1 / 35

BoQ Critical Element: Expectations & Rules Developed

BoQ Critical Element: Expectations & Rules Developed. 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

schmitza
Download Presentation

BoQ Critical Element: Expectations & Rules Developed

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  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…

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

  7. 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

  8. 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

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

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

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

  12. 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.

  13. 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

  14. 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

  15. 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?

  16. 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?

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

  18. 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

  19. 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

  20. 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

  21. 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

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

  23. 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

  24. EAST MS

  25. 30

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

  27. 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

  28. 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

  29. 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.

More Related