PBIS Day 1 and 2 EUPISD SMARTI Schoolwide Movement to Achieve RTI

Acknowledgements Mary Bechtel Susan Bogart Steve Goodman Anna Harms Sue Mack Norman McIntyre Melissa Nantais Jennifer Rollenhagen Kim St. Martin Brenda Tarsa Stephaine Williams Sheila Williams-White Jerry Zielinski Content was based on the work of: Rob Horner, Anne Todd, University of Oregon George Sugai, University of Connecticut The material for this training day was developed with the efforts of

Welcome School Leadership Teams !

To make this day the best possible, we need your assistance and participation Be Responsible Attend to the Come back together signal Active participationPlease ask questions Be Respectful Please allow others to listen Please silence cell phones Please limit sidebar conversations Share air time Please refrain from email and Internet browsing Be Safe Take care of your own needs Setting Group Expectations

When you see this, it means... This is an important idea!

Outcomes By the end of Day 1, participants will have A common understanding of what SMARTI is and why the emphasis is placed on integrated academic and behavioral supports. A common understanding of how strong leadership teams function and the role of the leadership team within SMARTI. A common understanding of Schoolwide Positive Behavioral Interventions and Supports (PBIS). Developed schoolwide behavioral expectations and created a plan for developing a behavioral matrix and making behavioral expectations visible within the school. 1

Differentiating your own learning with the Three Tracks during Team Time Acquisition: Think about how you plan to accomplish the work. Continuous Improvement: Think about how to make it easy, better, more effective. Sustainability: Think about how to continue the practice and ensure sustainability.

Agenda Introduction to SMARTI Creating Effective Systems Introduction to Positive Behavioral Interventions and Supports (PBIS) Identify and Define Behavioral Expectations 2

EUPISD SMARTI Schoolwide Movement to Achieve RTI

Survey Results Building Needs Assessment Survey

Survey Results RTI Beliefs Survey

Mission Statement To develop support systems and sustained implementation of a data- driven, problem-solving model in schools to help students become better readers with social skills necessary for success. 3

Research/Philosophy Scientific knowledge base for reading National Research Council National Reading Panel Scientific knowledge base of human behavior Applied Behavior Analysis 3

Prerequisites for SMARTI Implementation Commitment by 80% of building staff Administration at building and district levels Agreement to implement for at least three years Reading/Behavior one of top three building goals Building team and coach identified

The 3-Tier Schoolwide Model Model for preventing academic/behavioral failure for most students. Attempts to match needs of students with appropriate levels of intervention early in order to prevent long-term academic/behavior difficulty. Moves from wait to fail and aptitude/ achievement discrepancy models to a universal assessment and early intervention model. Calls for a levels-of-intensity model that varies time, programs, grouping structures, and personnel).

All students in school Universal Prevention Core instruction, preventative, for all students, Targeted Intervention Supplemental, to reduce risk, for some students Intensive Intervention Individualized, function- based, high specific, for few students School-Wide Support Systems for Student Success 80% 7-15% 1-5% 3

Core Principles of an RtI Framework 1.We can effectively teach all children. 2.Intervene early. 3.Use a multi-tier model of support. 4.Use a problem-solving method for decision making. 5.Research-based interventions/instruction to the extent available. 6.Monitor student progress to inform instruction. 7.Use data to make decisions. 8.Use assessment for different purposes. (NASDSE, 2005) 4

The Big Idea of School-Wide Support Systems Goal is to establish host environments that support adoption, sustained use, & expansion of evidence-based practices (Zins & Ponti, 1990) 4

Why look an integrated Behavior and Reading support model Both are critical for school success Share critical feature of data-based decision making Both utilize three tiered prevention model Both incorporate a team approach at school level, grade level, and individual level Models of integrated behavior and reading supports produce larger gains in literacy skills than the reading-only model (Stewart, Benner, Martella, & Marchand- Martella, 2007)

