1. The CMSD Pyramid of Success – Implementing the Integrated Systems Model Leadership Team Training – August 2006 The Pyramid of Success: Creating a climate that promotes academic achievement

2. CHAMPS Conversation: Discuss schoolwide expectations, teaching of those expectations, recognition systems and office referral form H Help: Raise your hand or speak up A Activity: Work as a team to develop a “plan of action” M Movement: At your discretion P Participation: Ask lots of questions and offer examples

3. CMSD – Pyramid of Success 1. CEO Principals’ Seminars 2. Trained 78 of the 85 K-8 Building Leadership Teams - What is a leadership team? -Roles and responsibilities–problem solving -School wide expectations -Universal office referral form – SWIS 3.August Training–Building Leadership Teams

4. Results of Climate Surveys

6. Today’s Agenda Review Schoolwide Expectations - Finalize Teaching Expectations – Behavior Lesson Schedule for Behavior Lesson Schoolwide Recognition and Reward Systems Office Referral Form Design Professional Development for you building

7. You will leave today with… Your schoolwide behavioral expectations Lessons plans and a “plan of action” (timeline) for teaching the behavioral expectations beginning day one and throughout the year A “Plan of Action” to teach and discuss the Pyramid of Success with your building staff: - Common expectations - Lesson plan and schedule - Office referral form and definitions

8. What Do We Know About Effective Behavioral Expectations? They create a culture of consistency They include all students for teaching They use positive stated expectations They target all form of behavior (safe, respectful, responsible) They are known by all students and adults (ask them!)

9. Establishing Expectations Set 3-5 umbrella building expectations Simple and straightforward— do not make them so attorneys need to interpret them! Observable & measurable Positively stated Make a list of common areas in your school Focus on important behaviors Define the expectations and complete the matrix for each setting Don’t make rules you aren’t prepared to consistently reinforce!

10. Positive school behavioral expectations have the following features: Expectations are positively stated Expectations are posted: in hallways, classrooms, in the school handbook, on agenda planners, etc. Expectations are taught directly to students with formal lessons Expectations are taught and reviewed at least 10-20 times per year To maximize effectiveness, a system of positive reinforcement and recognition-all times, by all adults- for following the expectations is in place throughout the building

11. Some of you may be wondering… “Does this really work?” Researchers have demonstrated that these types of programs, when paired with monitoring and a system of positive reinforcement, can reduce problem behavior and improve school climate. (Sprague et al., 2001 Taylor-Green et al.,1997)

12. Focus Activity- Finalize Expectations Work with your school leadership team for 15 minutes to accomplish the following: – Finalize Schoolwide expectations and operationalize each expectation across the five common areas (create rules to support expectations) – Divide work among team members – Be prepared to report out – Each team must finish the grid!

13. Be Safe Be Respectful Be Responsible Pyramid of Success CMSD - Behavioral Expectations

14. Teaching Expectations – Where do we begin?

15. Teach Social Behaviors Like Academic Skills Teach through multiple examples Teach where the problems are occurring Give frequent practice opportunities Provide useful corrections Provide positive feedback Monitor for success

16. Teach expected behaviors just like other subjects Target specific times to teach the expectations Intervene with students, using the language of the lessons. For example if a student is running in the hall, say: “What is the rule about all hallways? Please go back and walk”. Watch for students using the expected behaviors and give them positive feedback

17. Teach expected behaviors just like other subjects (continued) Review and recall expected behaviors regularly Use the language of behavior expectations in content lessons as reading or social studies Model the expected behavior in all of your interactions with students and adults

18. Teaching Building Expectations DEFINE Simply MODEL PRACTICE In Setting MONITOR & ACKNOWLEDG E Continuously ADJUST for Effectiveness

19. School Expectations: Lesson Plan Components What do we expect the student to do? – Teach the expected behaviors – Tell why it is important – Give positive and negative examples – Provide opportunities for practice

20. School Expectations: Lesson Plan Components (continued) Prevent problems from occurring – Actively supervise – Provide reminders of expected behaviors before they occur – Give positive feedback for expected behavior – Provide corrections for problem behavior – Review behavioral expectations – Measure for success

21. Pyramid of Success Behavioral Expectation Lesson Plan - Cafeteria The Behavioral Expectation Lesson Plan ….. The Next Step

22. Pyramid of Success Behavioral Expectation Lesson Plan - Cafeteria Objective: Students will be Safe, Respectful and Responsible in the cafeteria. Part I: Cafeteria Information Lesson Part II: Cafeteria Procedural Lesson

23. Cafeteria Information Procedural Lesson Read the Cafeteria Procedural Lesson Plan quietly to yourself Complete the cafeteria grid with your leadership team Take a 15 minute break when you are finished

24. Cafeteria Expectation Lesson Silently read over the expectation lesson plan Take on the role of students as the presenter conducts the lesson

25. A Schedule for Teaching Lessons It is critical to set a schedule to teach the behavior expectation lesson plans – Develop an opening week schoolwide schedule – Develop a 2006-2007 behavior expectations lesson schedule

26. Methods for Teaching Building Expectations Lesson Plans Skits Whole Group Practice T-Charts Lessons on morning announcements/videotape Lessons during assemblies Roving presenters

27. Example Day 1 First Period-Arrival Second Period-Cafeteria Third Period-Hallways Fourth Period-Bathroom Fifth Period-Dismissal Sixth Period-Playground Seventh Period-Transportation

28. Schoolwide Recognition and Reward Systems Design the system for all students Give public recognition to model for other students Use recognition and rewards that students want Recognize teachers as well! Increase recognition before difficult times Reteach behaviors if things don’t go as expected

29. Checklist of Essential Components of a Schoolwide Recognition System Be Safe Be Respectful Be Responsible Who will be involved (e.g., teachers, staff, administrators, volunteers, others)? How and when will tokens be distributed? Where will the tokens be turned in? What “backup” incentives will be used?

30. Checklist of Essential Components of a Schoolwide Recognition System (continued) How and where will you obtain backup rewards? When and where will drawings for backup incentive occur? Who will conduct the drawings? When will you review if the system is working?

31. Recognition and Reward System Reward System StudentWhole Class School- Wide ParentsStaff TokensXX Note in Bag XX Activity Coupon XXXX

32. My School’s Office Referral Data Reflection How is discipline referral data used in my school? What are some concerns about using discipline referrals to make school discipline decisions? What are some practices that make use of discipline referrals effective? How often do I get information about discipline referral patterns from my administrator? What needs to be improved in our office discipline referral system?

33. CMSD Office Referral Form Elements Students name Date and time Student grade Referring staff member Location of referral Possible motivation Response or consequence for the student

34. Work Session Design the professional develop for your building staff around these five areas -School wide expectations - Behavior Expectation lessons - The Schedule to teach the lessons - System of rewards/recognition - Office referral form