MONTE VISTA— Using a combination of electives and a three-pronged approach to behavior Bill Metz Elementary has a focus on developing the “whole-child.” Rather than just focusing on strict academics and outdated disciplinary actions the school offers students opportunities to explore interests and reinforces and redirects behavior patterns.
Principal Gabe Futrell oversees the elementary comprised of first through fifth graders and is in his sixth year of leadership. “We have a focus on the whole-child. A lot of schools just hammer academics but we want to develop them further. As such, we offer things such as PE in a full gym, art, science fair and music,” said Futrell.
This year the elementary school is offering electives for students. “We went to each student to determine what they are interested in. We have over 30 offerings. They range from cooking, book club, quilting, to Spanish, drama and more. The hope is to get students interested in something that may turn into a career or even just a hobby later in life,” he said.
The young children at Bill Metz are responding well and excitedly to the environment being developed. “We have many students comment that they don’t want to miss schools on the day we have electives. Even if they are feeling a bit under the weather they don’t want to have to leave so they don’t miss out. It’s had a good impact on our attendance rates,” said Futrell.
There is evidence of this culture all through the halls and classrooms of Bill Metz Elementary. There are many different rooms with the announcements of the electives being taught. In one such example the outside of a classroom door informs students they will learn how to make root beer.
To further support and develop students there are also extra resources available. For children that show advancement and skills beyond their grade level there is an enrichment teacher available. Students who qualify spend about an hour a day with the teacher who helps to further hone their abilities.

Behavior intervention
To help develop children into good citizens Bill Metz uses a three-pronged approach to influence and encourage good behavior. The three items that make up this model are Positive Behavior Intervention and Support (PBIS), Capturing Kids’ Hearts and restorative practices.
“PBIS is the system throughout the district. Capturing Kids’ Hearts is something that we had staff train in three years ago. It’s how we build relationship with kids, between staff, parents and just about everybody,” said Futrell.
Key practices in the program are to greet students in the morning with a hug or something as simple as a handshake or high-five. At the beginning of the year, with the help of students, each classroom makes up a “social contract.” The students get a say in how they would like the classroom to be run and what the expectations are. This is actually even done among the staff.
After the social contract is developed, the students and staff sign the document to make a commitment to follow the agreed upon guidelines. This social contract is used throughout the year to reinforce positive behavior. “If a student does something wrong we might say, ‘remember you promised to be honest.’ Or even if they do wrong but are honest about it then we might redirect it and say something such as, ‘hey, you messed up but you were honest about it and followed the social contract.’ It’s a living document in each classroom,” said Futrell.
He also explained the school uses something called “the four questions.” Since children sometimes like to get into power struggles the questions help to get them to focus back on their tasks. “What we’ll do is if I see something they shouldn’t be doing I’ll ask what they’re doing rather than telling them to just stop. Then I’ll ask them what they should be doing, then why they’re doing that and finally asking how they’re going to make that right.”
Bill Metz is a leader in the district in using the third part which is restorative practices. Futrell said that he and Behavior Specialist Josh Keeling had seen this in action at Denver Public Schools a few years ago. They then got trained in the program, implemented it at Metz two years ago and now it is used district-wide.
Futrell explained how this process works. “Let’s say there was some harm done. It can be in a small setting or a big setting. I’ve had it as small as two students in what we call a restorative circle. The point is to restore the relationship and repair the harm that’s been done. It can even be done between a whole class if there is a situation where a student is being picked on. The teacher will then ask how they would feel and ask how they’re going to fix the problem,” he said.
Futrell was also pleased to share that since implementing these practices negative behavior is below the national norm. About 20 percent of students in districts nationwide are referred for more disciplinary actions beyond a few times a year. Bill Metz has experienced a decline over the last three years upon using these techniques.
The expectations are around the building for students to remember. The acronym ARRGH is posted throughout the hallway and serves as a reminder of the culture at the elementary and what is expected. The letters stand for Attitude, Respect, Responsibility, Greatness and Honor.
“The expectations are really clear and defined. They understand what following these items looks like,” said Futrell.