Tier 1 New Team Training

Tier 1 New Team Training

Positive Behavioral

Interventions & Supports

Module #3

CORE CONTENT:

Definition, Rationale & Examples

PRACTICE:

Activities for Fluency

SELF-ASSESSMENT:

Benchmarks of Quality

ACTION PLANNING:

Learning Expectations

EXPECTATIO N

BEHAVIOR

Be Responsible

▪ Make yourself comfortable

▪ Take care of your needs (water, food, restroom, etc.)

▪ Share your questions with the group

Be Respectful

▪ Turn cell phones off or to “vibrate”

▪ Listen to others attentively by staying quiet while they are speaking

▪ Follow up, and complete assigned tasks

Be Engaged

▪ Ask what you need to know to understand and contribute

▪ PBIS Overview

▪ Module 1: PBIS Team

▪ Module 2: Faculty Commitment

Module 3: Expectations and Rules

▪ Module 4: Lesson Plans

▪ Module 5: Acknowledgement

▪ Module 6: Discipline Procedures

▪ Module 7: Data Entry and Analysis

▪ Module 8: Evaluation

Module #3 Outcomes

Purpose:

Prepare and plan for facilitating implementation of development of School-wide Expectations & Rules

You should be able to:

▪ Develop and post 3-5 positively stated school-wide expectations

▪ Apply expectations to both students and staff

▪ Develop and post rules for specific settings (where data suggests rules are needed)

▪ Link Rules to Expectations

▪ Involve staff in the development of expectations and rules

▪ Develop a Teaching Matrix to teach rules in various areas in the school.

▪ Define Classroom rules for each of the school-wide expectations and post in classrooms.

▪ Explicitly identify classroom routines and procedures for activities where

Located in the BoQ

Critical Element BENCHMARKS OF QUALITY (BOQ) NI/PI

/FI Priority Hig h Med Lo w Expectations & Rules Developed

17. 3-5 positively stated school-wide expectations are posted around school

18. Expectations apply to both students and staff 19. Rules are developed and posted for specific settings (where data suggests rules are needed) 20. Rules are linked to expectations

21. Staff are involved in development of expectations and rules

*Additional feature for successful team implementation

*Teaching matrix is developed to identify rules in various areas in the school

Classroom Systems

42. Classroom rules are defined for each of the school-wide expectations and are posted in classrooms.

43. Classroom routines and procedures are explicitly identified for activities where problems often occur (e.g. entering class, asking questions, sharpening

P. 12

CORE CONTENT:

Definition, Rationale & Examples

Definition

The primary prevention component of positive behavioral

interventions and supports consists of rules, routines, and physical arrangements that are developed and taught by school staff to prevent initial occurrences of behavior the school would like to

target for change.

Research indicates that 3-5 behavioral expectations that are positively stated, easy to remember, and significant to the climate

are best. At the end of the year, a researcher should be able to walk into the school and ask ten random students to name the behavioral expectations and 80% or better of the students should

be able to tell the researcher what they are and give examples of what they look like in action.

Rationale

Primary prevention is significant in that it moves the structural framework of each educational unit from reactive approaches to proactive systems change performance. This effort cohesively unites all the adults in using:

1) common language,

2) common practices, and

3) consistent application of positive and negative reinforcement.

Consistency Matters

Common Vision/Expectations

Common Language

Common Practices

School Rules NO Food NO Weapons NO Backpacks NO Drugs/Smoking NO Bullying

Redesign the Learning Environment

T H E DO NOTs

What are Expectations?

Expectations are broadly stated 3-5 positively stated behaviors

Consistent with school’s mission statement Expected of all faculty/students

Expectations

▪

Expectations should be defined early in the year

and be:

▪

what you want them to do, rather than what you don’t

want them to do

▪

positively stated

▪

easy to remember

▪

posted in the school and classroom

▪

taught directly by the staff/students

▪

functional

Why Focus on Expectations

and Rules?

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 providing feedback is associated with an increase in academic engagement, leader-ship skills and conflict resolution.

