PBIS Team Training 1 C Behavioral Expectations TFI

PBIS Team Training 1 C Behavioral Expectations (TFI 1. 3) Day 1 C: Behavioral Expectations (TFI 1. 3)

Learning Expectations EXPECTATION Be Responsible Be Respectful Be Engaged BEHAVIOR § § Make yourself comfortable Take care of your needs (water, food, restroom, etc. ) Action plan to implement what you are learning Follow through on your action items § Turn cell phones off or to “vibrate” § Listen attentively while others are speaking § Have only the training materials up on your computer/tablet/phone § Ask what you need to know to understand contribute § Contribute to the group by sharing relevant information and ideas Day 1 C: Behavioral Expectations (TFI 1. 3)

Organization of Modules Content: Aligned to TFI Items 1. 1 – 1. 15 and Classroom Management Practices Activities/Team Time: Activities for Fluency Self-Assessment: Tiered Fidelity Inventory Action Planning: Applying the core content to your school Day 1 C: Behavioral Expectations (TFI 1. 3)

Tier 1: Professional Learning Roadmap TFI Sub-Scale: Evaluation TFI Sub-Scale: Team TFI 1. 1 Team Composition TFI 1. 12 Discipline Data TFI 1. 2 Team Operating Procedures TFI 1. 13 Data-based Decision Making TFI 1. 14 Fidelity Data TFI 1. 15 Annual Evaluation TFI Sub-Scale: Implementation TFI 1. 3 Behavioral Expectations TFI 1. 4 Teaching Expectations TFI 1. 5 Problem Behavior Definitions 1 Arrange orderly physical environment TFI 1. 6 Discipline Policies TFI 1. 7 Professional Development 2 Define, Teach, Acknowledge Rules and Expectations TFI 1. 8 Classroom Procedures TFI 1. 9 Feedback and Acknowledgement 8 Classroom Management Practices 3 Define, Teach Classroom Routines 4 Employ Active Supervision 5 Provide Specific Praise for Behavior TFI 1. 10 Faculty Involvement 6 Continuum of Response Strategies for Inappropriate Behaviors TFI 1. 11 Student/Family/Community Involvement 7 Class-Wide Group Contingency Day 1 C: 8 Behavioral Expectations (TFI Provide Multiple Opportunities to Respond 1. 3)

Purpose and Outcomes Purpose: Prepare and plan for facilitating implementation of development of School-wide Expectations & Rules Outcomes: § School has five or fewer positively stated behavioral expectations and examples by setting/location for student and staff behaviors (e. g. , school teaching matrix) defined and in place. (TFI 1. 3) § Classroom rules and routines are defined, aligned to expectations, and in place. (TFI 1. 8) Day 1 C: Behavioral Expectations (TFI 1. 3)

Why? … Consistency Matters Common Vision/Expectations SCHOOL COMMUNITY Common Practices Common Language Day 1 C: Behavioral Expectations (TFI 1. 3) (USDOE OSEP PBIS TA Center, 2010)

Consistency with our language 3 -5 overarching school-wide Expectations expectations Behaviors Routines/ Procedures specific tasks students are to do to achieve the school-wide expectations Procedures are methods for accomplishing tasks in the classroom Procedures form routines that help students meet classroom Day 1 C: Behavioral Expectations (TFI expectations and 1. 3) rules/behaviors

Common Language: Expectations Broadly stated and easy to remember 3 -5 positively stated behaviors Consistent with school’s mission statement Expected of all staff/students Day 1 C: Behavioral Expectations (TFI 1. 3)

A Non-Example THE DO NOTs (A Non-Example) Day 1 C: Behavioral Expectations (TFI 1. 3)

Prohibited activities on school grounds sign Day 1 C: Behavioral Expectations (TFI 1. 3)

Redesign the Learning Environment ool ions Sch ctates pe. Rul ol. Ex Scho NO Food NO Weapons NO Backpacks NO Drugs/Smoking NO Bullying Day 1 C: Behavioral Expectations (TFI 1. 3)