The Link Between Reading and Behavior Implementation of schoolwide positive behavior support leads to increased academic engaged time and enhanced academic outcomes High quality academic instruction (e.g., content matched to student success level, frequent opportunity to respond, frequent feedback) by itself can reduce problem behavior Children who fall behind academically will be more likely to find academic work aversive and also find escape-maintained problem behaviors reinforcing

Why Not Just Focus on the Few? If we only respond to the toughest students, we will never get to all of them, and we may make more! All children and youth need a village to return to (school and community) Bystanders (peers, parents/family, teachers, others) are the village! These are the primary socializing agents Jeffrey Sprague 4

Proficiency on 4 th Grade and Percent of Major Discipline Referrals from Classroom: 132 Elementary Schools

Intensity of Supports The required resources to address the problem increases The need to enhance environmental structures increases The frequency for collecting and acting upon information increases As the magnitude of the problem increases... 5

Harsh Realities of ALL and EACH Very difficult to do ALL without doing EACH Getting to 100% requires going through the bottom 20%. The instructional diet that is designed for ALL, may not work for EACH Children who are at reading risk face the tyranny of time (Kameenui, 1998). Assuming students will catch up with practice as usual is not wise. Catching up is a low probability occurrence. The bottom 20% will require a very different kind of effort in both the short and long run. 5

SMARTI Participation Increases the skills and knowledge base of the school leadership team Supports the development of a Professional Learning Community within and across schools Maintains a relentless focus on improving student outcomes Provides technical resources related to school improvement processes as they relate to reading and behavior outcomes Emphasizes the maintenance and function of school leadership teams.

Essential Principles in All SMARTI Trainings Create systems, not just programs, to support each and every student Earlier, rather than later Evidence, not opinion

Integration of Four Critical Elements (Sugai, 2001) SYSTEMS PRACTICES Information Supporting Staff Behavior Supporting Decision Making Supporting Student Behavior OUTCOMES

SMARTI Project Expectations Collect information on Discipline and Reading SWIS, DIBELS/AIMSweb, PBS Surveys, etc. Share information with SMARTI project staff School leadership team participate in SMARTI training Principal involvement in SMARTI training School leadership team regular meeting outside of training focusing on behavior/reading support Coaches meet with school leadership teams/ principal at least monthly Grade level team meeting (recommended)

As a Leadership Team, please consider and discuss the following questions as they relate to your school:As a Leadership Team, please consider and discuss the following questions as they relate to your school: Does your entire school staff embrace the idea that all students can be successful in learning? Is there recognition that reaching your lowest performing students involves changes in schoolwide practices that impacts all staff and students? On a scale of 1 (not ready) to 3 (very ready) rate your school staffs readiness to change practices and behaviors toward the goal of improving student outcomes? Team Time 6

The Secret Formula

Creating Effective Systems EUPISD SMARTI Schoolwide Movement to Achieve RTI

Your Building Leadership Team

Creating Effective Systems Building Level

Critical Features of Effective School Leadership Teams: Strategies for Guiding implementation Establish a school leadership team with representative staff Obtain faculty/staff consensus Develop plan for implementation Communicate with staff on regular basis Develop Systems to support staff around implementation efforts Monitor implementation activities and use data for decision making Provide recognition to faculty for their work

Ensuring a STRONG Leadership Team The principal plays a crucial role in establishing a leadership team. The effectiveness of the team needs to be evaluated and adjusted as necessary 6

Leading the Leadership Team Establish meeting mechanics Supporting tools: Clearly defined roles and responsibilities Delegate AND establish an accountability framework and communication loop so tasks are completed timely, efficiently, and communicated to all

Leading the Leadership Team Plan for team and principal turnover Build capacity not only within the staff but even within the team (i.e. data guru should be intentional about teaching others how to understand data) Institutionalize systems and practices

Leadership Team Roles Principal: Create and enhance system of support for staff activities related to SMARTI through secure resources and acknowledge success SMARTI Team Member: Create and implement activities at building level (such as creating plan/evaluating plan) with an emphasis on school-wide implementation Coach: Facilitate the process for school-wide implementation 7