School-wide Behavior Expectations

Non-example:

E

xhibit respect for yourself and others.

A

ccept responsibility.

G

ive your best effort.

L

ook, listen, and learn to

E

xceed expectations and

PRACTICE:

Activities for Fluency

Build Expectations

▪

Think school vision statement

▪

Think School Improvement Plan

▪

Think data-what is showing up in your school

CREATING a

MATRIX

Expectations SETTINGS

?

?

?

Enter your expectations

3-5 positively stated behaviors

Broadly stated

Refer to

YOUR

data.

What are the

predictable

problem behaviors

you want to

change at your

school?

What Location Should We

Target?

1.

Draw a line across the middle of a piece of poster

paper

2.

On the top half, draw a map of your school on a piece

of poster paper (or use a copy of your map) Each

person identify three top problem locations

3.

On the bottom half, list the following:

a.

Where is it happening?

b.

What is happening?

c.

Who is involved?

d.

When is it happening?

e.

Why is it happening/maintaining?

What does your map look like?

Where

What?

When?

Who?

Why is it

happening?

Draw a map of your school

(or use a printed copy of your school map)

Hallway Bathroom Office Bus

Be Respectful

Be Responsible

Be Safe

CORE CONTENT:

Definition, Rationale & Examples

Expectations

3-5 overarching school-wide

expectations

Behaviors/Rules

specific tasks students are to do to

achieve the school-wide

expectations

Routines/Procedures

methods or process for how things

are done in non-classroom settings

and each classroom

The Difference Between

Expectations and Rules

▪

Expectations are outcomes

▪

Rules are the specific criteria for meeting expectation

outcomes

▪

Rules identify and define concepts of acceptable behavior

▪

Use of expectations and rules provides a guideline for

students to monitor their own behavior and they remind

and motivate students to meet certain standards

What Is Gained by Identifying

Rules?

✔ Consistent instruction across multiple programs and settings within the school

✔ Communication among staff members and students

✔ Students know what to expect and what is expected in all areas

5 Guidelines for

Developing Rules

Guidelines This Means Example Non-Example

Observable I can see it. Raise hand and 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 self.

No fighting.

Understandable The vocabulary is age and grade appropriate.

Hands and feet to self.

Maintain personal space (K-1 rule)

Always Applicable I am to consistently

enforce.

Stay in assigned area.

Remain seated until given permission to leave.

PRACTICE:

Are They Expectations or

Rules?

• 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,

CORE CONTENT:

Definition, Rationale & Examples

What are the behaviors to target?

Got Data?

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

Pro-Social Skills

▪ Choose kindness over being right; pick up trash even if it isn’t yours

▪ Encourage others; tell peer they did a good job

Create

Developmentally

Appropriate

Expectations

&

Rules

Hallway Bathroom Office Bus

Be Respectful

Be Responsible

Be Safe

How will you operationally define your expectations?

Elementary School Example

Ga

ther Feedback from all

Stakeholders

PRACTICE:

Activities for Fluency

Team Time

Practice creating

your matrix and plan

for engaging school

community (staff,

students, families)

Prepare to share one

location

CORE CONTENT:

Definition, Rationale & Examples

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

▪

Procedures should be succinct, positively stated and

in age-appropriate terms

▪

Keep “Who, what, when, where, why, and how” in

mind

▪

Clear procedures, taught and consistently enforced are

the most critical tool to create a functional and

productive learning environment

3: Expectations & Rules

Re

search Studies Found…

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

(Evertson, Emmer, & Worsham, 2003; Good & Brophy, 2003).

▪ 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

Consistency is the Key

▪ Although a critical component of effective classroom

management, rules alone are not adequate to establish a proactive and efficient learning environment.

▪ Well defined procedures and routines help students feel

safe.

▪ The sequence of behaviors students must engage in to

complete specific tasks and procedures is usually too complex to address with classroom rules. Behavioral expectations for these procedures are addressed more efficiently with consistent routines.

