BoQ Critical Element: Expectations & Rules Developed

1. BoQ Critical Element: Expectations & Rules Developed

2. BoQ Critical Element: Expectations & Rules Developed • 3-5 positively stated school-wide expectations posted around school • Expectations apply to both students and staff • Rules are developed & posted for specific settings • Rules are linked to expectations • 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 ElementAll Colorado PBIS Schools *as of 5/30/14

5. If I only had a brain…

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

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. What would a positive, encouraging school climate look like? Adapted from PBIS Maryland

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

14. Establish School-wide Behavioral Expectations • 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.

15. Establish School-wide Behavioral Expectations • 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. Behavior Expectation Examples • MSVSD 51 Learning Behaviors • Collaboration • Work Ethic • Civic Responsibility • Personal Responsibility • Effort Coyote SMART Safe Motivated Accountable Respectful Trustworthy MVHS POWER Pride Ownership Work Effort Respect The Three Bee’s Be Safe Be Respectful Be Responsible

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? • Both • Limited in number • Positively stated • Aligned with school mission and policies • Clarify criteria for successful performance • 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

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. 2. NATURAL CONTEXT (Locations) 1. Expectations Expectations 3. Rules or Specific Behaviors

28. School-wide Behavior Matrix • 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

29. EAST MS

30. 30

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

33. Outcomes 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

34. Team Time • 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? 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.