Principals Tasks Provide feedback and openly acknowledge successes Make decisions that support the high priority of the behavior and reading support effort Actively participate in activities Increase project visibility and priority through agendas, newsletters and presentations Secure resources Arrange professional development opportunities 7

Coachs Tasks Meet with team at least monthly Provide technical support Help team maintain momentum Assist team to document and celebrate successes Facilitate team coordination Provide intangible moral support 7

Team Members Tasks Represent school staff Participate in regularly scheduled meetings Assist in guiding and evaluating SMARTI activities Communicate to others (e.g., staff, parents, community) 7

Common Mistakes When the team leader is absent, the meeting structure is non-existent Too much or too little written documentation of the meeting Too many simultaneous conversations Tangents or off-topic conversations 8

Effective meetings require work before and after the actual meeting time. BEFORE: Set agenda and send to team Collect data, review, and prepare summary statements BEFORE: Set agenda and send to team Collect data, review, and prepare summary statements DURING: Follow agenda & time frames Review data Make precision problem statements Develop solutions Take notes and set action items DURING: Follow agenda & time frames Review data Make precision problem statements Develop solutions Take notes and set action items AFTER: Complete action items Follow-up on action item status AFTER: Complete action items Follow-up on action item status 8

Sample Building Leadership Team Agenda There are multiple forms for this purpose

Functions/Responsibilities: Critical Piece in the Process Moderator facilitates meeting content and flow according to agenda Norms monitor ensures adherence to the agreed upon meeting commitments Time keeper keeps meeting moving toward action plan Data keeper organized individual who makes sure the appropriate data is available Scribe takes notes during the meeting especially regarding action plan 8

Take a moment as a team to review the Functions/Responsibilities for the Leadership Team Meetings.Take a moment as a team to review the Functions/Responsibilities for the Leadership Team Meetings. Discuss who will take on each function/responsibility for the Leadership Team during trainings and meetings for the 2011-2012 school year.Discuss who will take on each function/responsibility for the Leadership Team during trainings and meetings for the 2011-2012 school year. Record the individuals names in your workbook.Record the individuals names in your workbook. Team Time 9

Accomplishing What Needs to Be Done Establishing a Good Communication and Integration Plan

Example Communication and Integration Flow Chart District SIT PLCs SAT School Improvement Leadership (incl. members from initiatives work group chairs, etc.) All Staff GRADE LEVELS/DEPARTMENTS SIT provides priorities for action Work Groups provide monthly data and action reports to SIT. SIT provide info, training, and reminds staff of priorities. Staff informs SIT of needs SIT identifies and passes along GL issues to appropriate GL. GL reports back on action taken, results, & needs. 9

Literacy RtI Work Group PBIS Work Group Content Literacy Work Group Bldg. Leadership Team/SIT/RtI Management Team Attends RtI trainings to learn how to use/implement practices, understand data sources relevant to PBS and literacy, and how to develop systems at multiple to support the implementation towards SIT literacy goals, objectives and behavior SIT strategies Meets 1 x per month to look at all schoolwide data, discuss status on action items, next steps Receives priorities from leadership team. Meets to develop a plan to implement schoolwide PBIS strategies in both non- classroom and classroom settings Receives priorities from leadership team. Meets to develop a plan to carry- out those priorities. This group is also referred to as the worker bees Meets to support staff in using literacy intervention programs. Team analyzes intervention grouping progress monitoring data to problem-solve the lack of growth. Fidelity checks, ongoing training and support, suggestions for alternatives to scheduling, intervention program, and system considerations occurs as well

Non-Examples

RtI Team Literacy Team Math Team Behavior Team

RtI Team Literacy Team Math Team Staff

Role of Workgroups The leadership team cannot do everything Workgroups allow the work to be equally distributed across staff The workgroups are in essence the doers or worker bees They carry-out the necessary tasks and report back to leadership team on needs and status of implementation

