters with the inperson model and ask students to remember how it looked when they were in the actual classroom or use a digital version when they are remote.

There are many more ideas for how to adapt Positive Action for the different models. Contact Positive Action for assistance on how to adapt the program specifically for your own customized model. We are continuing to collect ideas for adapting so we can share them with you as soon as we receive them. We are impressed with all of the creative ways we are hearing about how you are adapting the lessons to these trying times and will gladly share them with you.

Contact us now to learn how we can create a plan your school that will produce the results so needed today.

Concluding Thoughts We are pleased that you are joining the Positive Action family. We know that with your expertise and commitment to implement the program for success as outlined in this guide, you will embark on a journey that will take you to a new level of achievement in reaching your goals and aspirations. Positive Action inspires a positivity that unlocks the potential of not just the students but those who deliver it as well. Your setting can offers and use your influence to make it accessible to all. Best wishes from all of us here at Positive Action !