!

u r n a me here

____________
insert y o

MY LIVE TRAINING
WORKBOOK
PLEASE KEEP THIS WITH YOU THROUGHOUT LIVE TRAINING

2 0 2 3 - 2 4
Elementary
Right Club
Copyright ©2023 Right At School LLC. All Rights Reserved. The content and information contained within are intended for internal company use only and may only be
accessed by current Right At School employees. Any sharing, copying, or reproduction of this material is forbidden without express consent from Right At School.
1
Welcome!
2023-24 marks the twelfth year of Right At School, and thanks to passionate and
dedicated professionals like YOU, we continue to expand our reach across the
United States! Since our inception in 2011, we have grown from serving 200
students in a single city to over 60,000 students today in various states across the US!
From the bustling streets of New York to the sunny shores of California, from the
vibrant communities in Georgia to the vast landscapes of Texas, you are an integral
part of a national movement to ensure that student enrichment is not only safe and
meaningful but also brimming with lasting FUN memories for children and families
alike!

We genuinely hope that your training experience will be just as enjoyable, secure,
and engaging as our programs. We want you to rediscover the joys of being a kid,
and most importantly, we want you to feel confident in all aspects of Right At School,
especially when it comes to ensuring the safety of our students.

Wishing you a safe and FUN-filled school year! We extend our heartfelt THANKS to
you for bringing the Right At School mission to life in countless communities
nationwide!

Sincerely,

Brenna, Todd, Andrew, Ashley & Mike

Right At School Training Team

2
 e
To R flect

Time
?
My Childhood Hero

How did this person make

My childhood hero is my mom.I admired how she could manage
you feel as a kid? both her work and home. her multitasking

MY LIVE TRAINING
WORKBOOK

3
 e
To R flect

Time
?
Mission
Our mission:

To inspire a love of learning, support schools, and give parents peace of mind.

How can we inspire a love

of learning in our students?

Who are the people in our

schools?

How can we give families

peace of mind?

Students:
We are masters of Disguised Learning ™
We are safe, engaging, and meaningful
We are positive stakeholders

Schools:
We are a part of the community
We are guests in our school buildings
We are partners in our students' learning

Parents:
We are advocates for their child
We are the positive end to a parent's workday
We are the connection between the parents and the school

MY LIVE TRAINING
WORKBOOK

4
 m y d a y
t c o u l d
h a ?
W
loo k l i lik e
Professional Expectations:
Timely arrival & clocked in as scheduled
Dress code (RAS shirt, badge, professional appearance)
Ready to focus on kids, safety, and FUN!

5
Program Manager (PM) Arrival
Expectations:
Safety forms printed out and on clipboards
Certain of which students are enrolled for the day
First Aid bags stocked and walkies and tech charged

P M C LI P B O A R D S E D U C A T O R C L I PB OAR D S
Name-To-Face Count Form (if in Name-To-Face Count Form (if in
ratio) ratio)
Blank Incident/Injury Report Blank Incident/Injury Report
Special & Medical Special & Medical
Needs/Allergies Needs/Allergies
Missing Child Procedures Missing Child Procedures
I-ESCAPE & Refocus Forms I-ESCAPE & Refocus
Internal Roster (authorized Active Shooter Protocol
pick/emergency contacts) Safety Shields Matrix
Active Shooter Protocol
Safety Shields Matrix
Attendance Roster
Printed out no more than 2
hours before (most up-to-
date)
Placed at Family
Information Table or taken
with you for Parent Pickup
outside)

MY LIVE TRAINING
WORKBOOK

6
Educator Arrival
Expectations:
Daily Team Huddle (Who’s doing what and when? Reminders? Feedback?)
Supplies out (fitness, homework, curriculum, snack, and quiet activities)
Name-To-Face groups

FIRST AID & ME DI CAT ION CHARGED PROGRA M TECH

Stocked and taken everywhere. Walkie-talkies
Locked away in original container Program phone (personal phones locked away)
Parent Waiver & Medication Log Chromebook

FAMILY INFORMATION
CURRI CUL UM
TABLE
Printed out or downloaded Latest marketing flyers
For Daily Double (or Choice Days), and Right Updated contact information
Moves game Photos (check photo auth. list) of kids and curriculum

BASKETS FOR BELONGINGS HOMEWORK SUPPLIES

Placed so students can gain access to their Pencils, erasers, paper, markers, sharpeners,
things without having to climb on other baskets rulers, calculators, scissors, and glue sticks.

