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will staff be trained on how to implement the expectations? for example, the cell phone expectation. I think we need time to practice what enforcing what this will look like in the hallway when 80% of students have cell phones out

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will staff be trained on how to implement the expectations? for example, the cell phone expectation. I think we need time to practice what enforcing what this will look like in the hallway when 80% of students have cell phones out

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This is important feedback. We will make sure to dedicate time in the fall to talking about response to behavior after we have taught students these expectations.

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Who is handling the individual consequences?  Teachers, teams, admins?
Please see majors/minors t chat below.

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what happens if not every teacher enforces the expectations

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what happens if not every teacher enforces the expectations

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teachers handle minor behaviors prior to escalating to an assistant principal.  Want more clarity about who handles what? Clink the Google link below to see the majors/minor chart. - In short it depends on the degree of defiance a student exhibits.

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I like to have student voice play a role in some of the work that happens at Julian.

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Who is in charge of handling these?  Will they be consistent across the board?
Please see Majors/Minors T Chart.

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Use of the word "or" in teacher's response to consequences

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Use of the word "or" in teacher's response to consequences

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As example - if a student has cell phone out in class without teachers permission, the teacher's response and action should be consistent and only have ONE response to this behavior that is outlined in the handbook document. Either the teacher takes the phone from the student to hold onto [until the end of class] OR the student is asked to put it away. This helps students know what WILL happen if vs what MIGHT happen

This decision was based on feedback from teachers. Some teachers suggested that they do not feel comfortable taking a cell phone from a student. The two options were to provide teachers in order to clearly outline two responses that are appropriate and meet the needs of teachers. Teachers reported that for some students asking to put away would not be enough and for others taking it would lead to a power struggle. MTSS decided teachers can use their professional judgement within the options given.

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will there be any consequences for not following the directions of staff?

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will there be any consequences for not following the directions of staff?

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Yes!Individualized consequences supports the idea that in order to discipline or TEACH students how to behave (rather than punish).. we must understand the WHY to the misbehavior.. then we can plan for the response. Unfortunately,  with effective discipline practices one size does not fit all.  Interested in discipline vs. punishment? Click the link below.

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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Change the wording of bottom right box to "Use only your assigned locker bay and locker"
Modified!

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Why is the 3rd expectation "be caring of others"? I think being kind is especially important in middle school. However, other schools in the district use "Be Safe" as the 3rd expectation. Could "Be Caring" and "Be Respectful" be combined into one category? I feel that an important part of my job as a teacher is to keep my students safe. 

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Why is the 3rd expectation "be caring of others"? I think being kind is especially important in middle school. However, other schools in the district use "Be Safe" as the 3rd expectation. Could "Be Caring" and "Be Respectful" be combined into one category? I feel that an important part of my job as a teacher is to keep my students safe. 

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Feedback will be shared with MTSS team leaders.

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What happens when expectations aren't met? How will we ensure student accountability of expectations?

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What happens when expectations aren't met? How will we ensure student accountability of expectations?

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I think it is important to communicate WHY some of these rules exist.  Students may think, "Why can't I just peacefully listen to music on my headphones during passing period?" We need to explain to them why this isn't some arbitrary rule, but why it is important for all of us, and what happens when some of them don't follow it. I think the larger issue I'm raising here is about getting student buy-in.

This is important feedback that will be shared with the MTSS team who is planning the role out of expectations during the fall welcome week. Students do need to know the WHY.

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What would those look like? are there best practices here that can help teachers stay equitable?

Individualized consequences supports the idea that in order to discipline or TEACH students how to behave (rather than punish).. we must understand the WHY to the misbehavior.. then we can plan for the response. Unfortunately,  with effective discipline practices one size does not fit all.

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Having celebrations may give some students motivation they may not have already

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Having celebrations may give some students motivation they may not have already

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How will all teachers/teams be held accountable for enforcing these expectations?

This is an important and complex question. In order to move our school culture forward we need to support one another to uphold the expectations that we agree benefit all students.  This might mean holding one another accountable rather than a implementing a top down approach.

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the fact we're going back to a matrix as we did in the past.  Please remember what you permit, you promote.

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the fact we're going back to a matrix as we did in the past.  Please remember what you permit, you promote.

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would resurrecting the student council help give more students a  voice at Julian?

