1. How Do We Define and Teach Our Expectations? Waterbury Public Schools PBS Day 3 25 Industrial Park Road, Middletown, CT 06457-1520 · (860) 632-1485 Connecticut State Department of Education · Division of Educational Programs and Services

2. How Are We Currently Doing? SET Scores Waterbury

3. Total Scores By Question

4. Overwhelming High Scores All schools agreed that there is system of documentation on dealing with and reporting specific behavior violations. Most schools noted that staff state they give rewards for appropriate behavior and that students report receiving rewards for appropriate behavior.

5. Total Scores By Dimension

6. Areas of Focus District-level support is a high focus area for many schools. This is currently being addressed through district level meetings. There is mixed of needs for defining and teaching expectations. Overall these dimensions were highlighted as focus areas. These areas will be the agenda for today.

7. Time To Reflect On Our Data What is my overall impression of our school’s scores? On which questions in dimensions A & B do we need to focus? How does this information relate to today’s agenda?

8. Defining Expectations

9. Components of School-Wide Discipline Establish Clear Expectations Teach and Model Expectations Reinforce and Support

10. What Does the CCT Say? Page 9 Competency #3 Teachers establish and maintain appropriate standards of behavior and create a positive learning environment that shows a commitment to students and their success.

11. What Does the CCT Say? a.Make explicit standards of behavior  Apply them consistently  Use fitting consequences b.Manage routines and transitions in order to maximize the instruction time by c.Manage resources to ensure high levels of engagement

12. What Does the CCT Say? d.Establish high expectations for achievement  Promote shared responsibility for learning  Nurture the development of ethical and responsible behavior e.Demonstrate enthusiasm and caring about the well-being of students

13. What Does the CCT Say? f.Structure interactions and discussions in a non-threatening, safe learning environment  Support learning styles and student interests  Encourage intellectual risk-taking g.Use understanding of motivation to foster independent thinking and confidence

14. What Does PBS Say About Defining Expectations? 3-5 overarching school-wide expectations  For ALL people, ALL settings, ALL the time  Stated in clear, concise, and positive language Define how these expectations look  Across all settings  Setting specific

15. B A M S B -Be Respectful A -Act Appropriately M -Manage Your Time and Tasks S -Strive for Success T.Knoster, 2000

16. BAMS: Morning Areas B e respectful  Remain in designated areas A ct appropriately  Keep hands, feet, and objects to self  Talk quietly M anage your time  Use designated exits  Exit in orderly manner S trive to succeed  Keep self and other safe by not rushing around  Help others when needed T.Knoster, 2000

17. BAMS: Cafeteria B e respectful  Wait patiently in line  Follow the flow of traffic (outside-in) A ct appropriately  Keep your food & utensils on trays or in mouth  Raise hand to leave seat  Walk at all times M anage your time  Be there on time  Have money/ticket ready to pay S trive to succeed  Clean your area before you leave T.Knoster, 2000

18. BAMS: Hallway B e respectful  Keep hallways clean & free of litter A ct appropriately  Walk at all times  Close locker quietly  Keep to the right M anage your time  Go to locker during designated times  Be in your class when the bell rings S trive to succeed  Help others when needed  Give others a chance to get into their locker T.Knoster, 2000

19. Patriot Pride-Classroom Expectations Take PRIDE... in yourself  Be on time to class with materials.  Listen and follow directions.  Strive for excellence Take PRIDE... in each other  Be courteous by using polite language.  Keep hands, feet, and objects to self.  Respect other people's property. Take PRIDE... in your school  Keep books covered.  Use classroom materials appropriately.  Prevent and report vandalism.

20. Patriot Pride-Bus Expectations Take PRIDE... in yourself  Remain in your seat.  Wait for bus in safe area. Take PRIDE... in each other  Respect other people's property.  Keep hands, feet, and objects to self.  Be courteous by using polite language. Take PRIDE... in your school  Keep food and drink in backpack or lunch bag.  Place trash in wastebasket.  Prevent and report vandalism.

21. Patriot Pride-Library Expectations Take PRIDE... in yourself  Choose any book.  Check the due date.  Return books on time  Be quiet in the library. Take PRIDE... in each other  Return books to allow others to borrow them.  Find a book? Return it to the library. Take PRIDE... in your school  Books are resources everyone should have access to.  Project finished? Return those books.

22. PBS vs. Assertive Discipline PBS 3-5 overarching school-wide expectations for ALL Stated in clear, concise, and positive language Define how these expectations look Assertive Discipline 4-6 rules developed for that setting that can be enforceable all day Stated in observable language

23. Teaching Expectations

24. Components of School-Wide Discipline Establish Clear Expectations Teach and Model Expectations Reinforce and Support

25. Teaching Model Guided Practice Independent Practice

26. “If a child does not know how to read, we teach. If a child does not know how to swim, we teach. If a child does not know how to multiply, we teach. If a child does not know how to drive, we teach. If a child does not know how to behave, we teach?…punish?” “Why can’t we finish the last sentence as automatically as we do the others?” Tom Herner (NASDE President) Counterpoint, 1998

27. Time to Reflect… What percentage of time is spent teaching students behavioral expectations? What do we currently have in place to teach behavioral expectations?  When?  How often?  By whom? To whom? How much practice do children need to learn the expected behavior?

28. Automatic = Perfect Practice Practice = Repetitions “High” ability –  25 successful repetitions “Average” ability –  35 successful repetitions “Slow” ability –  55 successful repetitions Practice is not the same as mastered Practice creates automaticity (long term memory) Practice makes permanent, therefore needs to be perfect practice We have known this since 1930 Gates, A. I. (1930). Interest and ability in reading. New York: Macmillan.

29. What Do We Teach? Specific Behavior or Social Skills  Missing skills  Not knowing the appropriate behavior  Not knowing how to problem-solve Coping Strategies  Dealing with stress or being overwhelmed  Dealing with frustration or anger Replacement Behaviors  Substituting a more socially acceptable behavior

30. For Next Time… Meet as a team two times before April 27  Obtain feedback from staff and families on your school-wide expectations. Review and/or revise your school-wide expectations  Organize any current materials your school has on teaching behaviors. Determine what your school needs to do in order to have a systemic, consistent method for teaching behaviors. For next time  Bring any relevant materials that relate to reinforcing appropriate behaviors and to responding to inappropriate behaviors.  Bring a case study of a student with a behavior concern.