QUIET ACTIVITIES ACTIVITES SUPPLIES

Books, puzzles, and quiet board games (e.g. not Snack choice, physical fitness equipment, and
Jenga) curriculum supplies

MY LIVE TRAINING
WORKBOOK

7
 Team HuddleededAgenda
for Day One ONLY
crossed out boxes not ne
Date: Program: Program Time: AM ◻︎PM ◻︎Full Day ◻︎
Program Type: RC ◻︎KWrap ◻︎Camp ◻︎PreK ◻︎

Staff (and Name-To-Face group):

Monthly I AM: Weekly Just-in-Time 9 & Right Bite: Today’s focus, staff reminders, and special notes:

Welcome & Attendance Bathroom & Snack

Staff Lead: Staff Lead:
Staff Support: Staff Support:
Activities: Game outside bathrooms:

Town Hall Right Moves

Staff Lead: Staff Lead:
Staff Support: Staff Support:
G - Attention-Getter: 10-minute, fitness game:
R - Reminders for kids:
O - Open It Up (fun group Playright Fitness
activity):
U - Uplift (thing to celebrate): Staff Lead:
P - Transition to next activity: Staff Support:
Instructor-led game:
Homework Help
Curriculum
Staff Lead:
Staff Support: Staff Lead:
Quiet Activities: Staff Support:
Daily Activity:
Choice Day?: Yes ◻︎No ◻︎
Choice Clubs
Student-led project:
Staff Lead:
Staff Support: Staff Dismissal
Choice Clubs:

8
 , Behavio
nts

rG
e
ABCs

Anteced

uidance, &
s-
Positive Guidance
Con e
sequenc

Positive Guidance Negative Punishment

Assumes child can learn, grow, improve – Assumes child cannot learn & must be punished – BEHAVIOR
1 UNDERSTANDING & LEARNING are focus MANAGEMENT is focus

2 Adult is proactive, intentional, logical Adult is reactive, emotional, illogical

Solution-focused: examines program, staff, environment,

3 processes, etc. for cause
Problem-focused: assumes child is cause

4 Respects the child both publicly & privately Degrades, humiliates, or embarrasses the child

5 Builds child’s esteem, hope, self-confidence Lowers esteem, frustrates, angers, hurts chil

6 Provides emotional support Emotionally abandons child

7 Builds trust between child & adult Socially isolates child from adults & peers

8 Supports efforts to improve, each day is new Blocks efforts to improve, brings up old failings

9 Results in personal growth & positive change Results in personal defeat & negative behavior

MY LIVE TRAINING
WORKBOOK

9
 t Group
kou

s
Brea
Classroom Management
A ntecedents

what WE do to preven
t a behavior

positive uncontrolled

B ehavioral guidance
negative

natural

C onsequences
restorative

What are the two main

causes of negative
behavior?

How do we avoid
power struggles?

Why is it important to
include details in
incident reports for
behaviors?

MY LIVE TRAINING
WORKBOOK

10
Welcome & Attendance
Expectations:
Completed within 15 minutes
Greeting every student with a smile using their name
Consistent staff placement, actively supervising, and keeping students engaged

What did you notice

about students AFTER
they were checked in?
What were they doing?

Why should we care

about the school's
expectation for how we
conduct attendance?

How are we going to

ensure we always face
the door and keep
everyone secure?

Why do we limit
attendance to 15
minutes?

MY LIVE TRAINING
WORKBOOK

11
 It Togeth

er
Puttin
Missing Child Procedures
Expectations:
Missing Child Procedures initiated within 15 minutes of school dismissal
Checked-in students kept engaged with other activities
Staff remain calm and methodical

What activities/games
will we do during
Missing Child
Procedures on Day
One?

What do we need to do
if a student or teacher
says that they think a
missing child went home
with a parent?

MY LIVE TRAINING
WORKBOOK

12
Missing Child Procedures

MY LIVE TRAINING
WORKBOOK

13
 It Togeth

er
Puttin
Effective Transitions
Expectations:
Started with 5-3-1 warnings and attention-getters
Completion of Name-To-Face
Follow schools expectations in hallways. E.g. volume level 0, using stop signs etc.
1

5 s
min 3
mins
5 -3- 1 WA R N I N GS
Give students the time they need to 2
1
min
move on to the next things by giving A T T E NT IO N - GE T T E RS
them plenty of warning. Gain everyone's attention with a fun
and fresh attention-getter.