Why Focus on Expectations and Behaviors? This information has been found to be reliable whether we are talking about academics and/or behavior… • Clearly stated expectations and consistently supporting them lends credibility to a teacher’s authority. (Good & Brophy, 2000) • It has been found that what actually communicates expectations to students is teacher behavior. (Marzano, Education Leadership, September 2010) • Teaching rules, reviewing expectations and Day 1 C: Behavioral Expectations (TFI providing feedback is associated with an increase 1. 3)

School-wide Behavior Expectations Non-example: Exhibit respect for yourself and others. Accept responsibility. Give your best effort. Look, listen, and learn to Exceed expectations and Soar to success. Day 1 C: Behavioral Expectations (TFI 1. 3)

SOARR Day 1 C: Behavioral Expectations (TFI 1. 3)

Warrior Code Day 1 C: Behavioral Expectations (TFI 1. 3)

Residential School/Unit-wide Expectations Be a STAR Show respect Take responsibility Accept adult directions Respond Appropriately Day 1 C: Behavioral Expectations (TFI 1. 3) PBIS

Few positive school-wide expectations defined, taught and encouraged Day 1 C: Behavioral Expectations (TFI 1. 3)

The Tenets of Kenwood Pride Day 1 C: Behavioral Expectations (TFI 1. 3)

MS/HS Examples Day 1 C: Behavioral Expectations (TFI 1. 3)

TIGERS Day 1 C: Behavioral Expectations (TFI 1. 3)

Build Your 3 -5 School-wide Expectations • Think school vision • Can you also come up statement with a name for your • Think School school-wide Improvement Plan expectations? • Think data: what is • The Wilson Way showing up in your • Tiger ROAR school? • SOAR • Think about what you Expectations already have in your • Panther Pride school Workbook: Expectations Activity 1 (TFI 1. 3) • Bradley B’s • Get input from stakeholders Day 1 C: Behavioral Expectations (TFI • What words describe the 1. 3)

Locations of Behavior Problems Where are the predictable problem behaviors you want to change at your school? (Refer to YOUR data if you have any) Day 1 C: Behavioral Expectations (TFI 1. 3)

Teaching Matrix Expectation s ? ? SETTINGS ns o i t a t c e p x e d ur e o t y a t r s e t y l n e E tiv i s o 3 -5 p iors v a d h e t e a b t s y l d broa ? Workbook: Expectations Activity 2 (TFI 1. 3) Day 1 C: Behavioral Expectations (TFI 1. 3)

School-wide Matrix Hallway Be Respectful Bathroom Cafeteria Add locati on s/sett Bus ings Be Responsible Be Safe Workbook: Expectations Activity 4 (TFI 1. 3) Day 1 C: Behavioral Expectations (TFI 1. 3)

Consistency with our language Expectations 3 -5 overarching school-wide expectations Behaviors specific tasks students are to do to achieve the school-wide expectations Routines/ Procedures procedures are methods for accomplishing tasks in the classroom procedures form routines that help students meet classroom expectations and rules/behaviors Day 1 C: Behavioral Expectations (TFI 1. 3)

What Is Gained By Identifying Behaviors? ü Consistent instruction across multiple programs and settings within the school ü Communication among staff members and students ü Students know what to expect and what is expected in all areas ü Consistent communication with parents Day 1 C: Behavioral Expectations (TFI 1. 3)

Guidelines 5 Guidelines for Developing Expected Behaviors This Means Example Non-Example Observable I can see it. Raise hand wait to be called on. Be your best. Measurable I can count it. Bring materials. Be ready to learn. Positively Stated I tell students what TO do. Hands and feet to No fighting. self. Understandable The vocabulary is age and grade appropriate. Hands and feet to Maintain personal self. space (K-1 rule) Always Applicable I am to consistently enforce. Stay in assigned area. Remain seated until given permission to leave. Day 1 C: Behavioral Expectations (TFI 1. 3)