▪ Procedures should be succinct, positively stated and

PRACTICE:

Brainstorming Activity

▪ Procedures that have become routines are part of our daily lives, such as ordering at McDonald’s, airport security, stop signs.

▪ What other procedures can you think of?

▪ Review the procedures on the next slide and select one from the list you would like your students to use. (Consider problem areas or problem items…often a well designed

routine can solve the problem).

▪ Determine the desired outcome.

▪ List the steps your students need to complete the task.

▪ List what errors students are likely to make.

▪ Share with other at your table.

Examples

Elementary

▪ Sit in a learning position

▪ Raise your hand for a turn to

talk, if you have a question or need help

▪ Wait for the teacher to come

to you

▪ Finish all your work

▪ Read your book if you finish

your work early

▪ Take restroom or water

breaks during independent

Middle/Secondary

▪ Class Discussion

▪ Prepare for discussion by

reading the required assignment in advance

▪ Wait until the person is finished

speaking before you talk

▪ Stay on topic

▪ Respect other’s opinion and

contributions

▪ Use appropriate

expression of disagreement

For procedures to become routines it is every teacher’s responsibility to: teach each one directly, practice them regularly, and reinforce students for following them correctly.

CORE CONTENT:

Definition, Rationale & Examples

Procedures Become Routine

▪ teach the procedures directly through behavior lessons and role play

▪ practice procedures regularly so they become routinely used

▪ remind students of procedures by providing pre-corrects before they need to use the procedure for an activity

▪ acknowledge students when they have followed a procedure correctly so that there will be the likelihood of it continuing to be repeated.

PRACTICE:

Activities for Fluency

Ball Toss

Now it is your turn to show the difference between a procedure and a rule…

1. The tallest person at the table should begin by stating a procedure and tossing the ball to someone at the

table.

2. The person catching the ball needs to shout out a rule to go with the procedure.

3. That person then shouts out a procedure and tosses the ball to someone else at the table.

Example of a Classroom Matrix

Settings

Expectations

Starting the Day Procedures

Independent Work Procedures

Transitions Procedures

Small Group Work Procedures Be Responsible

Turn in homework Put instructional materials in desk Begin morning work

Have materials ready

Check your work before turning it in Begin next activity when finished

Put materials away on my signal

Get materials ready for next activity

Do your fair share Manage time carefully Be Respectful

Talk in soft voices Move quietly around room when necessary

Listen for my directive to move

Listen to your peers and speak when it is your turn

Support your peers and let them do their role

Be Safe

Put personal belongings in

Select area to work and walk to selected

Always walk quietly to new location

Clean up area when group work is

Team Time

Practice creating a

classroom-wide matrix

and plan for engaging

school community

(staff, students,

families)

Prepare to share one

setting.

SELF-ASSESSMENT:

Benchmarks of Quality

Located in the BoQ

Critical Element BENCHMARKS OF QUALITY (BOQ) NI/PI

/FI Priority Hig h Med Lo w Expectations & Rules Developed

17. 3-5 positively stated school-wide expectations are posted around school

18. Expectations apply to both students and staff 19. Rules are developed and posted for specific settings (where data suggests rules are needed) 20. Rules are linked to expectations

21. Staff are involved in development of expectations and rules

*Additional feature for successful team implementation

*Teaching matrix is developed to identify rules in various areas in the school

Classroom Systems

42. Classroom rules are defined for each of the school-wide expectations and are posted in classrooms.

43. Classroom routines and procedures are explicitly identified for activities where problems often occur (e.g. entering class, asking questions, sharpening

P. 12

ACTION PLANNING:

Applying the core content to your school

How prepared are you to use the self-assessment to

create the action plan for this section?

Fidelity & Outcome Check

One to Five?

✔ Identifying your 3-5 school-wide expectations ✔ Starting a School-wide Matrix

Classroom Management

Self-Assessment Survey

WHAT NEEDS TO BE COMPLETED? RESOURC ES NEEDED? WHO? WHEN? A. B. C.

References