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would resurrecting the student council help give more students a  voice at Julian?

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Student Advisory Council is intended to function similar to a student council. It taking place during the school day allows students who might not otherwise be able to participate due to extracurricular conflicts or life circumstances to participate.

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How will administration create consequences that will be enforced from the top down so that these expectations are not undermined?

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How will administration create consequences that will be enforced from the top down so that these expectations are not undermined?

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I'd be interested to talk more to make sure I understand your question.

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Student voice is very important! Hopefully there will be more buy in from the student body now!

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happy that a diverse group of students was recruited 

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happy that a diverse group of students was recruited 

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How will we as staff be accountable to each other to maintain our school-wide systems?

This is an important and complex question. In order to move our school culture forward we need to support one another to uphold the expectations that we agree benefit all students. This might mean holding one another accountable rather than a implementing a top down approach.

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will teachers be in charge of planning the celebrations?

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will teachers be in charge of planning the celebrations?

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Teachers plan end of year celebrations. Committee of teachers and PBIS coach/student advisory board plan school wide celebrations. If we do team incentive celebrations teams can have autonomy and support to plan (if they'd like).

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I appreciate the level tiers of behaviors that are coming our way through the new student handbook with possible responses to behavior!

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Will all students participate regardless of meeting expectations or not?

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Will all students participate regardless of meeting expectations or not?

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For the first round... the team is recommending a school wide goal. Meaning all  that if we met our goal school wide we would celebrate that. However, if we moved to team based goals teams might decide to have students participate in a reteach instead of an incentive for part of that. The purpose of celebrations is to provide a clear focus to students not to punish students.

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Change the wording of the top right box to "Use kind words and actions towards peers and teachers"
Modified!

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What happens to students who don't "earn" the celebration?  

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What happens to students who don't "earn" the celebration?  

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If teams set individual goals that are communicated, taught and reinforced. Students who don't meet that criteria might need a reteach or reflect during celebration time. This intended to teach not punish.

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What will happen when a parent/parents disagree with expectations and don't want them enforced for their child/children?

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What will happen when a parent/parents disagree with expectations and don't want them enforced for their child/children?

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PBIS is a commitment of the district aligned to our mission and vision.

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I am curious if there is a plan in place for getting an elective voice in the process for school wide expectations. Also I am wondering how this plan and information is going to be presented and explained to elective teachers.

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Clear and consistent expectations for ALL teachers and ALL classes!

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why nearly half the staff was left out of this process (Art, PE, Lang. B, STEM, Music)

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why nearly half the staff was left out of this process (Art, PE, Lang. B, STEM, Music)

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I wonder what the expectations will be around celebrating if teachers have one standard and administrators have another and parents don't want any.

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I wonder what the expectations will be around celebrating if teachers have one standard and administrators have another and parents don't want any.

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Reach out to talk about your concern.

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Who is tracking tardies to class?  Individual teachers, team, administration?

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Who is tracking tardies to class?  Individual teachers, team, administration?

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HERO has the capability to do this when teachers input tardies. It also allows for auto communication home when a certain number of tardies is reached.

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Students need to be involved in creating expectations.

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what exactly are the "individual consequences" that may be implemented?

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what exactly are the "individual consequences" that may be implemented?

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This means that a teacher or administrator would use what they know about WHY the child acted that way to support reteaching or repairing the harm that has been done. Interested in reading more about discipline vs. punishment and why? Click the link.

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when are we suppose to have time to complete this data stuff?  At the end of the period?  When we're doing exit slips, and check ins/outs, and, and , and....

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when are we suppose to have time to complete this data stuff?  At the end of the period?  When we're doing exit slips, and check ins/outs, and, and , and....

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Teachers who experience success (and ultimately reduction in workload ) through reinforcing positive behavior make it a part of a classroom routine. Interested in how to make this a student job in the classroom? Reach out?

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I have been confused about issuing consequences for tardies.  I am a non-core teacher with students cross-team & multiple grades and I assume tardy consequences are given on team.  However, I am concerned this is not happening consistently.  But tardies are definitely a problem.  I'd like to know with certainty how I should be operating with regards to tracking tardies & issuing consequences.

A clear number of tardies as sited in the policy and a way to track them HERO (should alleviate this).We can also assign actions conference, notification home at a certain threshold of tardies.