Are They Expectations Or Behaviors? ü ü ü Respect self and others Walk in the hallways Turn in completed assignment Be Here, Be Ready Keep hands and feet to self Don’t run Remember: Rules must be Observable, Measurable, Positively Stated, Understandable and Always Appropriate Day 1 C: Behavioral Expectations (TFI 1. 3)

Including Pro-social skills on your matrix § What modifications can be made to your matrix to increase the effectiveness of school-wide PBIS supports for students in your building who exhibit internalizing Quick table talk on behaviors? § § § this topic before learning more Not talking with other children Being shy Timid and/or unassertive Avoiding or withdrawing from social situations Not standing up for one’s self Source: Walker and Severson, 1992 Day 1 C: Behavioral Expectations (TFI 1. 3)

Specific Behaviors + Pro-Social Skills Specific Behaviors Pro-Social Skills § Throw paper in the waste can § Use the right side of the stairway § Bring all materials to class § Keep hands, feet, and other objects to yourself • Do an act of kindness • Pick up trash even if it isn’t yours • Use Encourage words with others • Tell peer they did a good job Day 1 C: Behavioral Expectations (TFI 1. 3)

Examples of Pro-Social Skills Day 1 C: Behavioral Expectations (TFI 1. 3)

Create Developmentally Appropriate Rules Day 1 C: Behavioral Expectations (TFI 1. 3)

Teaching Matrix Hallway Be Respectful Be Responsible Bathroom Cafeteria Bus lly a n io t a r e s p n o o i t u a o t y c l e l xp wi e w r Ho e you ic if n defi s/spec e (rul viors)? a beh Be Safe Workbook: Expectations Activity 5 (TFI 1. 3) Day 1 C: Behavioral Expectations (TFI 1. 3)

Teaching/Staff Matrix Hallways Cafeteria Library/ Computer Lab Bus Keep hands feet and other objects to self Eat only your food Study, read, compute Watch for your stop Wipe your feet Sit appropriatel y Use a quiet voice Stay in your seat Su ink pp A or bo ts ut Te ac he r Be Responsible Th Expectations Be Respectful SETTING Be Safe Conditions for Learning Use quiet voice Replace trays & utensils Push in chairs. Treat books carefully. Maintain your own physical space Stay to the right Clean up your eating area Whisper. Return books Instruct from Stand in hall Supervise Ensure back to keep during passing until all students Day students 1 C: Behavioral Expectations (TFI enter eyes on all periods enter cafeteria bus 1. 3)calmly screens Classroom

Teaching/Staff Matrix Expectations Teaching/Staff Matrix SETTING Library/ Computer Lab Hallways Cafeteria Be Respectful Keep hands feet and other objects to self Eat only your food Study, read, compute Watch for your stop Be Responsible Use quiet voice Replace trays & utensils Push in chairs. Treat books carefully. Wipe your feet Sit appropriately Be Safe Maintain your own physical space Stay to the right Clean up your eating area Whisper. Return books Use a quiet voice Stay in your seat Conditions for Learning Bus e h t t u o b a t a h W room? s s a l c Supervise Instruct from Ensure Day 1 C: Behavioral Expectations (TFI students until back to keep students 1. 3) Stand in hall during passing all enter eyes on all enter bus Classroom

Your Turn… Workbook: Behavioral Expectations Activity 6 Activity: Your School-Wide Matrix Prepare to share one completed location with the group Day 1 C: Behavioral Expectations (TFI 1. 3)

Creating Classroom Expectations Staff members should use the School-wide Expectations as the foundation for their classroom expectations. It will be less confusing for the students and should be easy for the teachers to show the connection from the expected school-wide behavior to what is expected in the classroom at all times. Day 1 C: Behavioral Expectations (TFI 1. 3)

What Are Procedures & Routines? § Procedures explain the accepted process for carrying out a specific activity such as § § § walking in the hallway using lockers sharpening pencils attending an assembly going to the restroom § Classroom procedures are patterns for accomplishing classroom tasks § Procedures form routines when practiced and help students meet expectations stated in the rules Day 1 C: Behavioral Expectations (TFI 1. 3)

