1 Metro COHORT 9 TRAINING DAY 2 School-wide Systems – STEPS 4 AND 5 Cohort 7 August 8, 2013 Curtis Slater, Associate Principal, Wayzata East Middle School Adapted from George Sugai

“There is no power greater than a community discovering what it cares about.” -- Margaret Wheatley--

Objectives for the Session Teams will develop a plan for teaching school-wide expectations (Step 4) Teams will develop a plan for obtaining staff input and buy-in for their drafted plan Teams will complete Step 5-Develp Procedures for Teaching Classroom-wide Behavior Expectations

SWPBS Logic! for students Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, durable, salable, & logical for all students (Zins&Ponti, 1990)

School-Wide Positive Behavior Support School-wide PBS is: –A systems approach for establishing the social culture and behavioral supports needed for schools to be effective learning environments for all students. Predictable Positive Safe Consistent

Eight Steps Planning Guide

9 Indicators of Effective Schools 1. A clear and shared focus 2. High standards and expectations for all students 3. Effective school leadership –(create school culture conducive to student learning) 4. High levels of collaboration and communication 5. Curriculum, instruction and assessments aligned with state standards 6. Frequent monitoring of learning and teaching 7. Focused professional development 8. A supportive learning environment 9. High levels of family and community involvement Office of the Superintendent of Public Instruction, 2003 PBIS Applying the Science of Implementation – Resulting in Highly Effective Schools

School Rules NO Food NO Weapons NO Backpacks NO Drugs/Smoking NO Bullying Redesign Learning & Teaching Environment

General’s Salute: “As Generals, we are Prepared, Respectful, and Responsible.”

High School

Responsibility Outstanding Effort Citizenship Kindness

Residential School/Unit-wide Expectations Be a STARBe a STAR –Show respect –Take responsibility –Accept adult directions –Respond appropriately

MacNeill Code of Conduct Values: P - Positive Attitude We participate enthusiastically O - Ownership We are Accountable for our actions W - We not Me We are safe, empathic and welcoming E - Excellence We strive to do our best R - Respect We care for self, each other and our environment

Few positive SW expectations defined, taught, & encouraged

Sharing/ Feedback You will have to balance having your leadership team develop the behavior statement and expectations With getting feedback from your staff. Pros/Cons

2 Worries & Ineffective Responses to Behavior Get Tough (practices) Train-&-Hope (systems)

When behavior doesn’t improve, we “Get Tougher!” Zero tolerance policies Increased surveillance Increased suspension & expulsion In-service training by expert Alternative programming …..Predictable systems response !

“Train & Hope” REACT to Problem Behavior Select & ADD Practice Hire EXPERT to Train Practice Expect, But HOPE for Implementation WAIT for New Problem

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Teaching Matrix SETTING All SettingsHallwaysPlaygroundsCafeteria Library/ Computer Lab AssemblyBus Respect Ourselves Be on task. Give your best effort. Be prepared. Walk.Have a plan. Eat all your food. Select healthy foods. Study, read, compute. Sit in one spot. Watch for your stop. Respect Others Be kind. Hands/feet to self. Help/share with others. Use normal voice volume. Walk to right. Play safe. Include others. Share equipment. Practice good table manners Whisper. Return books. Listen/watch. Use appropriate applause. Use a quiet voice. Stay in your seat. Respect Property Recycle. Clean up after self. Pick up litter. Maintain physical space. Use equipment properly. Put litter in garbage can. Replace trays & utensils. Clean up eating area. Push in chairs. Treat books carefully. Pick up. Treat chairs appropriately. Wipe your feet. Sit appropriately. Expectations 1. SOCIAL SKILL 2. NATURAL CONTEXT 3. BEHAVIOR EXAMPLES 57

Teaching Matrix- Teaching Matrix- Defining the expectations using clear positives

Hinkley Matrix Be…CLASSROOMGYMOFFICEASSEMBLYMEDIA CENTERCOMPUTER LAB Respectful  Be kind to others.  Help others.  Encourage your classmates.  Use body basics.  Listen attentively and follow directions.  Be positive.  Cooperate in activities and with groups.  Help and encourage others.  Wait quietly and patiently.  Remain seated.  Avoid interrupting conversations.  Leave other people’s belongings alone.  Respect the privacy of others.  Enter/exit using line basics.  Listen attentively to the speaker(s).  Listen and watch without disturbing those around you.  Remain seated in a position that allows the students behind you to see.  Applaud appropriately.  Use a quiet voice.  Treat books with care.  Listen attentively and follow directions.  Use a quiet voice.  Treat computers with care.  Use the computer as instructed.  Listen attentively and follow directions. Responsible  Do your best at all times.  Be prepared for each class.  Stay on task.  Listen attentively and follow directions.  Wear appropriate clothing and shoes.  Do your best at all times.  Return equipment when finished.  Let a secretary know why you are there.  Bring a book to read while you wait to be picked up.  Remain in one spot during the assembly.  Sit where the teacher asks you to sit.  Do your best at all times.  Stay on task.  Replace book to proper location when done viewing.  Return books on time.  When taking AR tests, take only your test and sign the paper if you pass.  Do your best at all times.  Stay on task.  Print only with adult permission. Safe  Use classroom equipment and property appropriately.  Act in a safe manner.  Use all Phy. Ed. equipment properly.  Keep hands, feet, and other objects to yourself.  Handle marking stick with care  Push chair in when you get up from computer or table.  Keep hands, feet, and other objects to yourself.  Shut computer down properly.  Push your chair in when you are done using it.

