1. Developing a Behavioral Matrix TORI GALLO DuBois Middle School 8 th Grade Team G

2. Why do we need a Behavioral Matrix? CONSISTENCY!!!!!! It eliminates the dilemmas that occur when there are different sets of standards across teachers and eliminates the need for students to determine what behaviors are appropriate for each of their teachers. -(KNOFF, 2007)

3. Self Management -Hopefully, the Behavioral Matrix will help us help students to develop good self management skills. This skill is one in which students are able to monitor their behaviors themselves cognitively, socially and emotionally and are able to know which ones are appropriate because of the specific details in the Behavioral Matrix. -Students must be taught how to self manage by appropriate guidance from teachers when circumstances arise that require students to make a behavioral choice. -(THE UNIVERSITY OF KANSAS, N.D.)

4. What is the process for creating the Matrix? FIRST: Each teacher develop a personal list of leveling behaviors using the definitions below Intensity 1 “Annoying” Behaviors: Behavior problems that the teacher can handle with minimum intervention Intensity 2 “Disruptive” Behaviors: Behavior problems that the teacher can handle with a more directed approach Intensity 3 “Persistent” Behaviors: Behavior problems that are so on-going that they require some type of out-of-classroom intervention Intensity 4 “Severe and Dangerous” Behaviors: Behavior problems that are very severe, are handled by the District’s Code of Conduct and usually require some type of administrative action -(KNOFF, 2007)

5. The process… SECOND: Compile and integrate personal lists of intensity levels one through three onto one sheet to determine how much consensus there is amongst teachers : Write down intensity 4 behaviors and responses from the school’s Code of Conduct -(KNOFF, 2007)

6. Get the kids involved! -Compile a list of expectations, rewards and incentives to determine how much consensus there is amongst teachers -Though it is important to talk about the different intensity levels and consequences with the students, at this stage, it is very important to get the students involved because what teachers may think is a good reward/incentive, students may not. -Let students voice their opinions about what may motivate them to behave appropriately! -(PRESENTATION 2 POWERPOINT)

7. Common Areas and the School Discipline Committee -For common areas, one group of teachers (usually a discipline committee) will talk with each grade level to determine school wide appropriate behaviors and consequences for the common areas of the building -(PRESENTATION 2 POWERPOINT)

8. The process… THIRD: Integrate and represent the Behaviors and incentives agreed upon by all teachers using a visual diagram and post the diagram in class- rooms and common areas -(KNOFF, 2007)

9. Parents should be aware! -The behavioral matrix should be in the handbook for all parents to see and so that they can be aware of the expectations of their child from day one. -We want parents to know that the purpose of the Behavioral Matrix is to help provide their child with the best educational experience possible and to create a safe and productive school climate -(PRESENTATION 2 POWERPOINT)

10. In this process, I learned valuable information about my colleagues and their expectations in their classrooms. We found out information about each other’s styles that we did not know and were able to use this information to discuss the similarities and differences in how we wanted our team behavioral matrix to be conducted. Having a behavioral matrix, that all team teachers abide by, will help us to gain instructional time and further develop academic knowledge for our students. If we were to develop a matrix for the whole school, it would even further help to gain class time by avoiding behavioral problems because every teacher would be enforcing the same behavioral expectations on all students. Students would become accustomed to the exact specifications of how they should behave because there are minimal differences in the way teachers conduct their rules and discipline. All of this would help to develop more of a positive school environment and climate because of the consistency being implemented throughout all parts of the building.

11. REFERENCES Knoff, H. 2007. Developing and implementing the Behavioral Matrix. American College of Edcucation. n.d. Part 2: Building the Behavioral Matrix. The University of Kansas. n.d. Teaching self management skills. Retrieved on June 18, 2014 from http://www.specialconnections.ku.edu/ ?q=behavior_plans/positive_behavior_ support_interventions/teacher_tools/ teaching_self_management_skillshttp://www.specialconnections.ku.edu/?q=behavior_plans/positive_behavior_support_interventions/teacher_tools/teaching_self_management_skills