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Developing better use of SWIS - systematically. Training all staff on discipline referral process associated w/ SWIS (not training on software). - Discipline referral process would need to be established first (defining behaviors, consequences/action taken, flowmap, referral form).

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Developing better use of SWIS - systematically. Training all staff on discipline referral process associated w/ SWIS (not training on software). - Discipline referral process would need to be established first (defining behaviors, consequences/action taken, flowmap, referral form).

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Designate time to review discipline and behavior data regularly during meetings. Ideally, this would happen at least monthly in order to make timely decisions when there is a need.

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Building Family education and input systems based on data and feedback - developing practices that incorporate student leadership in family/community education.

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Building Family education and input systems based on data and feedback - developing practices that incorporate student leadership in family/community education.

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Building system to incorporate authentic student voice, participation, and leadership in roles. (Leading the conversations of what needs to happen, looking at data, and carrying out positive behavior efforts/practices)

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Building system to incorporate authentic student voice, participation, and leadership in roles. (Leading the conversations of what needs to happen, looking at data, and carrying out positive behavior efforts/practices)

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Support the summer design team with updated teach-to's that reflect this year's learning environment. Outline what the RESPECT pillars look like in this environment.

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Building staff capacity through targeted, specific training/coaching. (Building system and schedule that aligns with MTSS components)

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Building staff capacity through targeted, specific training/coaching. (Building system and schedule that aligns with MTSS components)

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We need to update the area teach tos and expectations given the current state of education.

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creating a regular format for communication of our work with staff, and a regular format for their feedback and questions/needs

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Defining our roles on the committee and creating a scope and sequence for our work this year. 

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Defining our roles on the committee and creating a scope and sequence for our work this year. 

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Resource List for ways to manage undesired classroom behavior

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Resource List for ways to manage undesired classroom behavior

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Initial reaction from adult, when and who to contact, follow up - from a Restorative Lens

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Character needs to take the time to develop a clear vision statement for what this team will focus on and how we will support the needs in the school. This will help us stay on track throughout the year.

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Documentation need from staff and next steps for Tiers for students and staff.

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Defining undesired behaviors: i.e. inappropriate language = ?? - for each behavior. Then using those definitions to define documentation process (discipline flowmap) and possible responses

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Defining undesired behaviors: i.e. inappropriate language = ?? - for each behavior. Then using those definitions to define documentation process (discipline flowmap) and possible responses

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Creating a flow chart for discipline that aligns across all grade levels to create common language. Very similar to what the middle school team created.

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Having a school wide place to document tier 1 behaviors. Just for documentation

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Planning for more regular immediate feedback with rewards, better reward system for middle school, bison bucks during virtual/in person safety challenge times

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Develop a list of Tier 2 and 3 behavior interventions for K-8, as well as systemic data tracking tools for documenting behavior.

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Updating and refining the desired behaviors. Creating a student friendly document and adding visuals. Some of the matrix is outdated and no longer pertains to areas in our building

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auditing behavior expectations matrix closely

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auditing behavior expectations matrix closely

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Maybe taking what MS developed and making it K-8.

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Pillars of respect matrix - simplify and update language

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Pillars of respect matrix - simplify and update language

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I don't believe most of us have access to this. If so, I would love to have more information and maybe training

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Student expectation documents seem like a lot for students to digest. Could be revisited and refined.

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Student expectation documents seem like a lot for students to digest. Could be revisited and refined.

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Is there a way we can make this K-8 for a more systemic approach?

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I really liked this idea but never utilized it. The process was not "user friendly" in the madness of the day

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Can we do a more digital approach? So it works both in person and virtual

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Bison Bucks have been a strength for k-5. Bison Chips have been sporadic and sometimes hard to keep up.

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Specific, clear, and consistent vocabulary to be used k-8

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Would this be a document that is district wide? There is a discrepancy in documentation throughout the district (some schools have way higher/lower numbers, but do not reflect actual behaviors)

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I think these will obviously need to be tweaked given the state of this year but worked for our "old normal".

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Matrix and Character Pillars Explanation

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Matrix and Character Pillars Explanation

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Some of these docs I haven't seen since year one. I feel like these two in particular could be more visible to both staff and students

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How students can access the cart, how do staff check it out, etc.

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Desired behaviors are included and overall stated in positives ways...also could be updated/tweaked

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Tier 2/3 behavior supports, interventions, and data tracking tools. It would be helpful for this to be systemic K-8, rather than developed as needed through SST.

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Rewarding students for demonstrating desired behavior.

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Restorative Office Referral Process                                Does the office referral process involve some point where we specifically look at the cause of behavior and how we'll help the student change that behavior, or does that happen somewhere else?              

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Restorative Office Referral Process                                Does the office referral process involve some point where we specifically look at the cause of behavior and how we'll help the student change that behavior, or does that happen somewhere else?              

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Also, is there a practice for the student identifying how they will support themselves in changing behavior in addition to restoration?

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This process is clear but we have not had the time to really implement it to see where adjustments need to be made.

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We need to tweak the intention behind this and develop a clearer timeline (sometimes a student wouldn't receive the bison chip for several weeks)

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Character pillars could be tweaked with more age appropriate language and addition of a few things (report if you're concerned for someone else's safety under safety pillar)

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Character pillars could be tweaked with more age appropriate language and addition of a few things (report if you're concerned for someone else's safety under safety pillar)

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This is a clear process for MS. How can this be developed for elementary?

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These get a ton of use but are passed out quickly and not always filled out, or staff don't always have a conversation about why they are getting the BB and what pillar they showed. Do we need the pillars checked off?

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Character Pillar Matrix - the grade level bands are helpful but not always made known to staff and students, we use the RESPECT pillars based on location more.