3 CL E A R E X P E C T A T I O NS
4
(TO LINE UP)
Keep students successful by giving them N A M E - T O - F A CE ( L EA VI N G)
N2F

three clear, age-appropriate expectations. Use your Name-To-Face Count Form to ensure
all students are accounted for before you move
onto the next portion of the program.
5

3 CL E A R E X P E C T A T I ONS
(FOR THE HALLWAY) 6
When students are ready to move onto the T R AN S IT IO N AC T I VI TY
next portion of the program.
Transitions can be the most fun part of a
program. Find a fun way to travel (e.g.
zombies, favorite mammal, sideways).
7

N AM E - T O - F A C E ( A R R IV I NG)
N2F

Use your Name-To-Face Count Form to ensure

all students are accounted as they arrive at the
next location At the door
-
MY LIVE TRAINING wait for mo
WORKBOOK Effective Transitions re!
Guide (download pdf)

14
 It Togeth

er
Puttin
Attention-Getters
Expectations:
New attention-getter introduced and practiced weekly to keep them fun and fresh
Staff model to students how to respond whenever a coworker does an attention-
getter
Give instructions when 90% of students are ready, to keep momentum

Choose an attention-
getter to calm students
down. For example ,the
noise level is getting too
high for homework

Choose an attention-
getter for when you
can't use your voice.
Think a clapping rhythm,
or using motions

Create an attention-
getter to use to get kids
excited using a pop
song, or TikTok dance
thewiki
eck
#ch

Online Library
Right At School's

MY LIVE TRAINING
WORKBOOK

15
 It Togeth

er
Puttin
Transition Activities
Expectations:
Find imaginative ways for students to move through the hallways. For example,
like their favorite animal or even vegetable
Play a game with students while waiting to transition out of the hallway
Maintain appropriate volume-level for teachers working in classrooms

Write down three

examples of how
students could move
through the hallway.

Write down three

games you could play
while waiting for the
bathroom

MY LIVE TRAINING
WORKBOOK

16
AB
 ing Query
ns

Lice
Bathroom & Snack
Expectations:
Staff encourage good hygiene practices, e.g hand-washing, self-serving, and
cleaning up
Students are kept engaged and peer conversations are nurtured to create a
sense of belonging
Program spaces are clean before and after use

t Group
kou
Town Hall

s
Brea
Expectations:
Build strong daily connection so that students feel like they belong, are unique,
and celebrated
Utilize G.R.O.U.P. to keep Town Hall structured and keep brief (5-7 minutes) so
younger students aren't sitting down for too long
Remind students of schedule & expectations daily to set them up for success

Gather - How will you

gather your students
together?

MY LIVE TRAINING
WORKBOOK

17
 t Group
kou

s
Brea
Remind - What
reminders will you have
for students? How will
you tie these back to the
Right Club Promise?

Open It Up - What
activities will you do for
each day of the week?

Uplift - What can you

celebrate about your
students or the school
community?

Prepare to transition -
How will you move your
students into the next
section of the day?

MY LIVE TRAINING
WORKBOOK

18

I-ESCAPE Conversation
Expectations:
Privately and respectfully address the behavior
Use positive language throughout
Check ourselves for any heightened emotion
Intervene
Intervene calmly and respectfully,
taking the student aside for a
private conversation.
Support
Support the student by inviting and
listening to their side of the story.
Alternative
Show empathy for the student’s
feelings and ask what alternative
action they could have taken.
Enter
Enter back into the group, monitoring for successful
reengagement and providing immediate, positive
feedback to student about improvements seen.
MY LIVE TRAINING
WORKBOOK
19
t Group
kou
s
Brea
Explain
Explain the specific behavior you
observed. State this factually,
without judgment or emotion.
Focus on the problematic
behavior, not the student as a
person.
Connect
Connect the conversation back to
specific program expectations
(respectful, active, fun, safe).
Plan
Plan with the student what he/she
will do once back in the group.
(Note: you can discuss a student
making amends with others, but do
not require it – forced apologies
are meaningless.)
 t Group
kou

s
Brea
I-ESCAPE Conversation
Expectations:
Privately and respectfully address the behavior
Use positive language throughout
Staff check themselves for any heightened emotion beforehand

Choose one of the

following and discuss
how you would have an
I
I-ESCAPE conversation
with the student:
1. You hear a fifth-
E
grade student say
something S
inappropriate
loudly over their
homework
C
2. A kindergartener
isn't sharing a
basketball with
A
their peers
3. A third-grade P
student is being
disruptive in Town
Hall E

MY LIVE TRAINING
WORKBOOK

20
 It Togeth

er
Puttin
Right Moves
Expectations:
10 minute fitness blast (outside if weather permits)
Get the wiggles out before Homework Help
Safe, fun and energetic