Research Studies Found… § Having Procedures and Routines in place will: § Increase instructional time by preventing problem behavior § Free teachers from correcting misbehavior § Improve classroom climate § Create shared ownership of the classroom § Develop self-discipline § Effective teaching includes teaching functional routines and procedures to students at the beginning of the year and using these routines to efficiently move through the school day. (Leinhardt, Weidman, & Hammond, 1987) § As students become more familiar with classroom routines and procedures, additional instructional formats and more challenging work can be incorporated Day 1 C: Behavioral Expectations (TFI (Evertson, Emmer, & Worsham, 2003; Good & Brophy, 2003) 1. 3)

Classroom Routines Respectful Ready Responsible Respectful Responsible Be Respectful Responsible Ready Day 1 C: Behavioral Expectations (TFI 1. 3)

Classroom Routines Respectful Day 1 C: Behavioral Expectations (TFI 1. 3)

Example of a Classroom Matrix The Wilson Way Be Responsible Be Respectful Be Safe Classroom 214 Routines Morning Routine If You Finish Early • Stay on task • Clean up area • Apologize for mistakes 1. Turn in homework 2. Put instructional materials in desk 3. Begin morning work 1. Re-check your work 2. Read a book 3. Organize supplies 4. Journal 5. Math flash cards 1. Put materials away 2. Get materials ready for next activity 1. Do your fair share 2. Manage time carefully • Raise hand • Listen to speaker • Follow directions 4. Say “good morning” to teacher and classmates 5. Talk in soft voices 6. Be quiet 7. Allow others to complete their work 3. Listen for direction to next activity 3. Listen to your peers 4. Take turns speaking 5. Say “I like that idea, AND…” • Walk quietly • Keep hands and feet to self 6. Put personal belongings in designated areas 7. Take your seat 8. Sweep under your desk 9. Clean 4. Stand up 5. Push in chair 6. Wait for group to be called to line up 6. Clean up area when time is up Classroom Rules How to Transition/ Line Up Small Group Work

Classroom Specific Matrix • The School-wide matrix includes the rules for classrooms. • Classrooms then expand their matrix to also include the routines/procedures for common routines (mapped to the school-wide expectations). § What are three routines used daily in your classroom? Workbook: Expectations Activities 7 & 8 Day 1 C: Behavioral Expectations (TFI 1. 3)

Classroom Day 5 will be dedicated to supporting PBIS in the classroom. Day 1 C: Behavioral Expectations (TFI 1. 3)

TFI Self-Assessment Feature Possible Data Source 1. 3 Behavioral • TFI Walkthrough Expectations: Tool School has five or fewer • Staff handbook positively stated behavioral • Student handbook expectations and examples by setting/location for student and staff behaviors (i. e. , school teaching matrix) defined and in place. Scoring Criteria 0 = Behavioral expectations have not been identified, are not all positive, or are more than 5 in number 1 = Behavioral expectations identified but may not include a matrix or be posted 2 = Five or fewer behavioral expectations exist that are positive, posted, and identified for specific settings (i. e. , matrix) AND at least 90% of staff can list at least 67% of the expectations Day 1 C: Behavioral Expectations (TFI 1. 3)

Reflections TFI Action Item 1. 3 Staff are involved in development of expectations and rules 1. 3 3 -5 positively stated school-wide expectations are posted around school 1. 3 Teaching matrix is developed to identify rules linked to expectations in various areas in the school 1. 3 Rules are posted in specific settings/locations 1. 3 Expectations apply to both students and staff 1. 8 Classroom rules are defined, aligned to school-wide expectations, and are posted in classrooms. 1. 8 Classroom routines and procedures are explicitly identified for activities where problems often occur (e. g. entering class, asking questions, sharpening pencil, using restroom, dismissal) (Not In Place; Partially; Fully In Place ->) NI Day 1 C: Behavioral Expectations (TFI 1. 3) PI FI

Appreciation is given to the following for their contributions to this Professional Learning: Day 1 C: Behavioral Expectations (TFI 1. 3)