Behavioral Matrix Assignment PDF

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Behavioral Matrix Assignment...

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Running Head: DEVELOPING A BHAVIORAL MATRIX

Developing a Behavioral Matrix EL5033 - Creating Safe and Supportive Learning Environments Marsha Phelps, M.B.A., Ed. D.

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DEVELOPING A BEHAVIORAL MATRIX

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Part 1: Final Integration and Representation of the Behavioral Matrix Grade Level: Second Expected Classroom Behaviors     

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Demonstrating good listening Following directions the first time Working quietly and completing work without distracting others Completing work in a timely manner “Helping Hands”, not “Hurting Hands” – keeping hands, feet, and boy to yourself in your own space to keep from hurting friends Walking safely “Kind words”, not “Hurting words” -Talking with others in an encouraging, positive, supportive tone and being aware of others feelings to not use words that might hurt their feelings Accepting consequences for your own actions Treating classroom and school belongings with respect Treating your own items with respect Treating a friend’s items with respect Being a kind friend Cooperating and sharing with others Treating yourself and others with dignity and respect – no lying, cheating, stealing, teasing, bullying Responding appropriately to teasing, bullying, rejection, being excluded, losing, or answering questions incorrectly Being able to self-evaluate correctly Being a good leader and follower

Intensity I (Annoying) Offenses   

Off task behavior (head on desk, staring at window, playing with pencils) Not paying attention or listening Not being in designated area or out of

Incentives, Rewards, Reinforcers, Positive Responses               

Positive call / note home Extra sticker to your sticker chart (20 leads to reward from list posted in classroom) Treasure box weekly Lunch with teacher and a friend “Golden Eagle” for school drawing on Friday announcements for free snow cone “No Homework” Pass “No Morning Work / Bell Work” Pass 5 minutes of Free Time “Virtual Reality” Game in Vice Principals Office (once a month during scheduled time) “Love Notes” in Go-Home Folders Whole Class “Hoo-Rah” Jellybean into bowl Class compliments (total for the quarter leads to popcorn party) Teacher helper – visit another teacher for 20 minutes to be a helper Lunch under the umbrella in the courtyard

Corrective Responses and/or Consequences    

Teacher visual, non-verbal, or physical prompt Redirection or relocation to new area Teacher proximity Verbal warning

DEVELOPING A BEHAVIORAL MATRIX

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seat at inappropriate time Disruptive or intentional noises Calling out or blurting out of turn Not following directions Teasing, “Hurting Words” Distracting others “Hurting Hands”, not “Helping Hands” Disrespect of property of others Negative attitude or rudeness Horseplay Swearing Lying, Tattling

Intensity II (Disruptive) Offenses              

Defiance Disruptions intentionally Talking back or arguing Chronic socialization with peers Inappropriate language (sexual or racist) Inappropriate hand gestures Consistent running in classrooms or hallways Bullying Name-calling “Hurting Hands” – intentional bodily contact as a means of harming another student (no injuries) Play fighting / Horseplay Sexual Harassment Cheating Vandalism

Intensity III (defiant) Offenses       

Significant Defiance Refusal to work Throwing dangerous materials or furniture Intentional bodily harm to another student or adult Swearing More severe consistent bullying Physically threatening behavior

3 Moving “Owl” onto Branch One (classroom management scale themed)  Teacher uses “Stop & Think” prompt  Apology made by student  Letter home to parent about behaviors to be signed and returned  “Stop and Think” session  “Time Out” of activity – watch others and think about how to better behave  Completion of “Think About It” sheet – what I did, what I should do, what I can do next time, and how I felt when I was moved / relocated / talked to  Parent contact from teacher Corrective Responses and/or Consequences 

Removal from area to new seat Loss of reinforcement sticker or “Golden Eagle”  No extra time for computer  No free time  Written notes home to explain behavior (by student) to be signed and returned  Loss of recess  “Stop and Think” session  Student models appropriate behavior  “Work Room” instead of recess time  Time-out of class  Phone contact to parent made by student  Parent / Teacher conference booked for within the next week  Parent / Teacher / Student conference booked for within the next week Corrective Responses and/or Consequences  

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After School Detention helping custodians beautify the campus Note written by administration sent home to be signed and returned In-School Suspension Time out in class or another class Sent to office to discuss behaviors with administration (referral optional) Loss of recess time

DEVELOPING A BEHAVIORAL MATRIX      

Stealing Sexually inappropriate behaviors (touching or showing private parts) Spitting (anywhere on anything) Cheating more than once Other safety issues Providing false or misleading information (lying)

Intensity IV (Severe or Dangerous) Offenses        

Violation of bus Code of Conduct Intentional physical violence resulting in harm on another student or adult (fighting or disorderly conduct) Misuse of school technology Walking away while a staff member is speaking to the student (intentional defiance) Disrespect in the form of swearing or inappropriate gestures directed at a staff member Possessing or using a weapon or firearm Narcotics on campus Major vandalism or stealing (over $250 in damages)