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These kids should get t-shirts and have their [framed] pictures prominently posted somewhere in the building (commons) highlighting their "service" on the advisory board.

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Wonderful that we have agreed upon expectations for student behavior from day 1. Now we have to enforce...

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I think it's great that the students are being given the oppurtunity to let their voice be heard! I think this will increase the number of students that feel like they "belong".

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Will all teams have the same criteria/expectations for students attending?  Currently this is not happening.

The pilot team is recommending a school wide goal for the first round. However, if down the line we move to team based celebrations we could give teams a frame work to work within. Teams should have the flexibility to choose criteria that support an effort they are working on.

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"Whole school either gets it or we don’t based on our goal (for first trimester)" does this mean that everyone participates or everyone doesn't? 

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"Whole school either gets it or we don’t based on our goal (for first trimester)" does this mean that everyone participates or everyone doesn't? 

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For the first round.

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Can we include something about having only one student in a stall at a time? Can we also say something about using the bathroom in the wing you are currently in for class?

This will come through the teaching of the expectation lessons that takes place in the fall. I will pass this feedback along to the MTSS team leaders that are planning the bathroom expectations.

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Doesn't cell phone use in some classes create anxiety (social media posting etc) for students in all classes throughout the school day?  (Social media conversations happening during the school day - Is someone talking about me?  Should I be checking my phone to see what is "happening" online?)  Wouldn't it be better if we did not tolerate cell phone use for any students in any classes and instead let them access music or whatever else using chrome books?

This policy around teacher discretion in the classroom was decided upon by MTSS.  This topic entered into the conversation. Teachers also felt that phones can be a tool for instruction in the absence of other tech.

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if there could be a rotation of students involved so that you could get a diversity of student voice over the year

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if there could be a rotation of students involved so that you could get a diversity of student voice over the year

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Great suggestion. We can consider this in the fall!

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The tardy policy is very vague and different from what we used this year. Are we going to say something about consequences for excessive tardies?

The clarity is intended to come in the numbers. 5 is a notification home. 10 is a conference.  Tardies beyond that indicate that a student is in  need of more supports for attendance. We know that some students need individual plans and supports in order to meet expectations. This is differentiation.

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As long as our reality is that students are not always traveling only within team wings (Team 6-2, electives, Lang B, lunch), and teachers cannot supervise hallways and their classrooms at the same time, tardies will continue to be a big challenge. Sometimes, I still want to track that a student was tardy, but with understanding that their trip is longer than average.  That takes a lot of time to analyze.  Any chance that there is a way to program this function into one of the digital tools we are already using?  If not, might there be a better tool that could also accomplish this?

I'd love to hear more about this. From what I understand you want to track that it might be that they are not in close proximity but are still late. We might be able to code a "neutral" into HERO to accomplish this feel free to reach out to discuss more.

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I wonder if our issue with class tardies is just that students don't know exactly how much time they have to get in between classes. I firmly believe our students would greatly benefit from having visible, digital clocks that countdown the exact time left in a passing period. (Just like at OPRF). Digital should be installed in the main hallway, in the team wings, on each floor.

Feedback has been shared!

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If we used this as a way to track bathroom passes, could we have additional technology in the classroom to make this a reality instead of always using my iPad to track? I tend to use my iPad every class period for the entire period

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My cell phone does not work well in my class.

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My cell phone does not work well in my class.

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I am going to be tied to my computer even more than before.  Will we have Ipads to use next year?  To use these products effectively we need more than one device.  I know we have Ipads now, but we will continue to have them next year?

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What is our strategy/response for a student who simply doesn't care about HERO points and isn't motivated by earning these points?

Tier 1 strategies are intended to meet the needs of 80% of our students. When implemented with fidelity. 20% of our students will need more. Once we have data to indicate that student needs are not being met. It is our job to plan supports for the other 20%.

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This needs to be paired with Hapara. Too often Hapara lead to negative interactions but with HERO we can utilize both applications effectively without having to go thru the confrontation aspect but still provide effective feedback to students.

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If we are just going to allow all students at all celebrations no matter what, if we are going to have no consequences/support by administration for students who do not meet the behavior, then why waste our time tracking the data.

Data collection allows us to identify quantitatively students in need of more support. The intention of data collection to allow us to begin to create a tiered system of support for students. This identifies students in need of other interventions. This is where we are headed once we have the data....

