SESSION I: INITIAL TEAM TRAINING Module 3 Social Behavioral Curriculum: Identify and Define School/Classroom Expectations/Matrix SESSION I: INITIAL TEAM TRAINING Presented by the MBI Consultants

Critical Components Commit to a common purpose and approach to discipline —creating a safe and welcoming culture that includes student voice and family/community involvement Establish and maintain team… with administrator support, participation and leadership Establish a clear set of positive expectations and behaviors Establish procedures for teaching expected behavior Establish a continuum of procedures for encouraging expected behaviors Establish a continuum of procedures for discouraging inappropriate behaviors Establish a system for using data to make decisions, progress monitor, and problem-solve

3 – 5 Schoolwide Expectations Behaviors/Rules/Procedures SHARED BELIEFS Vision Mission 3 – 5 Schoolwide Expectations Behaviors/Rules/Procedures All Settings Nonclassroom Classroom Page 34

Activity - A Lesson in Consistency MBI Initial Team Training- Module 3 In 3 minutes list all of the school, program or classroom rules in place in your setting. Rules: 1. 2. 3. 4. Rules Rules Rules 4

Did you get a list like Mrs. Mutner? No talking No running No sneezing No betting No looking out the window No dorky hairstyles No coughing No laughing No fighting No swearing No sleeping No being a dork No making fun of teacher No flipping of fingers No drugs No weapons No bringing animals to school No looking at the clock No stupid remarks No coming in late No coming in early No humming No gum chewing No gum popping No sneering No spitting No farting No whistling No rolling your eyes No clicking of teeth No moving of feet under desk No sickness No going to the bathroom off schedule No crying No snot sucking Did you get a list like Mrs. Mutner? 5

Why 3-5 Universal Expectations? We cannot teach rules for every possible situation that might arise in school Rules create too much “wiggle room” for loopholes Too many rules create a negative, punitive school culture Too many rules focus on obedience rather than responsibility Rule is a four-letter word

MBI Initial Team Training- Module 3 3 – 5 Universal Expectations (aka: “Guidelines for Success” or “Codes of Conduct”) The goal is to develop a code of conduct which addresses behavior expectations in all aspects of the school or program Increases consistency Children are taught how to evaluate their behavior according to the code or general guidelines Expectations known by all (just ask them!) 7

ESTABLISHING 3-5 SCHOOL/PROGRAM-WIDE BEHAVIORAL EXPECTATIONS MBI Initial Team Training- Module 3 ESTABLISHING 3-5 SCHOOL/PROGRAM-WIDE BEHAVIORAL EXPECTATIONS Positively Stated - Not a list of no’s and don’ts Simple, general Should reflect the type of climate you want in your setting and what you expect from students and staff These will be the core organizing principals for your MBI school- wide system Take care of yourself. 2. Take care of each other. 3. Take care of this place. 5 8

Redesign Learning and Teaching Environments MBI Initial Team Training- Module 3 School Rules NO Food NO Weapons NO Backpacks NO Drugs/Smoking NO Bullying 1 9

Example or Nonexample? Be obedient No fighting No drugs or weapons on the property Act responsibly Don’t bite Use your words

Exhibit respect for yourself and for others. Accept responsibility. Example or Nonexample? Exhibit respect for yourself and for others. Accept responsibility. Give your best effort always. Look, listen, and learn to Exceed expectations and Soar to success.

Examples of 3-5 Expectations MBI Initial Team Training- Module 3 High-Five Be Respectful Be Responsible Be There Be Ready Follow Directions Jefferson Elementary School Respect Yourself Respect Others Respect Property Helena Middle School Be Safe Be a Learner Hamilton High Be Safe Be Respectful Be Responsible Victor School Be Ready ABCs Always Try Cooperate with Others Do your Best Video 12

Activity Complete the workbook activity on “Getting Started with Your Schoolwide Expectations” http://www.lookiris.com/

What is WITH the Matrix thing???? The Universal Teaching Matrix 8/23/2009

Practices: The Teaching Matrix Defines what your 3–5 expectations look like in all settings, nonclassroom settings and the classroom Becomes the foundation for “The Behavior Curriculum” in your building Gives examples Keeps expectations positive Page 36 8/23/2009 15

1. EXPECTATIONS 2. SETTING 3. BEHAVIOR EXAMPLES Expectations Teaching Matrix SETTING All Settings Hallways Playgrounds Cafeteria Library/ Computer Lab Assembly Bus Be Respectful 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. Be Responsible 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. Be Safe 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. Important!! Include Classroom 1. EXPECTATIONS 2. SETTING New Idea: Include Emergency Situations Expectations 3. BEHAVIOR EXAMPLES 5 8/23/2009 16

MBI Initial Team Training- Module 4 ACTIVITY Select Option 1 or 2 on the Matrix Development worksheet and complete for one common area setting. Update your TIPS II form 8/23/2009 17

CLASSROOM GREAT 8

CLASSROOM GREAT 8 Expectations and rules Procedures and routines Continuum of strategies to acknowledge appropriate behavior Continuum of strategies to respond to inappropriate behavior Active supervision Multiple opportunities to respond Activity sequence and offering choice Academic success and task difficulty 4

Defining Classroom Behavior/Rules Developed by students and teachers Clearly stated Few as possible Accepted by Monitored and frequently discussed to communicated and accepted by significant others, such as parents Are a list of “do’s” instead of “don’ts (positively stated) Understandable

ACTIVITY Review the examples of the rules on the bottom of page 47 and the “Classroom Rules Worksheet Example” on page 48 Complete the “Rules Writing Activity Classroom Rules Worksheet” on page 49

Teacher Self-Assessment Do the rules you’ve developed address the problem behaviors you currently have in your classroom? Are these rules posted in your classroom? How are the rules taught in your classroom? When are the rules taught in your classroom? Are the students fluent in following the rules? (80 % or more of the students follow the rules 80% or more of the time?) How do you assess or keep track of the students’ fluency?

Discussion Activity If you did a walkthrough of your building and went into each classroom, how many of those classrooms would have behavior/rules posted in a prominent location? Do the teachers in your building know the benefit for establishing classroom behaviors/rules? What can be done in your school to support all teachers to establish classroom behaviors/rules tied to the schoolwide expectations?

What Are Procedures and Routines? (Second item of Great 8) Procedures are what you want the students to do. Classroom procedures are accepted process patterns for accomplishing classroom tasks or specific activities. (sharpening pencils, going to the restroom) Procedures form routines that help students meet expectations stated in the rules, do these automatically, manage transitions, efficiently, and self-monitor their behavior.

What Are Procedures and Routines? Procedures should be succinct, positively stated and in age-appropriate terms Keep “Who, what, when, where, why, and how” in mind Clear procedures, taught and consistently enforced, are the most critical tool to create a functional and productive learning environment

Elementary Example Learning Position Sit with your bottom on your chair Sit with your legs under your desk Keep both feet on the floor Look at the teacher when he or she talks to the class Keep your materials on top of your desk

Secondary Example Turning in Assignments The last person in each row pass their paper to the person in front of them The next person does the same until the papers reach the first person in each row The first person in each row passes papers to the right The first person in the last row places all papers in the basket on the teacher’s desk

ACTIVITY Read through the lists of possible classroom procedures on the next two pages. Check any that are applicable to your classroom and note any others not listed. You may want to go through your typical day and identify each routine activity. Then choose one procedure and identify the steps or specific behaviors for that activity. Page 51

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