2. 1) Foundations & PBS 2) START (Safe Transitions & Reduced Tardies) 3) CHAMPs – Proactive Classroom Management 4) Interventions

3.  selected group of volunteers (5-10%)  committed to changing the climate, culture and civil atmosphere of HHS.  Members come from all areas of the faculty, including administration.  Meet on the second and fourth Wednesday of each month from 3:00-4:00 p.m.  evaluate progress, data and staff feedback and formulate action plans to facilitate positive changes for Haltom High students and staff

4.  positive attitude  adapt to change  seek a greater potential for our campus  commitment is voluntary, but again, you have been selected carefully and we would greatly appreciate your input and desire to help

5. › FORMULATE POLICIES & PROCEDURES for areas needing improvement such as  START on Time  CHAMPs  Universal hall pass expectations and monitoring  10 minute rule for beginning and end of class  Dress code enforcement  Walk & talk hallway enforcement  Electronic device enforcement

8. › Analyze discipline data per six weeks (watch this…this is the good part!)

9. 2010  159  8  41  1157  44  8 2011  74  1  12  1034  5  2 Classroom disruptions Fights Skipping Tardy Truancy Threat to assault Haltom High School – 1 st 6 weeks 2014  23  2  12  26  7  2

10. › Building positive relationships with students to increase compliance › Door greeters to welcome students to a positive environment › Positive incentives for compliance for BOTH students and staff  CORE responsibility cards, then empathy…  Faculty drawings for attendance, meeting attendance, BUG cards

11.  Tardy Sweeps  Escort students to tardy stations during conference period  WAIT for them to receive tardy pass  Escort students BACK to class  3 minutes max  Building positive relationships

12.  Analyze tardy data per six weeks

13. 1. A set of decisions the teacher must make in order to structure for OUR STUDENTS TODAY. 2. A template 3. A process 4. An acronym 5. A common language among staff members

14. The research says that you can avoid most of these problems… …by clearly defining for yourself and then communicating to your students how you expect them to behave.

15. The Target for Schools: SAFE, CIVIL AND PRODUCTIVE Staff/Student Relationships Positive Interactions Structure for Success

16. Universal—60-75% Targeted—20% Intensive—7-8%

17.  If you provide the appropriate amount of structure you can prevent a large portion of potential misbehavior in your classroom  We should spend more time promoting responsible behavior than dealing with irresponsible behavior (building positive relationships!!!)

18.  Structure for Success  Teach Expectations  Observe and Monitor  Interact Positively  Correct Fluently

19.  CORRECT MISBEHAVIOR FLUENTLY  If consequences are too harsh, it makes you inconsistent.  “An eye for an eye will make the whole world go blind.”  Eliminate the (+) effect that kids get from the (-) behavior

20.  If you are going to be able to enforce your rules and expect students to follow rules, you have to know what they are and you have to be able to quickly tell when a rule has been broken.

21. Students can hit any target they can see… and that will sit still for them! - Dr. Richard Stiggins

23. When your expectations are clear, students never have to guess how you expect them to behave.

24.  TEACH YOUR EXPECTATIONS  What are your expectations?  BE NAUSEATINGLY CLEAR!!!  Only teach immediately before engaging students in THAT activity  What does “on-task” look like?  Are expectations visible all year?

25.  C – Conversation: Can students talk to each other during this activity/transition?  H – Help: How can students get questions answered during this activity/transition? How do they get your attention?  A – Activity: What is the task/objective of this activity/transition? What is the expected end product? What do you want to Accomplish ?  M – Movement: Can students move about during this activity/transition?  P – Participation: What does appropriate student behavior for this activity look/sound like? How do students show that they are participating?

26. › Teacher-directed instruction › Independent seat work › Class discussions › Cooperative group work › Small group discussion › Taking tests/quizzes › Centers/lab stations, video/media presentation

31. 31 TEACH EXPECTATIONS BEFORE the ACTIVITY or TRANSITION MONITOR BEHAVIOR by CIRCULATING and SCANNING PROVIDE FEEDBACK DURING and AFTER the activity Begin the cycle again for the next activity Making “IT” Happen in the Classroom!

38.  Action teams – Planning for Learning  Train a group from each campus  Consider sending a team to Safe & Civil Schools conference in Oregon in July 2016  Common language among feeder schools  Common language among the district  Train new hires at orientation