Getting Started Overview: 8 Step Planning Guide Cohort 12 August 2016 Chapter 2 in the Training Manual

STEP 1 - Establish Team Membership 46 STEP 2 – Develop Behavior Purpose Statement STEP 3 – Identify Positive SW Expectations STEP 4 – Develop Procedures for Teaching SW Positive Expectations STEP 5 – Develop Lesson Plans for Teaching Positive CW Expectations STEP 6 – Develop Continuum of Procedures for Encouraging SW Expectations STEP 7 – Develop Continuum of Procedures for Discouraging Behavior Rule Violations-Corrective Response STEP 8 – Develop Procedures for Data-Based Decision- Making & Monitoring

Team Membership Working Agreements Data-based Action Plan ImplementationEvaluation STEP 1 - Establish Team Membership

1.Administrator active member 2.Schedule for presenting to whole staff at least monthly 3.Schedule for team meetings at least monthly 4.Integration with other behavior related initiatives and programs 5.Appropriate priority relative to school and district goals 6.Coaching support (school and/or district/region) Team – page 43

Agreements & Supports 3-4 Year Commitment Top 3 School- Wide Initiatives Coaching & Facilitation Dedicated Resources & Time Administrative Participation 3-Tiered Prevention Logic Statement of Behavior Purpose Agreements & Supports

STEP 2 – Develop Brief Statement of Behavior Purpose Why are we doing this? How does it connect to the district mission? Lincoln School is a community of learners and teachers. We are here to learn, grow, and become good citizens. 52

1.Supportive of academic achievement 2.Agreement by >80% faculty and staff 3.Communicated to stakeholders and included in school publications Behavior Purpose – page 49

 At West Middle School, we treat each other with respect, take responsibility for our learning, and strive for a safe and positive school for all!  Our purpose is to support a collaborative school climate in which all learners are engaged, safe, kind and responsible in order to achieve at their highest level. More Samples

STEP 3 – Identify Positive SW Behavior Expectations What broad pro- social expectations are important for our school? What expectations would make your school be a safer more positive place to learn? 54

1.Linked to social culture of school (e.g., community, mascot). 2.Considerate of social skills and rules that already exists in number words per expectation 5.Minimal overlap 6.Agreement by >80% faculty and staff 7.Communicated to stakeholders School-wide Expectations – page 51

Teaching Matrix SETTING All Setting s HallwaysPlaygroundsCafeteria Library/ Compute r Lab AssemblyBus Respect ful 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. Responsibl e Be kind. Hands/fe et to self. Help/sha re with others. Use normal voice volume. Walk to right. Play safe. Include others. Share equipment. Practice good table manners Return books. Listen/watch. Use appropriate applause. Use a quiet voice. Stay in your seat. Ready 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. Sit appropriately. Expectations 1. SOCIAL SKILL 2. NATURAL CONTEXT 3. BEHAVIOR EXAMPLES 58 STEP 4 – Develop Procedures for Teaching SW Behavior Expectations

Teaching Academics & Behaviors DEFINE Simply MODEL PRACTICE In Setting ADJUST for Efficiency MONITOR & ACKNOWLEDGE Continuously 57

1.Considerate of main school settings and contexts (e.g., classroom, common areas, hallways, cafeteria, bus) 2.Specification of 2-3 positive observable behavior examples for each expectation and each setting/context. 3.Teach social behavior like academic skills. 4.Involvement by staff, students, families in development 5.Schedule for initial instruction in natural and typical contexts Teaching SW Expectations – 58

STEP 5 – Develop Procedures for Teaching Classroom-wide Expectations Typical Contexts/ Routines Classroom-Wide Rules/Expectations Respectful Re sponsible Re ady 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. Ask if unclear. Have materials ready. Have planner. 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

 Procedures in place for obtaining behavior support for students whose behaviors are not responsive to classroom-wide management.  Teaching matrix, procedures, and schedules developed for teaching school-wide behavior expectations in typical classroom contexts and routines. Teaching CW Expectations – page 61

STEP 6 – Develop Continuum of Procedures for Encouraging & Strengthening Student Use of SW Behavior Expectations 67

Many schools use a ticket system Name __________________ ❏ Be Kind ❏ Be Responsible ❏ Be Safe Helps to remind staff to provide acknowledgements Can provide specific feedback on student’s behavior Provides visible acknowledgement of appropriate behavior for student

 The student must clearly understand what SPECIFIC behavior is being acknowledged.  Naming the behavior is extremely important in INCREASING the REOCCURENCE of APPROPRIATE behavior. Beyond Good job!

1.Easy and quick form of acknowledgement for all staff members to use. 2.Considerate of strategies/processes that already exist. 3.Use by all staff (e.g. office, security, supervisors, bus drivers). 4.Schedule for initial introduction of acknowledgments. 5.Instructions and practice on how to pair tangible acknowledgments with positive social acknowledgments. Encouraging & Strengthening Use of Behavior Expectations – page 64

70 F Step 7 – Develop Continuum of Procedures for Discouraging Student Behavior Violations of SW Behavior Expectations

 Specification of Definitions for Violations of School-wide Behavior Expectations  Specification of Procedures for Processing Violations of School-wide Behavior Expectations  Implementation of Procedures Discouraging Behavior Violations – page 67 & 68

Behavior Expectation Violations - Definitions Discipline Description Minor – Teacher/ Supervisor Intervenes Minor – Office Referral Major – Office Referral Disrespectful Language Loud, disrespectful voice; complies with correction; apologizes for inappropriate language Disrespectful voice; does not comply with correction; swearing Verbal disrespect escalates; student calls peers or staff names; continues to be disrespectful; student refuses to comply with correction

 Office Discipline form to track discipline events  Who violated the rule (name, grade)  Who observed and responded to behavior violation  When the behavior violation occurred (day, time)  Where the violation occurred  Who else was involved in the problem situation  What was the possible motivation/purpose of the behavior  What school-wide expectation was violated Behavior Expectation Violations - Procedures

STEP 8 – Develop Data-Based Procedures for Monitoring Implementation of SWPBS 77 Right Data at the Right Time!

 Efficient, user-friendly procedures for  Inputting  Storing  Summarizing  Analyzing  Producing visual displays of office discipline data Data-Based Procedures – page 73