Write down 3 other

quick games you can
play that will wear
students out

Need some more ideas?

ckthewiki
e
#ch

e
Guid
Library
ol's Online
Right At Scho

e s
ov
t M
Righ

MY LIVE TRAINING
WORKBOOK

Back Tag
h t B it e s
21R ig
 t Group
kou

s
Brea
Homework Help
Expectations:
All homework MUST be completed (not necessarily correct) with students being LED to
answers, not given them
Appropriate atmosphere, between 30 to 60 minutes, to be maintained by staff with supplies
being readily available
Quiet activities to be laid out for those who have completed (or did not receive) homework

How do we use homework

as a way of partnering with
parents?

Why do we promise that

homework is complete NOT
necessarily correct?

Why do we ensure students

have homework supplies out
on their tables and provide
quiet activities for those
who've completed their
work?

A fifth-grader asks you for

help with this question. What
do you do?

t h e n p u t t hem in order
,
se exponents
Work out the t to largest.
from smalles
9³ 8⁶ 7⁹
5⁶ 2⁹ 6⁴

MY LIVE TRAINING
WORKBOOK

22
Medication
Expectations:
ONLY issue the correct dose from medication the parents have given us directly
(as school's medication may be different OR inaccessible for staff during
program)
Record medication was administered in the medication log
Medication should be stored in original container, inaccessible to students, and
only issued by staff members

Medical Emergency
Response Plan
Expectations:
Students who have medical condition that may require emergency treatment
(such as seizures, attacks, organ failure, etc.)
Response Plan MUST be completed before student starts program by both parent
AND physician
Staff to only sign response plan when they have been trained to administer
treatment

MY LIVE TRAINING
WORKBOOK

23
 t Group
kou

s
Brea
How are you going to
ensure that:

all students receive the

medication they need at
the right time?

staff are never left alone

with a child to
administer medication?

medication is still the

correct dose, hasn't
expired, or is replaced
when needed?

medication is carried
with you everywhere the
students are?

MY LIVE TRAINING
WORKBOOK

24
 t Group
kou

s
Brea
Playright Fitness
Expectations:
20 - 40 minutes of active group or free play outside
Keep students engaged while being an active supervisor
Bring first aid and take student belongings outside (and place off ground if possible) for
speedy parent pickup

Playright Fitness is a heavy

time for family pickup. What
can we do to speed up the
pick-up process?

How will we know we have

all of the tools (e.g. first aid,
Incident/Injury Reports,
sports equipment etc.) we
need to have a great
Playright Fitness?

Why do we ensure students

are never "out" in our games?

MY LIVE TRAINING
WORKBOOK

25
 t Group
kou

s
Brea
Incident/Injury Reports
Expectations:
Should only contain pertinent, objective facts (no opinions or judgments)
All sections to be completed fully
Does it contain all of the information a family member would want to know?

What questions would you

want answered if you were
picking up Jerome and
signing the report...?

Refocus Conversations
Should only be used
if consistent positive guidance from all staff, I-ESCAPE conversations and parent partnership,
haven't affected student's behavior
anytime restoration is needed (e.g. physical or verbal aggression)
to remind and guide students of expectations, NEVER to punish them

MY LIVE TRAINING
WORKBOOK
A B Cs
26
 t Group
kou

s
Brea
Incident/Injury Practice

MY LIVE TRAINING
WORKBOOK

27
 t Group
kou

s
Brea
Daily Double/Triple Play
Expectations:
Use curriculum calendar and thematic units in order
Set aside resources for student-led project AND an Imagination Station for Triple Play days
Ensure Choice Days activities comply with Right At School curriculum guidelines

How will we keep track of

Choice Days?

Where can we find extra

resources for student-led
projects without having to
spend anything?

Where should we be looking

for curriculum ideas for
Choice Days or camps?

thewiki
eck
#ch

Library
l's Online
Right At Schoo

MY LIVE TRAINING
WORKBOOK

28
 t Group
kou

s
Brea
Family Pickup
Expectations:
Greet every person that enters the room with a smile, ask for IDs and check app
Build relationships with ALL parents – (even the shy ones) and refer to them by name once you
know them
Connect with family member over their child. Share a nugget from the day, and respectfully
and privately discuss any issues

Why must we always check

IDs against the authorized
pickup list?

Why do we care about

building relationships with
families?

What kind of nuggets can we

share about a student's time
in our program?

