Mt Adams School District

PURPOSE: Studies show it takes two months for us to learn new behaviors. Allowing students time to practice and hone their behavior skills takes defining the expected behavior, teaching, reteaching and continuous practice if we want the outcomes/behaviors desired in our classrooms. It is important to note that expectations should be positively stated.

Teacher Observable's	Student Outcomes
Identifies necessary classroom routines and expectations for each rule or procedure, e.g., entering classroom, asking for help. (T-chart for social skills) States classroom rules in positive language – what students should “do”, not what they should “not do” (3 personal standards, T-chart for social skills) Develops and uses a lesson plan to teach each rule and procedure Explicitly models, teaches, and reteaches classroom routines, including right way, wrong way, and almost-but-not-quite right way (not accepting almost-right) Monitors student understanding of rules and procedures, and revisits and reteaches rules and procedures throughout the year Classroom rules are aligned with the school-wide expectations Students are actively involved in establishing classroom rules Teaches students self-control and self-monitoring strategies Engages students in specific activities for them to get to know one another and solve problems collaboratively Helps students track their individual progress on the learning goal Other	Can restate or explain rules and procedures Follow routines and procedures during class May be involved in designing classroom routines May participate in classroom meetings to teach, review, and process rules and procedures May monitor and describe their status relative to the learning goal

Teacher Observable's

Student Outcomes

Identifies necessary classroom routines and expectations for each rule or procedure, e.g., entering classroom, asking for help. (T-chart for social skills)
States classroom rules in positive language – what students should “do”, not what they should “not do” (3 personal standards, T-chart for social skills)
Develops and uses a lesson plan to teach each rule and procedure
Explicitly models, teaches, and reteaches classroom routines, including right way, wrong way, and almost-but-not-quite right way (not accepting almost-right)
Monitors student understanding of rules and procedures, and revisits and reteaches rules and procedures throughout the year
Classroom rules are aligned with the school-wide expectations
Students are actively involved in establishing classroom rules
Teaches students self-control and self-monitoring strategies
Engages students in specific activities for them to get to know one another and solve problems collaboratively
Helps students track their individual progress on the learning goal
Other

Can restate or explain rules and procedures
Follow routines and procedures during class
May be involved in designing classroom routines
May participate in classroom meetings to teach, review, and process rules and procedures
May monitor and describe their status relative to the learning goal

Attendance

Professional Learning Communities (PLCs)

PBIS

Board Policies

Technology

2. Define, Teach, Reteach, Practice and Review Expectations

2. Define, Teach, Reteach, Practice and Review Expectations