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With presentations and running much of the class content we will need devices to help monitor the class and enter data. This cannot be done well with only one computer in class. This will work if we do it right.

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Is there a way to track student data with elective teachers?  Since we teach multiple teams, can our student data be linked with teams so they can see their progress in our classes as well?

YES!

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How do we make celebrations a reward, but also a meaningful experience, an experience students are not already getting, something unique. For example bring in a guest speaker, an assembly that they would not otherwise have access to/opportunity for. If we make these truly unique experiences (not just free time on the device) we would be further capitalizing on this time. Use this opportunity to build our community, school pride, and give them exposure to something they would not otherwise see

Yes this is an important point. For this reason, we've requested PTO funding to ensure that we can keep the experiences exciting and valuable for students. Also- we'd like student voice to lead the planning through the use of student advisory board.

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Why does everything have to be the same? Why is individuality and creativity being stifled?

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Why does everything have to be the same? Why is individuality and creativity being stifled?

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Reach out in person to talk more about your concern.

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reach out to make sure I understand your question. PBIS is supported by the district mission and vision.

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I like the automatic messages sent to parents.

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Has HERO been piloted with 7th or 8th grade?  I am curious how those students responded to the program?

Great question- YES. At Brooks, it is a school wide program. 7th and 8th grade teams created goals that they felt were developmentally appropriate for their students and tracked data around that. Hero has great flexibility to be tailored to support teacher/student needs.

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I'd like to see at least one or two students with IEPS involved

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I'd like to see at least one or two students with IEPS involved

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I am so thrilled to hear that Brooks and OPRF are using this program!

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When will I have time to complete this?  During passing periods? During meeting #3 of the day?  Must this occur every period?

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When will I have time to complete this?  During passing periods? During meeting #3 of the day?  Must this occur every period?

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consistency is key in a school wide focus. Teachers who are effective (and ultimately see a reduction in workload) make it a part of a routine. If you are interested in learning about how to make it a student job... reach out.

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If goal is for school wide consistency, please remember to include all staff in training how to use HERO- TAs, related services, etc

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If goal is for school wide consistency, please remember to include all staff in training how to use HERO- TAs, related services, etc

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Excellent feedback. Will do.

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This is easier than IB tickets, and because the feedback is immediate students may be more engaged.

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How will this program be rolled out to parents?
Great question- parents will be introduced to the program in a beginning of the year communication. We can also hold a learning session for parents who want to come in and have a hands on opportunity to engage with the program.

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I agree with the others that I would need another device.  I don't feel comfortable using my phone and I already use my iPad every day all day to project presentations & class work.

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As a staff we should agree to and create a list that prioritizes which behavior goals will be focused on during which part of the school year.... especially if working with 6 week windows to track students behavior.
Great feedback. I think this is the idea!

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Hero has the ability to not only doc students for poor choices, but also t reward for good choices and we do not honor this enough!

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I wonder if there is a reason to provide feedback if this will go into effect regardless

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I wonder if there is a reason to provide feedback if this will go into effect regardless

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Will they be as enthusiastic?
The program can be tailored according to the needs of the teams. From experience, it depends on the consistency with which teachers approach it and the degree to which student voice was involved in planning the incentive.

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I like that teams can set a goal of what to track, and that those goals can change.  I imagine this could also be used for students on individual contracts rather than carrying around a sheet that inevitably gets lost. 

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I like that teams can set a goal of what to track, and that those goals can change.  I imagine this could also be used for students on individual contracts rather than carrying around a sheet that inevitably gets lost. 

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Yes! I'd love to support teachers who want to use this for individual students. Feel free to reach out for support if you need any.

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Can we find out more about how OPRF uses it?

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Can we find out more about how OPRF uses it?

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That will help address how well it will work with 8th graders.
OPRF uses it for tardies and attendance. Reach out to me if you'd like to hear more.

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Teams should be allowed to specify a team-only HERO goal in conjunction to any school-wide HERO goal to help teachers address negative behaviors on a particular team.

You absolutely can! I can code in whatever behaviors a team would find supportive.

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the door monitor could use this to check students in and we could compare the data to see if they are actually going where they claim to be going.  It is a problem that students are not honest about where they are going.  With that in mind, is it possible to purchase a limited number of scanners to make tracking the most efficient? I wonder if this structure might improve compliance with wearing IDs.

