1. Setting And Maintaining High Behavioral Expectations

2. Do Now What percentage of your students follow your directions?
What percentage of your students do you expect to follow your directions?
What can you do to make your expectations and the actual outcome match?
Read the questions to the teachers and give them 1 minute to read to themselves and think
Ask if they have any questions about the questions or need clarification?
Give 2 minutes to write response
Give 3 min to discuss with a partner
Give 3 min to share out with group

3. Read:
“ There’s one acceptable percentage of students following a direction: 100 percent. Less and your authority is subject to interpretation, situation, and motivation.” Doug Lemov “Teach Like a Champion”
Say: I want you to read the quote and think about what this means to you. I will give you 2 minutes to read and think about the quote.
Say: You have 3 minutes to write on the Pink paper how this quote connects to your classes.
Say: Write down on a sticky note 3 barriers you might have to get 100% compliance.

4. QMS Vision Statement:
“Quintanilla, the premier STEAM middle school, ignites individual aspirations equipping students to blaze a path within a global community.”
Read the statement

5. ★ Tenacious ★ Collaborative ★ Compassionate
QMS Core Values:
★ Tenacious ★ Collaborative ★ Compassionate
Read Core Values
Say: Flip over your index card. You have 3 minutes to write down how this PD will support the core value on your index card.
Share out 5 mins.

6. Norms:
* WE are guided by our VISION. * WE are about the business of fostering a love of learning. * WE won't settle for good, WE will be great. * WE embrace our mistakes. * WE control technology, WE won’t allow technology to control us.
Have the teachers read and discuss what the norms mean.
Ask: Are there any norms you need to add to the list to make the day productive and beneficial for you?

7. Agenda Do Now Vision Core Value Agenda
Principal of 100% compliance (Jigsaw)
What to do
Strong voice
Sweat the details
Threshold
No Warnings
How to implement
Action steps
Review the agenda, the strike outs are what we have already covered, the yellow is where we currently are.

8. The Dangers Noncompliance
Only the good kids do what they’re asked
Students see non compliance as an option
You will weaken your authority
Showdown with your students
Reinforcing unproductive expectations
Say: The dangers of moving on without compliance risks allowing a toxic culture of “only the good kids do what they’re asked” to develop. It causes students to see noncompliance as an option to contemplate a choice between compliance with you or the noncompliant students. When you make minor requests discretionary, getting everyone to oblige you when you need it most will require you to risk either an authority-weakening bout of pleading or a pitched and public showdown with some of your students. This is a bad place to be, and many teachers get there before they realize they’re on the way.
Say: Take a minute and self reflect.
Ask yourself “Am I this teacher?” “How close am I to becoming this teacher?”

9. Principals of 100% Compliance
“Your goal is to get 100% compliance so you can teach. You want the intervention to be fast and invisible.”
Doug Lemov
“Teach Like a Champion”
Read slide:
Jigsaw out the pages and groups ( 3 groups ( nonverbal interventions Lightening – quick public corrections. ) ( consequences174 – 175 rely on firm calm finesse) ( Invent ways to maximize visibility 176 – 177 leverage the power of )
Each group will have 10 minutes to read and prepare to teach the key points.
Each group will have 3 minutes to give their key points and 2 minutes to answer questions
Break – 10 min after the completion of this activity

10. Redirecting Student Behavior
What to do?
Redirecting Student Behavior
Be Specific
Be Concrete
Be Sequential
Be Observable
Specific – solution oriented and hard to misunderstand (put your pencil down and eyes on me)
Concrete – clear actionable tasks that any student knows how to do. ( put your feet under your desk, turn your body forward, put your legs under your desk, push in your chair)
Sequential – effective directions should describe a series of specific concrete actions (put your feet under your desk, put your pencil down, eyes on me, when I write, you write in your notes)
Observable – Things you can plainly see a student do (put your feet under your desk, put your pencil down) Can you see if someone is paying attention?
*You want to change behaviors not just correct behaviors. You change behaviors by giving them something to do instead of the undesirable action”

11. 100 percent
Say: Look for the 4 redirecting behaviors as you watch the video. Note how he gets the students to participate and to follow his directions.
Say: What did you see? Write down 2 thinks that stand out to you on a sticky note. ( post it on the post –it)

12. What to do now! Teacher DO’s Strong Voice Economy of Language
Do Not Talk Over
Do Not Engage
Square Up/Stand Still
Quiet Power
In groups you will read your section and share with the group the key points\
Group 1 Economy of language & Do not talk over
Group 2 Do not engage
Group 3 Square up/stand still & Quiet power
You have 10 minutes to read/discuss/prepare
You will have 3 min to share and 2 min to clarify
Go to =

13. Teacher Do’s Sweat the Details Threshold No Warnings
What to do now!
Teacher Do’s Sweat the Details Threshold No Warnings
Read Sweat the details : Highlight key point and write down 1 idea you can implement in your class that will have the biggest impact. (7 min)
Read Threshold197 – the top of 199) Highlight key point and write down 1 idea you can implement in your class that will have the biggest impact. (7 min)
Read No warning 199 – 201 Highlight key point and write down 1 idea you can implement in your class that will have the biggest impact. (7 min)
= sweat the details
= threshold
= no warnings

14. Implementation
What should you implement? When should you implement? How will you implement?
Give the teachers 1 minute to think about the strategies presented. Write on a sticky note the strategy you feel will have the biggest impact in your class.
Discuss with their partner the strategy they want to focus on implementing in their class and why they feel it will have the most impact. 3 min
Share out 3 min
Practice that activity with the group.

15. Action Plan
Complete the Action plan to implement one of the strategies you learned today.
Make sure the strategy you choose will have the best and most immediate impact in you classroom.

16. Let’s Have a Great Year!