1. BoQ Critical Element: Expectations & Rules Developed

2. 17. 3-5 positively stated school-wide expectations posted around school 18. Expectations apply to both students and staff 19. Rules are developed & posted for specific settings 20. Rules are linked to expectations 21. Staff are involved in development of expectations and rules  Families are involved in the development of expectations and rules

3. BoQ Critical Element: Expectations & Rules Developed  3-5 positively stated school-wide expectations and related rules are shared with families  Expectations apply to families  Expectations are communicated in multiple venues and languages as appropriate (websites, out-of- school publications, signage, home-school notes, homework assignments)  Stakeholders of diverse backgrounds are included in the development of expectations and rules to minimize cultural bias

4. BoQ Scores by Element All Colorado PBIS Schools *as of 5/30/14

5. If I only had a brain…

7. The frontal lobe…  Thinking & cognitive functions  Goal-directed behavior  Judgment  Insight  Problem solving  Spontaneity  Impulse control  Memory

8. Why does this matter?  Under-developed frontal lobes = difficulty controlling behavior  Increasing connections between positive behavior and consequences = thickening neuron fibers = more likely to repeat that behavior

9. Science and our experiences have taught us that students…  Are NOT born with “bad behaviors”  Do NOT learn when presented with aversive consequences …Do learn better ways of behaving by being taught directly & receiving positive feedback

10. What would a positive, encouraging school climate look like?

11. Know what to do Have the skills to do it See the natural benefits of acting responsibly Students know what to do and choose to do so because they: Focus on relationships Focus on classroom instruction Adults and students have more time to: Instances of problem behavior are opportunities to learn and practice prosocial behavior There is an instructional approach to discipline Adapted from PBIS Maryland

12. School Rules NO Food NO Weapons NO Backpacks NO Drugs/Smoking NO Bullying Redesign Learning & Teaching Environment 12

14.  The rules in the district Code of Conduct exist for administrative (and legal) purposes.  These are extremely necessary, but not kid, family or staff friendly. Establish School-wide Behavioral Expectations

15.  What do we know about effective behavioral expectations?  They create consistent language  They are few in number and easy to remember (usually 3 – 5)  They are positively stated  They target all forms of behavior in multiple settings  They are known and understood by all students and adults

16. The Three Bee’s Be Safe Be Respectful Be Responsible Coyote SMART Safe Motivated Accountable Respectful Trustworthy Behavior Expectation Examples MSVSD 51 Learning Behaviors Collaboration Work Ethic Civic Responsibility Personal Responsibility Effort MVHS POWER Pride Ownership Work Effort Respect

19. Considerations for Identifying Expectations  Identify characteristics of an ideal student in your site/school  Consider existing data  What does your discipline data show as your biggest challenges?  Do staff and students really know these expectations? How you do you know?  “Mini” SET  What can/will all staff agree to?

20. Considerations for Identifying Expectations  Fitting it with the mascot is nice, but can we really define the expectation in various areas?  What does the expectation look like / sound like?  Bathroom litmus test – what does the behavior expectation “look like” in the bathroom?  Can our culturally and linguistically diverse students and families know and understand these expectations and rules?

21. Rules for Specific Settings Definition:  Specific skills you want students to exhibit and the procedures you want students to follow in specific settings

22. What Is Gained by Identifying Rules?  Uniform instruction across multiple settings within the school  Communication among staff members  Communication with families  Curriculum design  Legal, ethical, and professional accountability

23. How Are Expectations and Rules Similar?  Both should be limited in number (3-5)  Both should be positively stated  Both should be aligned with the school’s mission statement & policies  Both should clarify criteria for successful performance

24. How Are Expectations and Rules Different? Expectations Broadly stated Apply to all people in all settings Describe general way that people will behave Rules Describe specific behaviors  Observable  Measureable Clarify behaviors for specific settings Both Limited in number Positively stated Aligned with school mission and policies Clarify criteria for successful performance