How do we keep families

informed about things
happening in our program?

MY LIVE TRAINING
WORKBOOK

29
 t Group
kou

s
Brea
Choice Clubs & Free Play
Expectations:
Provide limited hands-on choices indoors (as heavy parent pick-up time)
Guide kids to put away items throughout program & before departing
Staff circulate to continually engage and maintain a calm, productive atmosphere

Program Take Down

Expectations:
Leave every space better than you found it
Documents (Attendance Roster, Name-To-Face, Medical Logs etc.) completed and filed away
Supplies stored safely and technology locked away

What can we do to ensure

the spaces we've used are
left better than we found
them?

Who will be responsible for

putting what away?

When is a good time to start

putting things way?

MY LIVE TRAINING
WORKBOOK

30
 e
To R flect

Time
?
Why did I join Right At School?
Write about what drew you to
Right At School. Think about:

What you like about

working with kids
What you want to achieve
with us
How you can be a
Childhood Hero to our
students
What stands out to you
about Right At School
Which part of our mission
resonates with you the most
What are you most excited
for in your role?

MY LIVE TRAINING
WORKBOOK

31
PROGRAM MANAGER
TRAINING

32
 Leadership
In your opinion, what are some qualities that make
a great leader?

33
 Setting Expectations
Some expectations my supervisor has set for me as a Program Manager:

Some expectations I want to set for my team include:

34
Program Manager Focus's
Staff Management:

Site Operations/Safety/Relationships:

Classroom/Behavior Management:

35
:

36
 Mandated Reporting
Answer the following questions after watching Mandated Reporting 1 & 2"

Who is able to make a report?

When should a report be

made?

Who needs to be informed

when a call is made??

How long do you have to report

suspected abuse/neglect?

The intake phone number for

my district is (scan QR code):

Discuss: How would you support an employee who was unsure about
completing an intake call?

37
 Medications, Allergies, and Special Needs
Check your knowledge; don't be afraid to work together!

What Paperwork is needed on

file for a child with medical
needs?

Where does RAS store

medications?

What paperwork is needed to

give medications to students?

Where can I find student

allergies listed?

Where should the Medical

Information Report be stored?

What should I do if a child

enrolls that has special needs?

Where can I check for new

student enrollments?

What is needed on site for a

child with life threatening
allergies or medical needs?
38
Q&A-For Licensed State's Only
What does it
mean to be a
licensed site?

Who is the RAS

licensing Specialist
for my state?

Did I take the Paycom

licensing course for my
state? Were there any
elements needing
immediate consideration?

Are there any

questions I have
about leading my
team at a licensed
site?

Where else can I

learn about
licensing?
HINT: Scan QR
Code!
39
 The 5 Step Feedback Formula
Two Purposes of Feedback:
Encourage and replicate positive behavior/actions.
Improve behavior/actions that are having a negative impact.

Intro the conversation

Enter with positive intent & begin with a micro-"yes" "Hi there, can I share some
Alerts they are about to receive feedback/creates buy-in to do so feedback?"
Express empathy (they should feel that you are their advocate): "Please know I am here to
"This conversation is to help, not hurt..." support you."
"If I were in your shoes, I would want to know..."

Describe the observed behavior/action & the impact "I noticed today was the 3rd
Should be a recent, observed example, be specific tardiness. I feel worried when
Use "I" statements: "I've noticed..." I don't see you in the
An "I" statement focuses on expressing beliefs & feelings in an program at 3:15 because I
assertive yet non-blaming way care about you. It also puts a
Describe the consequences of the behavior/action strain on your teammates..."

Ask for their perception of the situation "Please share with me what
your view of the situation is."
Ensures the conversation isn't 1-sided/allows them to speak on their behalf "What I'm hearing you say is
The recipient can ask questions and share their point of view the bus has been late recently.
Employ Active Listening "So what I'm hearing you say is..." That must be frustrating."

Make a suggestion or request "I'd like to offer some ideas,

Now informed with their perception, offer a solution or expected outcome let's check the bus schedule
Give the benefit of the doubt - if they knew a better way to do it, they together - perhaps they
would do it another way changed it. You may need
Brainstorm ideas together for how they can approach the situation to leave home earlier if so."
differently in the future

"To summarize, going

Build an agreement & thank them forward we agree that
Ensure there is a plan for what they will do going forward & create you're planning to leave
accountability (document) home earlier to arrive to
Ask how they are feeling and if they have any final questions or comments. program by 3:15."
Say "Thank You"! Create closure and share appreciation for their "Thank you for taking time
willingness to have this conversation to talk with me today!"
40
 The 5 Step Feedback Formula
are conversations are a small amount at a time
Feedback
are in person & private are planned out
Conversations: are recent (don't wait!) are constructive AND positive

Pick one of the three practice scenario's and make a plan for how to address it below. Role play the feedback with a
fellow program manager. NOTE: What went well during this conversation? What was difficult about it?

