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Spring '19 Survey Results

Supporting Expected Behavior in School Settings

Parents expressed concern that behavior is disrupting learning. First, we must all ensure that we are clear about expected behavior, explicitly teach what the behavior looks like, and intervene when behavioral expectations are not followed. BPS has a philosophy that "kids do well if they can." In other words, if a student is unable to demonstrate an expected behavior, typically it means that the student has a lagging skill in that area that requires instruction and support. BPS is providing this support in the following ways:

  • Each school has a behavior matrix that describes expected behavior in all settings. BIS Behavior Matrix Example
  • Educators are explicitly teaching expected behaviors.
  • Counselors and administrators intervene when a student is unable to meet expectations. Follow up could include discipline, counseling, or further instruction regarding the expected behavior.
  • Educators have participated in various trainings to support expected behavior, including Think:Kids through Mass General teaches Collaborative Problem Solving, an evidence-based approach for helping children with behavioral challenges (preK-12); Responsive Classroom where they learn strategies that create a more positive learning environment, and nurture a sense of belonging and emotional safety, and evidence based social-emotional curriculum preK-8.
  • Two additional counselors have been added to BIS and BUE this year.
  • Social Emotional Academic Development (SEAD) coaches are at every grade level to aid teachers and administrators with supporting the behavioral needs of BPS students.