Columbia Public Schools Positive

Feature Purpose: Through a collaborative process, a list of expected behaviors for students and staff are developed from commonly occurring problem behaviors across school settings.

Feature Outcomes: This means that building first identifies 3-5 broad expectations for all staff and students and then identifies replacement behaviors for typically occurring inappropriate or problem behaviors. These expectations are stated in clear, specific, positive language, that are setting specific. These expectations and replacement behaviors become the focus for all preventive as well as corrective interactions between adults and students.

Proficient Level of Implementation is:

· We have created a matrix of 3-5 positively stated, school-wide expectations with specific descriptions of what students and staff are expected to do in all specific settings, based on input. We review our matrix annually.

· We have developed routines for all nonclassroom settings based on staff input. We review annually.

· We have developed specific classroom rules tied to school-wide expectations and for all routines, based on student input in 80% or more of our classrooms. We review periodically.

· We have posted school-wide expectations& rules in 80% of settings, non-classroom routines in 80% of settings and classroom rules and routines in 80% of classrooms. Signs are big, bold, beautiful and within student eye level.

· We have developed and 80% of staff follow adult expectations (using our building PBS language, teaching, giving feedback, responding to misbehavior, active supervision and data collection in nonclassroom and classroom settings).

Implementation Examples include:

· PBS School Matrix with broad expectations and setting specific behaviors listed

· Routines for non-classroom areas developed and posted

· Rules and routines for individual classrooms developed and posted

Positive Behavior Support Teams gather input from staff (both certified and non-certified staff) and in some cases from students (this is vital at the secondary level) in order to develop their school-wide matrix of expected behaviors. The process begins by discussing the broad expectations (e.g., Kind, Safe, Respectful, Responsible, etc.). Then the building identifies the persistent problem behaviors exhibited by students, and develops lists of replacement behaviors for each setting as appropriate. Guidelines that many teams have used to either draft or revise their matrices have included:

1. Expectations must be stately positively, must be specifically stated, and must be an observable school behavior!

3. For teachers the expectations must be behaviors that teachers are willing to consistently TEACH and

MODEL, as well as behaviors they are willing to give pre-corrects, positive feedback and corrective feedback for, to any and all students anywhere, at any time.

Below you will find examples of matrices from many of the Columbia Public School elementary, middle, and junior high schools:

The Columbia School District does not discriminate on the basis of race, color, religion, sex, sexual orientation, national origin, ancestry, disability, age, or use of leave protected by the Family and Medical Leave Act, in its programs, activities, or with regard to employment. The Columbia Board of Education is an equal opportunity employer.