What is the reason for giving this feedback?

________________________________________________________________________________________

How recent did the issue occur that you need to give feedback on?
________________________________________________________________________________________

When & where will give the feedback?

________________________________________________________________________________________

Plan ahead what you want to say:

Step 1 ________________________________________________________________________________

Step 2 ________________________________________________________________________________

Step 3 ________________________________________________________________________________

Step 4 ________________________________________________________________________________

Step 5 ________________________________________________________________________________

Overall, how did it go?

________________________________________________________________________________________

Is there anything you would have done differently?

________________________________________________________________________________________

Will you use the Five-Step Formula in the future (why/why not)?
________________________________________________________________________________________
41
 Parent/Guardian Connections:
Concerns
"It takes forever to sign out my
child. I always have to wait
almost 10 minutes!”

At Right At School Part of our mission is that we “...support schools and give parents peace
of mind.” We do that through great customer service and professional problem-solving.
Let's look at the A.E.R. model on how we can first respond to this parent:
"I understand

Acknowledge: “I understand that…”

“If I’m understanding you correctly…”
“So what you’re saying is…”
you’ve had to wait
a long time on
“Did you mean to tell me X?” several occasions.
“Let me know if I’m getting the story right…”
“What you’re saying is…” I sincerely
apologize…”

E mpathize
“I can understand why that makes you angry…”
“If I were in your position, I would feel the same way.”
“That would frustrate me too.” “That would
“I would be asking the same questions as you are.” frustrate me
“I would come to the same conclusion.”
too…”

Reassure
“I’ll be more than happy to help you!”
“I am sorry to hear that this happened to you. I will be more
than happy to assist you today and get this issue fixed.” “Here’s what
“I am sorry you had to deal with this inconvenience. Let’s get
this taken care of.” we’re going to
“I understand why this is upsetting – I would feel the same help with
way. Here’s what we are going to do to get this resolved.”
this…”

Use A.E.R. to respond to one of the practice scenarios listed.

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
42
 Parent/Guardian Connections:
Building Relationship
Bridging The Gap
We know our programs are incredibly fun and engaging but with many of our parents not
able to see our programs in person it's extra especially important to be able to share what's
happening in our programs and how their child is an integral part of our Right Club
community. Remembering that peace of mind for our families is part of our mission,
partnering with them in a positive way must be one of our top priorities.

Here are some positive conversations starters you can use with your families today.

Curriculum
Using the thematic activity as a starting off point:
What part did their child enjoy the most?
"Deandre really enjoyed planning their
project today."
What skills or strategies were being enhanced or
used through the curriculum?
"Ryder was developing his problem-solving
skills this afternoon in Daily Double."
What upcoming activities do you think their child
will enjoy, and why?
"Next week, we'll be talking about space,
which we know Savanna loves."
Right Moves
What game did you play with your students today?
"Cody loved playing Back Tag today. You should
have seen his smile."
What strategy was the child using to win the game?
"Sarai had a great strategy for Battleball with her
team today.
Social
Using the I Am for the month:
What has that child done to exhibit that characteristic
today?
"Santino was really brave trying new things today."
Who was that child working successfully with today?
"Avah and Darwin were working well together on
their student-led project."
Family Values
Using Town Halls or group discussions to listen out for
family values:
What did the family do at the weekend?
"Tiana was telling us about your trip to the
museum on Saturday. That sounded fun."
What interests does the child have at home that they
shared about?
"Zara shared about your new dog. While we're
still only enrolling children at Right Club, I'm sure
we could make room for him."

Top Tips Group Think

Whenever we address our students, we should get down on their level so As a team, discuss how
we're at eye-level with them, especially at Parent Pickup. This shows the
you can share nuggets
family member that we are serious about what their child is saying.
so that whomever is
Ask students if they have everything with them.
Sami doing pickup can share
Remind them of tomorrow's activity to generate excitement.
tridge Elsoem enta ry, WA with the family member.
PM at Spiristarters
Mix up our conversations that family members feel like we have
something unique to share with them. 43
 Attendance &
Missing Child Procedures
Safety Expectations – Attendance & Missing Child Procedures:

“Hello Johnson family, this is Ms. Hope from Right At School afterschool
program at Washington Elementary. We have Mya on the roster to be
in the program today but she hasn’t checked in yet.
Please call back to confirm you picked her up early. I will keep trying
until I reach someone and will start reaching out to emergency contacts.
Thank you.”