Discuss: How does communication flow within your building: School Improvement Team, grade level meetings, child assistance teams, department meetings, to all staff?How does communication flow within your building: School Improvement Team, grade level meetings, child assistance teams, department meetings, to all staff? What mechanisms are used? What are the time requirements?What mechanisms are used? What are the time requirements? How are decisions made and communicated?How are decisions made and communicated? Given that you will progress at the rate of your entire staff, how will you communicate, train, make decisions?Given that you will progress at the rate of your entire staff, how will you communicate, train, make decisions? Team Time 10

MI-SISEP However noble, sophisticated, or enlightened proposals for change and improvement might be, they come to nothing if teachers dont adopt them in their own classrooms and if they dont translate them into effective classroom practices. One Common Voice One Plan 10

How do we successfully accomplish this work and not become completely stressed-out? If we continue to add more to our already overburdened work load... WE CANNOT. We need to find ways to be more efficient and effective.

We CAN work smarter Prioritize activities based on our School Improvement Plan. Eliminate activities not geared toward goals and objectives. Combine committees and tasks that have same goal/objective. Communicate with all key stakeholders. Use effective (evidence-based) practices. 10

What will School Improvement Look Like in Our School? Braid existing initiatives and committees under School Improvement. Improving Student Outcomes is the focus of SMARTI professional development over the next three years.

Foundation Phase Grant Development/Set Up Schoolwide PBS/Reading Nov. 11Sept 12 Implementation Phase Schoolwide PBS/Reading Targeted PBS/Reading Intensive PBS/Reading Sept 12Sept 13 Sustainability Phase On-Going Data Review Outcome-Based Decision Making Sept 13June 14 Moving in a New Direction! D

Ready! Fire! Aim! Behaviors change before beliefs The size and prettiness of the planning document is inversely related to the quantity of action and student learning Shared vision or ownership is more of an outcome of a process than it is a precondition (Fullan, 2008)

Challenges you will face Avoiding the rush to solutions. We are working to develop a process for solving all problems. Hurry! Im overwhelmed! Bridging the gap between teams trained and the rest of the staff Supporting implementation on a daily basis Feeling like youve been there, done that!

Four Basic Recommendations: Never stop doing what is already working Always look for the smallest change that will produce the largest effect Avoid defining a large number of goals Do a small number of things well Do not add something new without also defining what you will stop doing to make the addition possible. Collect and use data for decision-making

Ongoing commitment of all staff A school-wide approach: a three tiered process improving student behavior and reading competencies for all students Universal screening and ongoing student progress monitoring Strong leadership and coaching support throughout the process No One Size Fits All school improvement process Relationships! Relationships! Relationships! (Fullan, 2001) Lessons Learned .and use your data

SMARTI Supports School Teams Use of Data by Pre-training Coaches and Principals in the data review content Providing worksheets to guide data review process Reviewing/Action Planning student outcome measures

Measures BehaviorReading Systems EBS Self-assessment Survey Schoolwide Evaluation Tool (SET) Benchmarks of Quality Benchmarks for Advanced Tiers (BAT) Planning and Evaluation Tool for Effective Schoolwide Reading Programs (PET) or Schoolwide Evaluation and Planning Tool for Middle School Literacy (SWEPT) Process EBS Team Implementation Checklist SMARTI Reading Support Implementation Checklist Outcomes Discipline Referrals Suspensions DIBELS AIMSWeb MEAP 13

As a Leadership Team, discuss the following items: Has the data from the Self- Assessment Survey been shared with the entire staff? How will you ensure ongoing commitment from the staff? Team Time Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done 13

Effective Behavior Support (EBS) Team Implementation Checklist (TIC) Completed quarterly as a team Takes approximately 10 minutes to complete Entered on-line from group completed paper copy Is used as a planning guide for successful School-Wide PBIS Implementation

What does the EBS-TIC tell us? Used as an indicator of implementation fidelity for Schoolwide PBIS We typically see changes in processes before changes in systems and student outcomes Having this process data can serve as an early reinforcement for staff behavior (implementation of Schoolwide PBIS) 14

Components of Team Implementation Checklist 1.Establish commitment 2.Establish and maintain team 3.Self-assessment (fidelity and outcomes) 4.School-wide expectations 5.Classroom Behavior Support Systems 6.Establish information system 7.Build capacity for function-based support This checklist provides a scope and sequence for implementing schoolwide behavior supports. Schools shouldnt expect to see change in student behavior until at least 80% of items are achieved on the checklist.