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1.Common purpose & approach to discipline 2.Clear set of positive expectations & behaviors 3. Procedures for teaching expected behavior 4.Continuum of procedures for encouraging expected behavior 5. Continuum of procedures for discouraging inappropriate behavior 6. Procedures for on-going monitoring & evaluation School-wide Systems >80% STAFF agree directly teaching & encouraging social skills is important >80% STAFF can state SW positive expectations & give behavioral example >80% STUDENTS can state SW positive expectations & give behavioral example >80% STAFF have more positive than negative interactions with students >80% STUDENTS report they have been acknowledged by staff person for display behavioral expectation in last 24 hours >80% STAFF can accurately describe what is administrator v. teacher managed rule violation

Lunchroom Expectations RESPECTON TIMECOOPERA TE KEEP TRYING SAFETY Use indoor voice. Use good manners. Keep food/drink at table area. Keep up with the line. Be ready for your turn (lunch choices and entering your number). Remain seated until dismissed. Follow all adult directions the first time given. Clean up your own table/floor area. New foods Healthy choices Follow line procedure. Keep hands, feet, and objects to yourself.

1. Turn on water. 2. Wet hands. 3. Get soap.4. Rinse hands.

5. Turn off water. 7. Throw away towel. 6. Dry hands. 8. Go play.

..\..\passport matrix schedule.xls Passport Schedule

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Lesson Plan Guidelines 62

Team Planning Time Team will work on Pages Page 61 is a guide to help document progress of the activity Page 63 the “guts” of the process Page 64 Actions Steps to develop the plan Teams will not finish all the pages but will be able to start planning for the process

1.School-wide action plan for classroom management practices and procedures based on results from Classroom Self-Assessment 2.Definitions and processes for responding to classroom versus office-managed (minor) or administrator-managed (major) violations of behavior expectations. 3.Teaching matrix, procedures, and schedules developed for teaching school-wide behavior expectations in typical classroom contexts and routines. 4.Data system in place to monitor office discipline referral that come from classrooms 5.Procedures in place for obtaining behavior support for students whose behaviors are not responsive to classroom-wide management 6.Prompts (reminders and precorrections) for display of behaviors in natural contexts and routines 7.Feedback (corrections and positive acknowledgements) for displays of behaviors in natural contexts and routines 8.Involvement by staff, students, and families in development 9.Contextually/culturally appropriate (e.g., age, level, language) 10.Schedule for initial instruction 11.Schedule for regular review, practice, follow-up instruction 12.Agreement by >80% faculty and staff 13.Schedule for continuous evaluation of effectiveness, efficiency, and relevance of teaching 14.Included in school publications (e.g., handbooks) STEP 5 – Develop Lesson Plans for Teaching Positive Class-Wide Expectations 53 65

Typical Contexts/ Routines Classroom-Wide Rules/Expectations Respect OthersRespect PropertyRespect Self All Use inside voice. Raise hand to answer/talk. Recycle paper. Put writing tools inside desk. Do your best. Ask. Morning Meeting Eyes on speaker. Give brief answers. Put announcements in desk. Keep feet on floor. Put check by my announcements. Homework Do own work. Turn in before lesson. Put homework neatly in box. Touch your work only. Turn in lesson on time. Do homework night/day before. Transition Use inside voice. Keep hands to self. Put/get materials first. Keep hands to self. Have plan. Go directly. “I Need Assistance” Raise hand or show “Assistance Card”. Wait 2 minutes & try again. Have materials ready. Have plan. Ask if unclear. Teacher Directed Eyes on speaker. Keep hands to self. Use materials as intended. Have plan. Ask. Independent Work Use inside voice. Keep hands to self. Use materials as intended. Return with done. Use time as planned. Ask. Problem to Solve Stop, Step Back, Think, Act 1. SOCIAL SKILL 2. NATURAL CONTEXT 3. BEHAVIOR EXAMPLES

Guidelines for Writing Classroom Expectations Consistent with schoolwide expectations/rules 1.Observable 2.Measureable 3.Positively stated 4.Understandable 5.Always applicable – Something the teacher will consistently enforce

Elementary Example Lining Up –Sit quietly when you hear the signal –Neatly place books and materials in your desk –Quietly stand when your name (or row) is called –Push your chair under your desk –Quietly walk to the line –Stand with your hands at your sides, facing forward, no talking

Secondary Example Class Discussion –Prepare for discussion by reading the required assignment in advance –Wait until the other person is finished speaking before you talk –Stay on topic –Respect other’s opinions and contributions –Use appropriate expressions of disagreement

Elementary Example Learning Position –Sit with your bottom on your chair –Sit with your legs under your desk –Keep both feet on the floor –Look at the teacher when he or she talks to the class –Keep your materials on top of your desk

Secondary Example Entering the Classroom –Enter the classroom before the bell rings –Take your seat and get out the materials you need for class –Talk quietly until the bell rings –Stop talking and be ready to listen when the bell rings

Elementary Example During Lessons –Sit in a learning position –Raise your hand for a turn to talk, if you have a question or if you need help –Wait for the teacher to come to you –Finish all of your work –Read your book if you finish your work early –Take restroom or water breaks during independent time

Secondary Example Turning in Assignments –The last person in each row pass their paper to the person in front of them –The next person does the same until the papers reach the first person in each row –The first person in each row passes papers to the right –The first person in the last row places all papers in the basket on the teacher’s desk

“Good morning, class!” Teachers report that when students are greeted by an adult in morning, it takes less time to complete morning routines & get first lesson started.

Team Planning Time Teams will work on Pages Page 65 is the Guidelines for the activity Page 66 the “guts” of the process Page 67 Actions Steps to develop the plan Teams will not finish all the pages but will be able to start planning for the process