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March is too late.

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In the past we made a "big fuss" / focus each month about the monthly expectation.

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We appreciate this system. We would like to keep these. Maybe make more of the "ring things" for all teachers. We could also include these topics into the morning announcements. We used to have Bx assemblies and the Admin & Counselor could address the Bx and attendance once a month.

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10 basics that encompass what needs to be done. Social skills reviewed by teacher, but lesson taught by counselor/PBIS. Lessons can be reviewed at library time so all students hear it. Behavior Assembly 1 x a month. (grade level appropriate)
Expectation by location is good.

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Need to make the designated skill part of the daily routine, and part of announcements and also lessons that the counselors come in and reinforce.

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Need to make the designated skill part of the daily routine, and part of announcements and also lessons that the counselors come in and reinforce.

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we really like this as it shows expectations by locations with specific examples of what respectful, responsible  etc looks like in each particcular location.

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we really like this as it shows expectations by locations with specific examples of what respectful, responsible  etc looks like in each particcular location.

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Add: Be Ready to Learn and Be Kind
Different expectations:
(Classroom) Add - Enter classroom quietly and prepared to learn
1. Follow directions quickly
2.Raise your hand to speak
3.Raise your hand for permission to leave your seat
4.Make smart choices
5.Keep your dear teacher happy.
(Segement into the Be Safe, Be Respectful, Be Kind... grid)
Voice level 0, 1 , 2, 3
Positions 1, 2, 3

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When needing to use the drive list view by name and it sorts correctly. We can organize it more for those who like the drive. However, most teachers will use the hyperlinked document to access the lessons.

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Organization and each class work through it as the year progresses.

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Organization and each class work through it as the year progresses.

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PBIS classroom lessons were valuable to students as they connected with the counselor (or staff member) who taught the specific expectation and/or social skill.

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There are several worksheets, lessons and posters to review. (Can be used during library time with counselor/PBIS?)
There isn't time in the day for teachers to pull and teach these.
Kids might be able to make these/re-create the videos down the road... (More powerful coming from kids.)

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Is there a way to streamline documenting interventions in AERIES. Maybe having the paper tickets to come back as a reminder. Without a more streamlined process, interventions are being missed in AERIES. One suggestion is to have specific supervision aides or office staff to assist in entering.

Dress code? (Are we still enforcing)

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G2- Counselor Facilitated Classroom Lessons

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G2- Counselor Facilitated Classroom Lessons

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Counselor come and teach the lesson with teacher support. 

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Counselor come and teach the lesson with teacher support. 

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Idea: Peer Mentor (5th grade students possibly) mini presentations instead of support staff for monthly expectations.

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No changes

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We think bathroom and electronic misuse is more than minor and needs addressed in the office.

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We think bathroom and electronic misuse is more than minor and needs addressed in the office.

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We appreciate the behavior expectation Be Kind,  possibly reminding students in the announcements and include a pledge from students.

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behaviors and discipline need to be aligned with school wide expectations. "School wide expectation is being safe...Was stabbing your friend with scissors safe?" School wide expectations in being responsible "Was sawing your chair in half responsible?"

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Also think nurse would  help in helping with dress code. And what is dress code apart from safety issues.

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Also think nurse would  help in helping with dress code. And what is dress code apart from safety issues.

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Monthly expectation assemblies

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The flowchart and Tiers 1-3 seem to overlap and address the same thing. Is there a need for both of these?

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We could beef up or increase our reinforcers. The Viking store is AWESOME can we also look at differentiating items for lower El and upper El? Some of the items are not incentivizing for our students.

Golden fork is a neat idea, but we can beef it up with more tangibles and incentives. When they stop winning so frequently the incentive is greatly reduced. We could also tie this into our suggestion of monthly Bx assemblies.
(MR has the research article if needed for LBG)

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Small groups of kids with similar needs with support staff (counselor etc) for each grade level starting at the beginning of the year.

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Flow chart too overwhelming for a teacher. Get rid of old form.
Suzanne's form she shared (V.V. Student Behavior Management Support)
When does Aeries notify the principal once a teacher has added in at least 6 interventions? (Can this be created?) Do pre-referrals to intervention notify principal and behavior specialists...? This will provide immediate intervention. i.e. at the high school it would notify counselors, BARR coordinator...
Is there something that can be created by the MTSS Team that can tally behaviors quickly so teachers can be quickly added them into Aeries? Maybe at the beginning of a staff meeting a few minutes can be used to add them in for all teachers?
We need another training on exactly how to add them into Aeries so everyone is consistent.

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Fine tune the skills we want to review with students, narrowing it down. have appropriate resources with each skill based on grade level....
For instance explaining a skill and type of skill for a kindergartener as oppose to a fifth grader.

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Tier one with 6 Interventions is too many before moving to Tier 2.

Parent contact should take place at the 2nd Tier 1 intervention.

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We need the staffing to support our Tier 2. Our challenge has been "who" does the tier 2.

Having maybe a supplementary assembly for those who need tier 2 intervention to discuss the intervention and topic.

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Add in GL monthly behavior assemblies.
Add in lessons by school counselor
Create buddy teachers list

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There are major offenses that need to be dealt with as a major offense... even if it was a first offense!

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Tier 1-3 is repetitive. It addresses the same.

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Tier 1-3 is repetitive. It addresses the same.

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1. Not a realistic resource for teachers, can not possibly refer to this flow chart based on incidents quickly.
ex: A student punches another student, (teacher) let me refer to the flow chart to see what the next step is.

2. There needs to be clear definition for each support staff role for support and clarification is needed.

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agree with group 8 - 6 interventions is a lot before going to tier 2

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We would like to see more consistency with transition between the tiers. AERIES documentation and teacher communication.

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Kindergarten needs to have play so they can learn social emotional skills to be successful as they move through school!

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Create a school wide behavior support contract (Like the red dot)
Have non-verbal signals schoolwide
Check-in and Check-out
Small groups should start at Tier 2, not Tier 3.
Any specifics should be documented and followed with students. i.e. parents/medical note that a student needs to leave the classroom to use the restroom frequently...

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Small groups dedicated to ___________(add in specific titles)