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School-wide Systems Steps 3 – Identify School-wide Behavioral Expectations Year 1 Day 1 Adapted from George Sugai

School-wide Systems Steps 3 – Identify School-wide Behavioral Expectations Year 1 Day 1 Adapted from George Sugai . Eight Steps Planning Guide. 52-54. Linked To School Culture. T eam Work I ntegrity G ratitude E xcellence R esponsibility S cholarly. 3-5 in Number.

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School-wide Systems Steps 3 – Identify School-wide Behavioral Expectations Year 1 Day 1 Adapted from George Sugai

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  1. School-wide Systems Steps 3 – Identify School-wide Behavioral Expectations Year 1 Day 1 Adapted from George Sugai

  2. Eight Steps Planning Guide

  3. 52-54

  4. Linked To School Culture

  5. Team Work Integrity Gratitude Excellence Responsibility Scholarly 3-5 in Number

  6. P - Positive Attitude We participate enthusiastically • O - Ownership We are Accountable for our actions • W - We not Me We are safe, empathic and welcoming • E - Excellence We strive to do our best • R - Respect We care for self, each other and our environment THE WARRIOR CODE IS BE RESPECTFUL BE RESPONSIBLE BE ENGAGED 1-3 Words per Expectation

  7. Positively Stated School Rules NO Food NO Weapons NO Backpacks NO Drugs/Smoking NO Bullying

  8. Support Academic Achievement

  9. Comprehensive in Scope

  10. Mutually Exclusive (Minimal Overlapping

  11. Residential School/Unit-wide Expectations Be a STAR Show respect Take responsibility Accept adult directions Respond appropriately Show Respect Take Responsibility Accept Adult Directions Respond Appropriately E&S Staff saw it all! Contextually/Culturally Appropriate

  12. Few positive SW expectations defined, taught, & encouraged

  13. T-Shirts, Rugs, Banners, ETC. Promote School-Wide Expectations

  14. Action Planning • Create your 3-5 Expectations P.52 • Write your 3-5 Expectations down P.53 • Write down your rational for choosing those expectations for your school? P.54 • Write your plan to gaining staff feedback/input from your staff? P.54 • Be ready to share all three with other teams

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