How to Complete the PBIS Team Implementation Checklist (TIC).

Areas Examined by the PBIS TIC Establish commitment Establish and maintain team Conduct self assessment Establish school-wide expectations Classroom behavior support systems Establish information system Build capacity for function-based support

Places to find the Team Checklist Assessment Booklet (during the months it is due) PBIS Surveys website www.pbssurveys.org SMARTI website http://SMARTI.cenmi.org

Team Checklist Version 3

Using Team Implementation Checklist Results Team Implementation Checklist results are used to adapt action plans to school positive behavioral intervention & support needs by monitoring the implementation and maintenance of PBIS systems. Checklist results thus help determine the most effective allocation of faculty, financial, and other school resources. 17

Complete the EBS Team Implementation Checklist with your teamComplete the EBS Team Implementation Checklist with your team Have 1 person record your scores on the blank copy in your Assessment Booklet.Have 1 person record your scores on the blank copy in your Assessment Booklet. Team Time Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done 14-16

How to Submit Scores Online from the PBIS Team Implementation Checklist (TIC)

www.pbssurveys.org Note: PBIS Surveys will be hosted under PBIS Assessment beginning in the Winter of 2011.

Enter 6-digit account number

Select your name and enter the date your team completed the Team Checklist

Reports are available immediately after you submit your scores online.

How to View Reports from the PBIS Team Implementation Checklist (TIC)

Enter 6-digit account number

# of items fully implemented (achieved) / 22 total items # of items partially implemented (In progress)/ 22 total items Total Points= Total Points Earned / Total Possible Points

Submit and view your EBS-TIC results online now. Discuss a possible plan for sharing results (graphs) with your whole staff.Submit and view your EBS-TIC results online now. Discuss a possible plan for sharing results (graphs) with your whole staff.OR Discuss a plan for submitting your results online and sharing the results (graphs) with your team and possibly whole staff.Discuss a plan for submitting your results online and sharing the results (graphs) with your team and possibly whole staff. Team Time Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done 17

= Introduction to Positive Behavior Intervention Supports EUPISD SMARTI Schoolwide Movement to Achieve RTI

What is School-wide Positive Behavioral Interventions and Supports (PBIS)? School-wide PBIS is: A systems approach for establishing the social culture and behavioral supports needed for schools to be effective learning environments for all students. Evidence-based features of SW-PBIS Prevention Define and teach positive social expectations Acknowledge positive behavior Arrange consistent consequences for problem behavior On-going collection and use of data for decision-making Continuum of intensive, individual interventions. Administrative leadership Team-based implementation (Systems that support effective practices) 17

Average MEAP Reading Scores and fidelity in PBIS implementation based on Benchmarks of Quality State Average *Schools from multiple districts

The Big Idea of School-Wide Support Systems Goal is to establish host environments that support adoption, sustained use, & expansion of evidence-based practices (Zins & Ponti, 1990)

Moving Upstream: A Story of Prevention and Intervention

In a small town, a group of fishermen gathered down at the river. Not long after they got there, a child came floating down the rapids calling for help. One of the group on the shore quickly dived in and pulled the child out.

Minutes later another child came, then another, and then many more children were coming down the river. Soon everyone was diving in and dragging children to the shore, then jumping back in to save as many as they could.

In the midst of all this frenzy, one of the group was seen walking away. Her colleagues were irate. How could she leave when there were so many children to save? After long hours, to everyone s relief, the flow of children stopped, and the group could finally catch their breath. At that moment, their colleague came back. They turned on her and angrily shouted: HOW COULD YOU WALK OFF WHEN WE NEEDED EVERYONE HERE TO SAVE THE CHILDREN?