26. School-wide Behavior Matrix Purpose:  Defines the expected behavior for specific settings Hallways, classrooms, gym, cafeteria, playground, assembly, bus, bathroom  Creates the curriculum that will guide the teaching and review of expected behavior  Enhances communication by creating a common language

27. Teaching Matrix SETTING All Settings HallwaysPlaygroundsCafeteria Library/ Compute r Lab AssemblyBus Respect Ourselves 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. Respect Others Be kind. Hands/feet to self. Help/share with others. Use normal voice volume. Walk to right. Play safe. Include others. Share equipment. Practice good table manners Whisper. Return books. Listen/watch. Use appropriate applause. Use a quiet voice. Stay in your seat. Respect Property 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. Treat chairs appropriately. Wipe your feet. Sit appropriately. Expectations 1. Expectations 2. NATURAL CONTEXT (Locations) 3. Rules or Specific Behaviors

28.  Guidelines:  No more than 4 points per cell  Keep it positive  Be specific to the issues within your building  What does it “look like”  Get input from the staff involved in those areas!  Might have to break down the area even more specifically School-wide Behavior Matrix

29. Respectful Caring, Open-Minded, principled, communicator Responsible principled, thinker, caring Safe Thinker, Risk Taker, Caring Classrooms  Only say kind words Caring  Use a soft voice Caring  Follow directions Principled  Be on time Principled  Have supplies Principled  Complete tasks assigned Principled  Participate Principled  Stay on task Principled  Keep hands and feet to yourself Thinker  Report fights Risk Taker  Do not throw things Thinker Hallways  Use a soft voice Caring  Enjoy the artwork with your eyes only Principled Pick up trash Principled  Have a pass Principled  Keep hands and feet to yourself Thinker  Always walk Caring  Report fights Risk Taker  Do not throw things Thinker  Stay to the right Caring  Put away tray Principled  Throw away trash Principled  Appropriate language Thinker  Have ID out Principled.Keep hands and feet to yourself Thinker  Report fights Risk Taker  Walk Caring  Start at the end of the line Caring  Do not throw things Caring Playground  Only say kind words Communicator  Keep grounds clean Principled  Remain in assigned areas Principled  Keep hands and feet to yourself Thinker  Report fights Risk Taker  Do not throw things Caring Auditorium Silence when speaker is on stage Open-Minded Hands and feet still Principled.Clap hands without whistling, yelling or stomping feet Caring Fill in every seat starting in the front row Thinker When exiting, back rows dismissed first Thinker.Keep hands and feet to yourself Thinker Walk single file Caring Do not throw things Caring EAST MS

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31. Library Procedures/ Routines Looking for a book Checking out books Returning Books Story time Be Safe Look around you Walk to bookshelves Stand one arms length behind the person in front of you Walk to book drop bin Stay in your space Sit with hands in your lap Walk to story corner Be Respectful Pull out one book at a time Use voice level 0 – 1 Stay in your space Place books gently into book drop bin Use voice level 0 – 1 Listen to story teller Be Responsible Put the book on the “Put Away” shelf if not wanting it Maximum of 3 books checked out at a time Return books on time Raise your hand if you have questions or comments

32. How many staff and students know the expectations (67% or better)? Are these responses related to SW Expectations?

33. Team Time  Brainstorm 3 – 5 school-wide expectations (or review them if already created)  Expectation Word Suggestions can be found on the Universal Wikispace  Begin work on expectations matrix (or revise)  Determine how to get staff, student and family input on expectations and/or matrix  Complete action plan section (Expectations & Rules) identifying goals and tasks to be completed Outcomes

34.  Are your school-wide expectations broad, yet specific and can be applied in all settings by all staff and students?  Can you define what each expectation looks like in specific settings?  Are your expectations culturally relevant to your students and families?  How can you get staff, student and family input on your expectations and matrix?  How can you share your matrix with families? Team Time Reflection Questions

35. The contents of this training were developed under a grant from the US Department of Education, #H323A090005. However, these contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government. Project Officer, Jennifer Coffey, PhD.