“Thanks for calling back! We totally understand; life gets busy! For next
time, just send me an email or leave a voicemail or text message on the
site cell phone if Mya won’t be in program and we’ll update the roster.
Thank you!”

“Hello Johnson family, this is Ms. Hope from Right At School afterschool
program at Washington Elementary. It’s 6:05 and we have Mya still
here with us in the program. The program closes at 6:00 & we’re just
calling to see if someone is on the way to pick her up. She’s doing great
and keeping busy with some art projects. We’ll stay with her until
someone arrives to pick her up. I will keep trying until I reach someone
and will start reaching out to emergency contacts. Please call back to let
us know. Thanks!”

44
 Incident Reporting
how to properly write & review site reports

Incident Reporting: the importance of accuracy and staff comfortability

Incident reporting is one of the most important concepts for RAS leaders to understand. Documentation not only
protects the student's in our program, but accounts for our staff's safety and company reputation by giving a
detailed account of accidents/incidents so that parents and guardians really CAN have peace of mind without
questions or confusion!

Circle which of these incidents you would fill out an incident/injury report:
taken from real examples - answers on page 3!
A. An Educator pointed out that Jessie has an unexplained scratch on her face.
B. Leslie cussed today in program and proceeded to stamp her feet.
C. Tommy and Zeke hit each other on the playground leaving no marks.
D. Tommy and Zeke hit each other on the playgroup leaving a bruise on Zeke's arm.
E. Jenni became agitated and ripped up the papers on the Program Manager's desk.
F. Justin says a basketball hit him on the top of his head but is acting completely normal.
G. Blake talks about hurting others.
H. Sarah pulled down her pants in program as a joke.
I. Brittany threw a computer monitor and cracked it.
J. Norah and Lacey were playing by dragging each other by the arms; Lacey gets a small
rug burn on her back.

WHEN are we reporting? WHAT are we reporting?

Any incident or accident that leaves a mark of
any kind on a child.
Any incident involving a physical
altercation/unwanted touch between students.
Any reported/suspected head bumps or injuries.
Any extensive property damage.
Any concerning threat or remark made by a
student.
The antecedent (what exactly was happening prior to
the incident taking place?).
The behavior, incident, or accident.
Details: How long the behavior or incident lasted, direct
quotes, staff who were involved, location of event, etc.
The follow up: What interventions were used and
successful? Who attended to or debriefed with the
child? Did restorative practices take place? Are other
follow ups needed?

HOW are we reporting?

Always using an incident report AND a verbal account of what happened.
With empathy and a positive guidance lens: remembering that behaviors are a direct response to the child's environment and do not
make up a child's personality.
With a "strengths perspective" attitude: when reporting an incident, we want to make sure we also list all of the good moments,
choices, and behaviors that were made (especially if the child has repeated behaviors- we want parents to feel we are partners
working to serve their child).
With accuracy and without bias; making sure we have taken all proper steps to investigate & follow up without naming other
students.
45
 Incident Reporting
how to properly write & review site reports

THE OPENING
CONVERSATIO
"Jack followed N:
all directions
today & was
able to quickl
redirect himse y
lf when
frustrated. H
ere is an inci
report to expl dent
ain more."

ANTECEDENT:
ing a card
"Jack was play
free time &
game during
ted upon
became escala
losing."

....
TH
"Jack E INCIDE
bega N
wall n pun T:
repe c
ated hing the
ly, br
his h uising
and."
....

THE DETAILS:
o minutes,
After about tw
le to
the PM was ab
by fering
of
redirect Jack
e.
a walk outsid
....

THE FOLL
OW UP
Jack was
given ice
bruises a for his
nd was a
debrief w ble to
ith the PM
alternativ about
e coping s
kills.
....

ROLE PLAY:
At your tables, role play with a fellow program manager how you would present this incident report to a
parent. What went well in the conversation? What was difficult about it.

GROUP THINK:
What situations may require more than just an incident report (I.E. a mandated reporting call, a call to
parents/guardians, etc.?

46
 Incident Reporting
how to properly write & review site reports
ANSWERS: Which of these incidents you would fill out an incident/injury report?