She replied, It occurred to me that someone ought to go upstream and find out why so many kids were falling into the river. What I found is that the old wooden bridge had several planks missing, and when some children tried to jump over the gap, they couldnt make it and fell through into the river. So I got someone to fix the bridge.

All students in school Universal Prevention Core instruction, preventative, for all students, Targeted Intervention Supplemental, to reduce risk, for some students Intensive Intervention Individualized, function- based, high specific, for few students School-Wide Support Systems for Student Success 80% 7-15% 1-5%

Providing support at all three levels Students needing strategic/targeted interventions Students needing intensive/ individualized Interventions Less problems allow for allocation of resources to appropriately meet needs Not enough resources to address needs of student who are not at desired levels Students performing at desired levels Too few performing at desired levels Implement Universal Prevention Implement Targeted Intervention Implement Intensive Intervention

Turn to another person at your table and answer the following questions together: 1.What are the three levels of schoolwide positive behavioral interventions & supports? Names (and alternate name)Names (and alternate name) Supports provided at each levelSupports provided at each level 2. Why spend so much time focusing only on Universal prevention to begin with? Partner Activity 18

Big Ideas to Improve Behavior Identify & define behavior expectations Teach behavior expectations Monitor expected behavior Encourage/acknowledge appropriate behavior Correct inappropriate behavior through a continuum of consequences Use data for decision making 18-19

How do we do this in our school? Use existing teams/committees as much as possible Embed project activities into current initiatives (i.e., school improvement, safe schools, character education, etc.) School-wide support activities are mapped out within the school improvement plan Establish three levels of implementation, each with different functions School-wide Grade level Individual student

We want to create a culture of positive behavioral interventions and supports within schools with shared values, language, expectations and experiences.

Commitment when we are dealing with a diverse group How do we develop commitment around a focused set of goals?

Goal To create an environment where no student falls through the crack This is accomplished by creating a school environment where student safety and demonstration of socially appropriate behaviors can lead to an increased emphasis on academic productivity Academics vs. behavior is the ultimate chicken and egg question 19

How do we accomplish the goal? Create systems to support students at multiple levels in both academics and behavior Collectively agree to adhere to a philosophy that we have never failed unless we have ceased to try (Eleanor Roosevelt) This requires the adults to be relentless in finding something that will work to make every child successful 19

Resiliency Literature Research studied adults who had disastrous childhoods but made it through and are normal functioning adults When asked why they were able to survive they cited two reasons: Family member who never gave up on them Teacher who never stopped believing in them Research cited by Sprick (2007)

School Connectedness Body of research indicates students emotional connectedness to school is directly related to their choices about activities involving drugs and violence EVERY student has a need for recognition, acknowledgement, purpose, belonging, and competence

School Connectedness Schools are much more likely to create a school culture that includes every student if staff continually seek and use data/feedback to drive decision-making

Every student counts It is the job of the leadership team (principal included) to communicate to staff that EVERY student counts and to observe and evaluate whether all students are getting their needs met 19

Historical Perspective Have your ever heard either of these statements before? Cant we just go back to the way school use to be? If paddling was still acceptable, we wouldnt have the same problems we see today.

Historical Perspective (cont) Reality: Graduation rates: never been higher; we are educating more students with higher needs Paddling: still legal in 23 states and same behavioral problems exist within those state as others with no paddling Big Gun Mentality doesnt work Creating a positive, proactive environment is most beneficial to all students

Positive, Proactive vs. Punitive Over-reliance on punishment and punitive measures does the following: Results in an increase in escapist/avoidance behaviors in students Causes students to be our enemies rather than allies Causes students to engage in the ultimate form of escapism-drop-out Severe punitive measures (i.e. suspension) are more aversive to adults 19

Identifying and Defining Behavior Expectations EUPISD

To create a culture of competence within our schools we need a common set of behavior expectations

Big Ideas In Positive Behavioral Interventions & Supports Identify & define expectations Teach expectations Monitor expected behavior Acknowledge/Encourage expected behavior Use data for decision making Correct behavioral errors (continuum of consequences) Today January, along with classroom management Tomorrow

Sometimes, we have too many to remember!

