PBS: Elementary Sites Fort St John, February 20, 2014.

Agenda Developing a matrix – maintaining a matrix Teaching to the matrix How to make your matrix your culture School wide SR lessons that pertain to the matrix Startup activities, special themes Using data other than ODR Student surveys Tier 2 – in the classroom

Teaching to the Matrix How is it currently done? How is it reinforced? How is it instructionally corrected?

Your Matrix=Your Culture Does your matrix reflect what is important in your school and community?

Your Matrix=Your Culture How to infuse the school day with matrix language, especially the acronym. What do you currently do? An interesting staff exercise:

School Wide SR lessons Departments Area Counsellor Team ACT lessons Benefits of common language and skill set – especially outside of the classroom in non-structured time

School Wide Events My Own Two Hands Bucket Filler Special Events – Valentines: National/Only%20in%20Canada/ID/ /

Data other than ODR’s Specific problem Student surveys

Hallway Behaviour during Class Time Before lessons and implementation: At the end of February and the beginning of March, 5 staff members(non enrolling staff – resource teachers, librarian, administrators and educational assistant) observed classes, groups and individuals in the hallway.

The behaviours being recorded were: Noise level Walking Hands to self In line They were recording the behaviours as: Fully meeting expectations Approaching expectations Not meeting expectations

Implementation: At the April staff meeting, the staff was given a lesson plan to teach their students and the methods of teaching and practicing were discussed. During the second and third weeks of April, the same 5 staff members again observed classes, groups and individuals. It is important to note that the rest of the school staff was unaware of the observations both pre and post implementation.

Defined Behaviours Behaviours were clearly defined so that observations would be consistent. Eg. Noise level: 1. Meeting expectations – silence 2.Approaching expectations – some low level noise 3.Not meeting expectations – noisy

In the pre implementation observations 50 classes, 34 groups and 35 individuals were observed. In the post implementation observations 42 classes, 17 groups and 12 individuals were observed. The small numbers of groups and individuals in the post observation makes the data not as reliable as the data is for whole classes, but the improvements shown in all categories were dramatic.

Pre Implementation- Class (50 classes observed)

Pre and Post Teaching: Noise Level- classes

Pre and Post Teaching walking - classes

Pre and Post Teaching Hands to Self - Classes

Pre and Post Teaching: In line - classes

Behaviour at School - Student Survey Date: ___________________________Your Grade: ______________ Please circle yes or no if you agree with the following statements: YES NOI feel safe at school. YES NOI feel safe before school. YES NOI feel safe in the classroom. YES NOI feel safe during nutrition break and lunch. YES NOI feel safe after school. The places in the school I feel the MOST safe are: ____________________________________ The places in the school I feel the LEAST safe are: ____________________________________

Survey YES NOStudents at my school follow the_________expectations. YES NOStudents at my school treat each other with respect. YES NOStudents at my school treat teachers with respect. YES NOTeachers at my school treat students with respect. YES NOStudents regularly intimidate other students at school. The biggest problem with behaviour in my school is: __________________________________ ______________________________________________________________________ _______

Survey YES NOI can tell an adult at my school if I have a problem. YES NOI feel connected to at least one adult at my school. YES NOTeachers and staff are clear about what they expect from me. YES NOTeachers and staff acknowledge students for doing things the right way. Please list the behaviour expectations at _________ School: __________________________________ ______________________________________________________________ __________________

Tier 2 My experience that not enough students in an elementary school require Tier 2 CICO to make it an efficient systemic use of time. Because of this, I have implemented with a resource teacher and a classroom teacher.

DayBefore Recess After Recess After- noon ScoreTeacherParent Mon Tues Thurs Fri Score Behaviour Progress ChartNameDate Expectations:

DayBefore Recess After Recess After- noon ScoreTeacherParent Mon1326 Tues2338 Wed2237 Thurs1337 Fri Behaviour Progress ChartNameDate Expectations: 1.supplies 2. listening 3.hand up Goal: 30

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