A. An Educator pointed out that Jessie has an unexplained scratch on her face.

B. Leslie cussed today in program and proceeded to stamp her feet.

INTERVENTION PLAN: Avoid attention seeking behavior by addressing the root cause of frustration, redirecting
negative behavior, reinstating classroom expectations, and moving on.

C. Tommy and Zeke pushed each other on the playground leaving no marks.
INTERVENTION PLAN: Understand it can be normal and age appropriate for students to become frustrated with
each other; reinstate classroom expectations and use as a teaching opportunity to use alternative coping skills
when frustrated.

D. Tommy and Zeke hit each other on the playgroup leaving a bruise on Zeke's
arm.

E. Jenni became agitated and ripped up the papers on the Program Manager's
desk.
INTERVENTION PLAN: Avoid attention seeking behavior by addressing the root cause of frustration, redirecting
negative behavior, reinstating classroom expectations, and moving on.

F. Justin says a basketball hit him on the top of his head but is acting
completely normal.
NOTE: Always report an incident that involves being hit in the head; anything that could've rattled the brain is
reason for a routine informational call to a parent/guardian just to be safe.

G. Blake talks about hurting others.

H. Sarah pulled down her pants in program as a joke.

I. Brittany threw a computer monitor and cracked it.

J. Norah and Lacey were playing by dragging each other by the arms; Lacey
gets a small rug burn on her back.
47
 Setting Expectations Part 2
The student expectations I will set for my program:

Don't forget to have staff and students add to your list on day one!

Our daily schedule will look like (rough-draft):

Don't forget to post the schedule, review it daily, and make changes/inform
students of changes as soon as you know they are happening.

Project Brainstorm:
PRO TIP: Once you have established expectations with your students, send a
Jumbula campaign to families of the program to let them know what we agreed
48
upon for a stronger partnership opportunity.
 Classroom
Management Review
Classroom management will help structure your program, provide organization
for your staff team, and ensure predictability for your students. As we review
some important classroom management principles, fill in the blanks below.
Remember: Each one of these practices is an example of an
"Antecedent" from the ABC's of Behavior!

1. Set ___________________ with your Team AND your class.

Have a visual representation of these elements as a reminder.

Set up your program based on your sites needs. This may include
2. making changes to your daily ___________________________.

3. Group students by ___________ FIRST, then by group ___________, and then consider the
amount of ______________, making sure one class doesn't have too many high needs.

It is mandatory that I conduct a 10 minute

4. daily __________________________ with my site's staffing team.

I need to reach out to my _________________________

5. FIRST if I have concerns about as student's behavior in program.

6. I can find additional behavioral tools on the RAS _____________.

49
 Day 3 Game Plan
Space Walk
30 min Walk around together to get familiar with all program spaces indoors and out.
Note where all transitions/Name-to-Face Counts will occur.

Talk It
Talk through the entire program schedule, from set-up to take-down. Plan who’s
30 min
doing what for each moment of the program based on strengths, interests, and
fair distribution of duties.

Walk It
Run a “dress rehearsal” with the entire team taking on their assigned roles and
doing full a run-through of the whole program.This is a figure-it-out time to work
out kinks of who’s doing what, when, where, and how. Practice actual set-up and
45 min
take down, attendance, TownHall, attention-getters & transition games, Name-to-
Face, curriculum & fitness activities for Day1, etc. as if children are present. Move
through the full program space and schedule, but abbreviate times for things like
homework.

Debrief
15 min Talk about what went well, what needs to be smoothed out, where there’s still
confusion or uncertainty.

10 min Break

45 min Walk It Better Than Before!

15 min Debrief II

Uniquely US!
20 min Discuss any site-specific nuances (program ties to the school’s initiatives, children
you know have special needs, licensing considerations, etc.).

Final Touches
30 min
Finish any set-up for the first day of programming.

50
Systems Review
Review your login information for the following systems as
well as their primary function. Take notes on anything you
may need to remember:

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

SNACK __________________________________________________________________
__________________________________________________________________
__________________________________________________________________

51
 It Togeth

er
Puttin
Example Name-To-Face

52
 It Togeth

er
Puttin
Name-To-Face Customization

E
Now it's time to practice customizing our Name-To-Face Count Forms.

PL
08.28.2023

twin creeks
✔

ras
M
daniel
noah
SA

ide
-Face gu
Name-To a d s
nlo
and dow
53
Copyright ©2023 Right At School LLC. All Rights Reserved. The content and information contained within are intended for internal company use only and may only be
accessed by current Right At School employees. Any sharing, copying, or reproduction of this material is forbidden without express consent from Right At School.

54