# data[].attributes.headline
Rules – Relationships =  	        Resentment + Rebellionvs. Rules + Rigor + Relationships =  Resources + Results + Respect

# data[].attributes.subject
Rules – Relationships =  	        Resentment + Rebellionvs. Rules + Rigor + Relationships =  Resources + Results + Respect

# data[].attributes.headline
We do lots to prevent student misbehavior.  We need to be more consistent across campus with our teaching and support of learning behaviors.  We should try to take advantage of the opportunities to make connections, build relationships, as well as teach and reinforce appropriate behaviors.

# data[].attributes.subject
We do lots to prevent student misbehavior.  We need to be more consistent across campus with our teaching and support of learning behaviors.  We should try to take advantage of the opportunities to make connections, build relationships, as well as teach and reinforce appropriate behaviors.

# data[].attributes.headline
We need to focus more the teaching aspect of discipline rather the consequence part.  The natural consequence that comes with breaking rules can have more an impact, even though the student isn't aware of it in the moment.

# data[].attributes.subject
We need to focus more the teaching aspect of discipline rather the consequence part.  The natural consequence that comes with breaking rules can have more an impact, even though the student isn't aware of it in the moment.

# data[].attributes.headline
Students are capable of following the rules once taught, practiced and supported.  It may take some of them longer than others but they are all capable.

# data[].attributes.subject
Students are capable of following the rules once taught, practiced and supported.  It may take some of them longer than others but they are all capable.

# data[].attributes.headline
Knowing students makes a difference in the connections.

# data[].attributes.subject
Knowing students makes a difference in the connections.

# data[].attributes.headline
Friendship corner – in class problem-solving, training in peer to peer interaction

# data[].attributes.subject
Friendship corner – in class problem-solving, training in peer to peer interaction

# data[].attributes.body
Consistency throughout the school
Allow students to have a voice to share their concerns. Let them know that their thoughts on behaviors matter.
Focusing more on positive behaviors.

# data[].attributes.headline
Students are capable as long as the rules are clearly stated.  If the expectations are fully taught and the class community is invested, they can.  Need to build community rules of right and wrong b/c what is right and wrong is subjective and different for each person, family, culture, etc.  Yes, children can learn from mistakes.  The emphasis needs to be on teaching and less on punishment.                                                                               

# data[].attributes.subject
Students are capable as long as the rules are clearly stated.  If the expectations are fully taught and the class community is invested, they can.  Need to build community rules of right and wrong b/c what is right and wrong is subjective and different for each person, family, culture, etc.  Yes, children can learn from mistakes.  The emphasis needs to be on teaching and less on punishment.                                                                               

# data[].attributes.body
- How are we proactively setting ourselves and our students for success
- Effective use of 1-2-3
- Having a close relationship with one adult who can check-in and check-out, provide support for a vulnerable student
-In the cafeteria we could have table top conversation cards
-Teachers eating with their students for perhaps the first two weeks
-Support staff, just stopping in and eating with kids and talk

# data[].attributes.body
1, 2, 3 magic
morning meeting
bear bucks/PBIS practices/expectations
SEL curriculum

Do better/more: consistency with 1, 2, 3 magic- counting, take time between counts
expectations need to be consistent across all settings
explicit teaching of start / stop behaviors
more non-tangible rewards
did you play today, etc.

# data[].attributes.body
Creating a community where everyone knows the expectations and feels involved and a part of the community.

# data[].attributes.headline
Room for improvement: Bear Buck consistency and cafeteria incentives.  

# data[].attributes.subject
Room for improvement: Bear Buck consistency and cafeteria incentives.  

# data[].attributes.body
1,2, 3 Magic - can be done across several settings, but might now work with all students (Tier 2/3),
Remember to keep emotion and conversation out of interactions, do not engage in power struggles,
-revisit expectations at the beginning of the year, understand what the 'take 5' area looks like, during transition from RA to classroom, recess to class, etc. allow students to have a fresh start, not dwell on what happened in the previous setting
- what other practices are you trying in your room to reach your students prior to calling SST/Admin for support (building relationships)

# data[].attributes.headline
The practices should create a connection but unfortunately, over time with consistent behavior issues a disconnect can be created.  Children continue to misbehave b/c the discipline practices do not correct the behavior causing peers to feel frustrated that their learning is impacted.  Children say that they "don't care" about the consequences. Other children try to encourage better behavior but when it doesn't change behavior, they feel frustrated.   

# data[].attributes.subject
The practices should create a connection but unfortunately, over time with consistent behavior issues a disconnect can be created.  Children continue to misbehave b/c the discipline practices do not correct the behavior causing peers to feel frustrated that their learning is impacted.  Children say that they "don't care" about the consequences. Other children try to encourage better behavior but when it doesn't change behavior, they feel frustrated.   

# data[].attributes.body
Generally students are aware of the rules. They know right from wrong and do learn from their mistakes. When staff have the expectation that students can follow the rules, model the desired behavior and create a community-like environment students are then more successful.

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When transitioning from one classroom to another there may be a disconnect from lack of communication. Sometimes due to lack of time or means.  

# data[].attributes.subject
When transitioning from one classroom to another there may be a disconnect from lack of communication. Sometimes due to lack of time or means.  

# data[].attributes.headline
Universal language with 123 Magic, PBIS, voice levels, etc. help students to understand expectations are the same across all setting in the building.  

# data[].attributes.subject
Universal language with 123 Magic, PBIS, voice levels, etc. help students to understand expectations are the same across all setting in the building.  

# data[].attributes.body
Deep Run pledge
PBIS/1-2-3 Magic
support staff
morning greetings
Classroom routines
tiered response
more actions:
never enough, always something else
clear consequences for misbehavior made clear ahead of time
more consistent classroom structure across the school
vocabulary
how do we take kids from extrinsic to intrinsic motivation?

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Examples:  Restorative Circles (like a.m. meeting for problems)

# data[].attributes.subject
Examples:  Restorative Circles (like a.m. meeting for problems)

# data[].attributes.body
If you hurt the community or member of the community, you have to learn how the community feels and earn back their trust, e.g. make things right.
- Impact - students know that if they do something wrong they will have to face the community
- comment - sounds like a council of elders in some tribal communities, lol
- There is a structured component with sentence frames to deal with problems, e.g. When you ___ I feel ___.