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I like some of the posters I've seen around campus on what certain things look like at an assembly or expectations for hallway behavior, etc.

How can we deliver these expectations on a consistent basis? When we see poor behavior in an assembly (i.e. booing or cheating), do we stop, address it and encourage better behavior? Positive reinforcement.

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Not all students come with the skills they require to be successful, and it is very important to focus on these essential skills and be purposeful in modeling them and practicing them.

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It just feels overwhelming to be responsible for my curricular standards and to be teaching self regulation skills etc.

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fewer Ds and Fs & fewer discipline issues

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Metacognition/Volition. I think many teenagers today don't place much value in their education, don't see the point of most of what they're learning in relation to what they're seeing about our current world, etc. I often hear statements along the lines of: "How is geometry going to help me when I'm worried about politics/the planet/civil rights/etc?". I think students need a better understanding of why education is important, not just being told that it is. And they need to see the connections between their education and real life, particularly when that's learning something they think is 'useless'. And I think this will then feed into solving other problems, like attendance, focus in class, prioritizing schoolwork, etc.

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responsibility-this could be arriving to class on time, not wandering the hallways every period, turning in assignments, checking in on Canvas for upcoming assignments or assessments

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Positive reinforcement!

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Fewer make-up tests and assignments.

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Tying appropriate social behavior to professional or career preparation for our students.

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Streamlined / consistent lessons delivered school-wide via Rapid Response?

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fewer students needing to recover credit

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How to keep track of deadlines and prioritize assignments

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Attending class.

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Having a positive self-concept is essential to student academic success.

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Goal setting

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How can we keep those students who come to school with these skills already (whether social or academic) from disconnecting as we teach these skills to others? How can we use them as models for the behaviors, without creating tension between students or make some students feel bad for not already having those skills

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assessing behavior targets

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better attendance

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Directly teaching them. Checking in after the lessons. Again, checking the planners, etc.

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engagement vs. compliance

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private conversations vs conversations others can benefit from hearing

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I feel as though this is something that could be a focus of Rapid Response time on Friday (however many sessions we need)

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Less 're-teaching'. We can ask students to show us their planners, etc.

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Fewer D's and F's

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Essential Behaviors can easily be embedded into the activity instructions.

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Taking notes, being prepared when entering class, staying organized, and prioritizing are all essential.

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When thinking about how to ensure students are learning these essential academic and social behavior skills, I encourage students to put their own artistic style into the assignments completed in class. They are given a framework to work from, but then are allowed their own creative input, which gives self-worth and value, as well as sharing with others in class and getting feedback.

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A lot more seems focused on 'behaviors'. I think that this is critical for our students and especially those who need more assistance.

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teach them and reteach them, under assume and over teach

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Less late work turned in

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time management

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Focusing on essential behaviors school wide would be helpful to student growth.