Feedback will be shared with administration.

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I wonder if at the beginning of the year, we should have a shorter window (1-2 weeks) for each HERO goal so we establish multiple habits QUICKLY and students feel more immediately recognized for their efforts. A 6-8 week window is a long time for these kids - but feel we can work our way up to these longer windows as the year progresses.  Especially in the initial roll-out of this program (school-wide). Will give this positive momentum at the start of the year.

This definitely food for thought. We can add this idea (about the length of window) to the next time we talk about this and get others' opinions.

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If it is required that ALL students go and we want ALL commonality then it should be planned and run by that grade level AP. If you turn it over to the teams there WILL be discrepancy and we will be back at square one.

Teams can have as much support as needed in planning. I'm more than happy to support teams who reach out.

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LOVE the idea of a set celebration schedule.  Challenges to overcome might be the limit of space/locations for these celebrations (ie: there is only one field for a field day, one auditorium for a team movie, etc. ) Teams vyying for those coveted spaces all on the same half-day is limiting.  Another challenge-- we would have to find a solution to ensure that class periods periods meet the same number of periods per week.    We would have to abandon the morning classes on one day and afternoon classes on the next half-day and find another solution. Another plus is that having a history

Yes. Thanks for these considerations. We will have to rotates the spaces available (in a way that allows all access). In terms of schedule we can play with the schedule to make sure it meets teacher needs.

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I love that it is clear and planned! TYPE A :) LOVE IT

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Ugh this makes things way more streamlined and clear!

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Everyone can plan accordingly. Communication is key! Thanks!

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This is not necessarily a good time for me. I DO have meaningful instruction on that day and if it was on the Friday, then I lose instruction. I'm not totally opposed to this, but we might have to rethink how we schedule the 1/2 days.

Thanks for this feedback. We can collect some feedback from staff as a whole about what date they prefer.

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I wonder if students who feel they want to be recognized for their good work will actually feel recognized if celebrations are for the whole school or not at all.  

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I wonder if students who feel they want to be recognized for their good work will actually feel recognized if celebrations are for the whole school or not at all.  

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Taking this into consideration we can differentiate the experience to ensure privilege to those who have significantly contributed to the goal..

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I wonder how the varied views of each team will be balanced. Uniformity is key for success.

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I wonder how the varied views of each team will be balanced. Uniformity is key for success.

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Not sure I understand what you mean but happy to talk more.

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This is huge and will be much easier for electives to plan around!

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For 1/2 days, if we meet Advisory-4th period one half day, then celebrate the other half day, when do I deliver the instruction to my periods 5-9?  This seems like yet another complication (like MAP testing, PARCC testing, assemblies, team field trips) to make teaching consistently to all students difficult.

We can certainly revisit the schedule for having celebrations on half days.

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How do we make this equitable to all teams.  It has not been so far

Create a rotating schedule and have it managed by the PBIS coach to make sure it is equitable.

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I like the comment that someone made in the column to the right about making the experience unique (like guest speakers.)

It is my hope that student voice (student advisory board) will guide this planning. We have requested a budget from PTO in order to make sure we can keep the experiences fresh and exciting for kids.

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It is really offensive to assume that instruction is not happening on conference days.

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It is really offensive to assume that instruction is not happening on conference days.

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Not the message that was intended or stated.  This idea is based on feedback from some teachers that when instruction is already interrupted (due to a modified schedule) it might be easier to insert a celebration.  Constructive feedback about what would work better is welcome.

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I wonder if teams will be less motivated to create their own celebrations anymore.
Now that they are becoming more uniform, it will now have to be more administration driven.

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This type of information is much needed--thank you for putting it together.

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I would appreciate if celebrations are the same across teams.  When they are different, the students complain "why did they get to do x, but we only got to do y?"

Yes- we will need to consider the balance between team autonomy and common experience. We could do grade level celebrations if teams wanted.

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I wonder if celebrations should be organized across entire grade level and not just by individual teams. Will help to ensure more equitable celebration experiences for students across the same grade level.

If a grade level agreed to have a common celebration that would make it even more streamlined.  This is an option in the way it is currently set up.

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Student Advisory Board was involved in providing feedback and creating the expectations during this school year.

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Great suggestion. We can make sure when we select students next year we have representation from this group of students too.