School Rules NO Food NO Weapons NO Backpacks NO Drugs/Smoking NO Bullying Consider your impressions of this school Consider your impressions of this school

A Quick Vocabulary Lesson Values: the accepted principles or standards of your schools culture Schoolwide Expectations: provide the overarching values or the umbrella for expectations for your school building Specific Expectations: provide the observable behavioral demonstrations of how to achieve the schoolwide expectations 20

School Values VALUES: the accepted principles or standards of your schools culture. These may include such descriptors as learning, community, honesty, integrity, or compassion.VALUES: the accepted principles or standards of your schools culture. These may include such descriptors as learning, community, honesty, integrity, or compassion. As a Leadership Team, complete the statement belowAs a Leadership Team, complete the statement below At ________________________________ (school name) we value _______________________________________ _______________________________________________ Team Time 20

Define School-wide Expectations for Social Behavior Identify 3-5 Expectations Short statements Positive Statements (what to do, not what to avoid doing) Memorable 20

Example Behavior Expectations Woodward Elementary DeKeyser Elementary Portage North Middle School

Making the Expectations Memorable

Memorable Behavior Expectations Martin Luther King Jr. Sparlingville Elementary EARN YOUR WINGS Choose respect! Act responsibly! Ready to learn! Do your best! Show character! And Fly!!! Kingston Elementary Beechnau Elementary

Sand Lake Elementary Respect Responsibility Trustworthiness Citizenship

Orchard View Early Childhood Center Green Meadow Be Safe Be Respectful Be Responsible

Woods Lake Elementary: A Magnet Center for the Arts

Making the Expectations Visible Posted in classrooms, hallways, computer wallpaper, etc. Printed in school handbook Some schools have made videos of the behavior expectations 21

Sandy Hill Elementary Pentwater Elementary Holland Heights Elementary Superior Hills Elementary

Berrien Springs Middle School Soo Township Elementary Computer Wall Paper and Screen Savers

Mellen Elementary South Range Elementary Lakeview Elementary Kalamazoo Central High Hall Elementary

Some schools display expectations on shirts, lanyards, hats, bumper stickers...

Displaying Expectations on Milwood Middle School Student Planner

Transform broad school-wide expectations into specific, observable behaviors. Expectations by Settings Matrix used as a tool for teaching the behavior expectations 21

Behavior Expectation Matrix (example) LunchroomBusHallwayPlayground Respect others Respect property Respect yourself

Behavior Expectation Matrix (example) Library LunchroomBusHallwayPlayground Respect Others Use inside voice Eat your own food Stay in your seat Stay to the right Wait your turn Respect Property Recycle paper Return trays Keep feet on the floor Put trash in cans At bell return equipment Respect Yourself Return books on time Wash your hands Be at stop on time Use your words Ask for help 21

Palmer Elementary Specific Setting Descriptions of the Behavior Expectations Rutherford Academy Hillside Middle School

Milwood Magnet (Middle) School Planner

Your Teams Work: Today: Develop 3-5 schoolwide behavioral expectations Create a behavioral matrix for 1-2 key areas in your building Develop a plan for making the expectations visible throughout your building By next meeting Create a behavioral matrix for all settings in your school Be sure to include input from the rest of the staff

Explicit directions for completing the following activities are in your workbooks. Please use this team time to accomplish the following tasks: Identify 3 to 5 Clear Behavioral ExpectationsIdentify 3 to 5 Clear Behavioral Expectations Plan for Making Behavioral Expectations VisiblePlan for Making Behavioral Expectations Visible Complete the Behavior Matrix for 1-2 key areasComplete the Behavior Matrix for 1-2 key areas Plan for Gettin g Staff Input on the Behavior Expectations and MatrixPlan for Gettin g Staff Input on the Behavior Expectations and Matrix Team Time Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done 22-26

Documents

PBIS Day 1 and 2 EUPISD SMARTI Schoolwide Movement to Achieve RTI