How Do We Define and Teach Our Expectations?

Waterbury Public Schools

PBS Day 3

25 Industrial Park Road, Middletown, CT 06457-1520 · (860) 632-1485

Connecticut State Department of Education · Division of Educational Programs and Services

How Are We Currently Doing?

SET Scores Waterbury

Total Scores By Question

0

0.5

1

1.5

2

A1 A2 B1 B2 B3 B4 B5 C1 C2 C3 D1 D2 D3 D4 E1 E2 E3 E4 F1 F2 F3 F4 F5 F6 F7 F8 G1 G2

Overwhelming High Scores

All schools agreed that there is system of documentation on dealing with and reporting specific behavior violations.

Most schools noted that staff state they give rewards for appropriate behavior and that students report receiving rewards for appropriate behavior.

Total Scores By Dimension

0%

10%20%

30%40%

50%60%

70%80%

90%

A-DefiningExpectations

B-TeachingExpectations

C-System ofRewards

D-System ofResponding

E-Monitoring& Decision-

Making

F-Management

G-District-Level Support

Areas of Focus

District-level support is a high focus area for many schools. This is currently being addressed through district level meetings.

There is mixed of needs for defining and teaching expectations. Overall these dimensions were highlighted as focus areas. These areas will be the agenda for today.

Time To Reflect On Our Data

What is my overall impression of our school’s scores?

On which questions in dimensions A & B do we need to focus?

How does this information relate to today’s agenda?

Defining Expectations

Components of School-Wide Discipline

Establish Clear Expectations Teach and Model Expectations Reinforce and Support

What Does the CCT Say?

Page 9 Competency #3 Teachers establish and maintain

appropriate standards of behavior and create a positive learning environment that shows a commitment to students and their success.

What Does the CCT Say?

a. Make explicit standards of behavior Apply them consistently Use fitting consequences

b. Manage routines and transitions in order to maximize the instruction time by

c. Manage resources to ensure high levels of engagement

What Does the CCT Say?

d. Establish high expectations for achievement

Promote shared responsibility for learning Nurture the development of ethical and

responsible behavior

e. Demonstrate enthusiasm and caring about the well-being of students

What Does the CCT Say?

f. Structure interactions and discussions in a non-threatening, safe learning environment

Support learning styles and student interests Encourage intellectual risk-taking

g. Use understanding of motivation to foster independent thinking and confidence

What Does PBS Say About Defining Expectations? 3-5 overarching school-wide expectations

For ALL people, ALL settings, ALL the timeStated in clear, concise, and positive

language Define how these expectations look

Across all settingsSetting specific

B A M S B-Be Respectful

A-Act Appropriately

M-Manage Your Time and Tasks

S-Strive for SuccessT.Knoster, 2000

BAMS: Morning Areas Be respectful

Remain in designated areas Act appropriately

Keep hands, feet, and objects to self Talk quietly

Manage your time Use designated exits Exit in orderly manner

Strive to succeed Keep self and other safe by not rushing around Help others when needed

T.Knoster, 2000

BAMS: Cafeteria Be respectful

Wait patiently in line Follow the flow of traffic (outside-in)

Act appropriately Keep your food & utensils on trays or in mouth Raise hand to leave seat Walk at all times

Manage your time Be there on time Have money/ticket ready to pay

Strive to succeed Clean your area before you leave

T.Knoster, 2000

BAMS: Hallway Be respectful

Keep hallways clean & free of litter Act appropriately

Walk at all times Close locker quietly Keep to the right

Manage your time Go to locker during designated times Be in your class when the bell rings

Strive to succeed Help others when needed Give others a chance to get into their locker

T.Knoster, 2000

Patriot Pride-Classroom Expectations Take PRIDE... in yourself

Be on time to class with materials. Listen and follow directions. Strive for excellence

Take PRIDE... in each other Be courteous by using polite language. Keep hands, feet, and objects to self. Respect other people's property.

Take PRIDE... in your school Keep books covered. Use classroom materials appropriately. Prevent and report vandalism.

Patriot Pride-Bus Expectations Take PRIDE... in yourself

Remain in your seat. Wait for bus in safe area.

Take PRIDE... in each other Respect other people's property. Keep hands, feet, and objects to self. Be courteous by using polite language.

Take PRIDE... in your school Keep food and drink in backpack or lunch bag. Place trash in wastebasket. Prevent and report vandalism.

Patriot Pride-Library Expectations Take PRIDE... in yourself

Choose any book. Check the due date. Return books on time Be quiet in the library.

Take PRIDE... in each other Return books to allow others to borrow them. Find a book? Return it to the library.

Take PRIDE... in your school Books are resources everyone should have access

to. Project finished? Return those books.

PBS vs. Assertive Discipline

PBS 3-5 overarching

school-wide expectations for ALL

Stated in clear, concise, and positive language

Define how these expectations look

Assertive Discipline 4-6 rules developed

for that setting that can be enforceable all day

Stated in observable language

Teaching Expectations

Components of School-Wide Discipline Establish Clear Expectations

Teach and Model Expectations Reinforce and Support

Teaching

Model

Guided Practice

Independent Practice

“If a child does not know how to read, we teach. If a child does not know how to swim, we teach. If a child does not know how to multiply,we teach. If a child does not know how to drive, we teach. If a child does not know how to behave, we teach?…punish?” “Why can’t we finish the last sentence as automatically

as we do the others?”

Tom Herner (NASDE President) Counterpoint, 1998

Time to Reflect…

What percentage of time is spent teaching students behavioral expectations?

What do we currently have in place to teach behavioral expectations? When? How often? By whom? To whom?

How much practice do children need to learn the expected behavior?

Automatic = Perfect Practice

Practice = Repetitions

“High” ability – 25 successful repetitions

“Average” ability – 35 successful repetitions

“Slow” ability – 55 successful repetitions

Practice is not the same as mastered

Practice creates automaticity (long term memory)

Practice makes permanent, therefore needs to be perfect practice

We have known this since 1930 Gates, A. I. (1930). Interest and

ability in reading. New York: Macmillan.

What Do We Teach?

Specific Behavior or Social Skills Missing skills Not knowing the appropriate behavior Not knowing how to problem-solve

Coping Strategies Dealing with stress or being overwhelmed Dealing with frustration or anger

Replacement Behaviors Substituting a more socially acceptable behavior

For Next Time… Meet as a team two times before April 27

Obtain feedback from staff and families on your school-wide expectations. Review and/or revise your school-wide expectations

Organize any current materials your school has on teaching behaviors. Determine what your school needs to do in order to have a systemic, consistent method for teaching behaviors.

For next time Bring any relevant materials that relate to reinforcing

appropriate behaviors and to responding to inappropriate behaviors.

Bring a case study of a student with a behavior concern.