4 Student writes an action / remediation plan  Student apologizes to make amends  Modeling of appropriate behaviors by student with the involved individuals  Student replaces / repairs damaged goods or items  Students spends recess wearing appropriate safety coverings and cleaning campus with a custodian  Parent / Teacher / Student conference  Phone contact with parent Administrative Responses Specified in the District Code of Conduct 

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Suspension off bus In school suspension Out of school suspension Mentor assigned (optional) Immediate notification to parents / guardians Search and Seizure if needed of illegal items Expulsion from campus Referral to School Resource Officer

Part 2: Summary of the Development of the Behavioral Matrix Reaction To Behavioral Matrix My reaction to the behavioral matrix process and forms is one of awe and fear. I was not aware of the amount of preparation and time it takes to create a behavioral matrix, nor I suppose, the detail needed for a fully functioning behavioral matrix. Finding this time, data, and effort being part of my fear. I believe firmly that a behavioral matrix at every school is needed and useful. The process to create a behavioral matrix for a new school would be years long. It would

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entail research, data collection and analysis, and documenting each expectation required for each student per grade level. Then, consequences according to the action need to be formed. It is a lot of work to create and implement a policy for a school that is sustainable. This is a process that can take years to be fully implemented, but one that I feel would be more than beneficial to any and all schools. This is part of my awe response. I am in awe at how clear expectations can be laid out and aligned to a consequence so that all students, parents, and staff are “on the same page”. My awe also lies in the effects that can come from this. There will be less conflict within a classroom behaviorally if expectations can be laid out clearly and explicitly retaught and aligned to consequences. Administratively, students and parents alike shall have less room for misunderstandings of broken procedures and expectations along with their aligned consequences if this information is given to them prior to the school year being under way. Is it a lot of work? Yes! Is it a lot of work that will have tremendous payoff in the end? Yes! Is it worth it? Yes! Benefits of Behavioral Matrix “The school leaders play a vital role in managing the behavior of the students in a school through development of policies, procedures, rules, and regulations. These school leaders are also expected to be the initiator and undertaker of a safe, collegial and caring environment in the schools” (Nooruddin & Baig, 2015). To begin, a behavioral matrix will improve the climate of a school, as well as the safety of a school. Less tensions can be had between staff and grade levels if all teachers and staff are implementing the same expectations across the board. Along with that, less tensions should arise between parents and guardians and the school itself. If parents and students are exposed to the matrix and aware of the expectations and consequences, when or if a situation is to arise, there is less room for tensions with the community or stakeholders as everyone knows consequences ahead of time. With fewer office referrals, administration will

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have more time to focus their efforts on other aspects of their jobs, such as closing the educational gap. A behavioral matrix can lead to decreased levels of disruptions within the classroom setting, decreased rates of referrals to the office and administration, and also decreased in and out of school suspensions. Students will be able to take pride and appreciate their knowledge that has been gained on how to correct themselves and make better life skills and social skills choices. Behavioral Matrix: Strength and Consistency The Behavioral Matrix is a component of the PBIS implemented to strengthen school behaviors, safety, and student accountability. The purpose is to “establish and implement gradelevel and building-wide accountability systems that include progressively tiered ad developmentally-appropriate and meaningful incentives and consequences that motivate and reinforce students’ appropriate interactions” (Knoff, 2007). “When completed, the Behavioral Matrix provides grade-level and building-wide standards and benchmarks of behavior for all students. It also helps teachers and staff to respond to student behavior in appropriate ways. And, finally, it provides scientifically based corrective responses, consequences, and incentives resulting in less inappropriate and more appropriate student behavior over time” (Knoff, 2012). PBIS and the behavioral matrix have been proven time and time again to strengthen school climate and their abilities to manage their classrooms successfully. Once behavior is managed, academic gains can be made and the educational gap, hopefully, can be closed a bit more. Consistency is also important. Consistency allows for students to be exposed to the same set of expectations in all locations, leaving little room for confusion about desired behaviors at any given time or in any given grade level. Consistency allows for teachers and staff to feel support by one another and their administration, knowing that if a referral must be made it is an

DEVELOPING A BEHAVIORAL MATRIX acceptable action to take against a student if dictated by the behavioral matrix. Consistency of expectations in behaviors can result in an internalization of these positive behaviors and, hopefully, the long term effect of a human being who makes positive social choices, not for a reward, but because it is the correct and responsible choice to make.

References: Knoff, H.M. (2007). Developing and implementing the behavioral matrix: The basic behavioral matrix forms. Project ACHIEVE Press. p.5.

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Knoff, H. M. (2012). Implementing project ACHIEVE at the school and district levels: Positive behavioral support system (PBSS) implementation fact sheet. Project ACHIEVE Press. 17-21. Nooruddin, S., & Baig, S. (2015). Student behavioral management: School leader’s role in the eyes of teachers and students. International Journal of Whole Schooling, 11(1), 19-38.

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