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www.wisconsinpbisnetwork.org/tier1.html
Tier 1/Universal Training
The Wisconsin RtI Center/Wisconsin PBIS Network (CFDA #84.027) acknowledges the support of the Wisconsin Department of Public Instruction in the development of this product and for the continued support of this federally-funded grant program. There are no copyright restrictions on this document; however, please credit the Wisconsin DPI and support of federal funds when copying all or part of this material.
E. Expectations & Rules Developed
2013-2014
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Module E: Develop Expectations and RulesPBIS Implementation Goal17. 3-5 positively stated school-wide expectations posted around school• Areas posted include the classroom and a minimum of 3 other school settings (e.g.,
cafeteria, hallway, front office)
18. Expectations apply to both students and staff• PBIS team has communicated that expectations apply to all students and all staff
19. Rules developed and posted for specific settings (Identify common settings and routines in your school and operationally define each expectation within each setting and routine, using 2-3 positively stated behavioral examples)• Behavioral examples/rules are posted in all of the most problematic areas in the school
20. Behavioral examples/rules are linked to expectations• When taught or enforced, staff consistently links the rules with the school-wide
expectations
21. Staff feedback/involvement in expectations/rule development• Most staff members were involved in providing feedback/input into the development of
the school-wide expectations and rules (e.g., survey, feedback, initial brainstorming session, election process, etc.)
WorkbookExamples and Tools
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School-Wide Expectations
Definition: • a list of specific, positively stated behaviors
desired of all faculty and students • in line with the school’s mission statement • should be taught to all faculty, students, and
families
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School Rules
NO Food
NO Weapons
NO Backpacks
NO Drugs/Smoking
NO Bullying
Redesign Learning & Teaching Environment
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Rules for Unique Settings
Definition:• Specific skills for students to exhibit and
procedures for students to follow in specific settings
• What does it look like? Sound like? (stated positively)
• foundation for teaching the skills to fluency.
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What Is Gained by Identifying Rules?
Uniform instruction across multiple programs and settings within the school
Communication among staff members and students
Communication with families
Curriculum design
Legal, ethical, and professional accountability
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How Are Expectations and Rules Similar?
Both should be limited in number (3-5)
Both should be positively stated
Both should be aligned with the school’s mission statement & policies
Both should clarify criteria for successful performance
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How Are Expectations and Rules Different?
Expectations are broadly stated.
Expectations apply to all people in all settings.
Expectations describe the general ways that people will behave.
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Rules describe specific behaviors• Observable• Measurable
Rules may apply to a limited number of settings
Rules clarify behaviors for specific settings
How Are Expectations and Rules Different?
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When Identifying Expectations
Consider existing data summaries• Discipline• Academic
Identify common goals• Mission statement• Other school-based programs
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Culturally Responsive Practices Consideration
• Assumption that the expectations of the dominant enrollment/staff is a universal expectation
• Cultural expectations of the home and community of students WILL vary from school but variance will depend on many factors.
• Cultural expectations will have been taught to FLUENCY at home and will be maintained by home. School must validate and affirm, not judge, the expectations that students come to us with and where there is variance, build and bridge the gap for the student.
• Important in the school-wide setting but more critical in classrooms
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• Every person has a culture and a racial identity.
• Teachers must respond actively and positively to changing social, economic, and cultural patterns.
• Behavioral standards (and behavior deviance) are culture-bound.
• Behavioral interventions that are culturally responsive are more effective.
• It is essential to teach the “cultural capital” needed for students to succeed.
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• Cultural mismatches must be determined before selecting a behavioral intervention, since inappropriate behavior can be a response to a cultural mismatch.
• Behavior occurs in a context. It is a relationship between the student, the teacher, the peers, the classroom, the school, the instruction and the material.
• It is easy to misinterpret or misread behavior.
• Teachers, like families, intend the best for their students.
• Parent/family involvement is crucial for school success.
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Guidelines for Identifying Expectations
Identify behaviors expected of all students and staff in all settings.
Select 3 to 5 behaviors.
State expectations in positive terms.
Select expectations that are general enough to be applicable in multiple settings, but specific enough to be of assistance in generating rules for targeted settings.
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P reparation R espect I ntegrity
D etermination E xcellence
www.wisconsinpbisnetwork.org/tier1.htmlMust make a connection
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School-wide Behavior Expectations
Respect Others
Respect Self
Respect the Environment
ACTIVITY
Setting
All Settings Hallways Playgrounds Cafeteria
Library/Computer
LabAssembly Bus
Respect Ourselves
Be on task.Give your best
effort.Be prepared.
Create for yourself
Do as much as you can in a way you can
Walk. Have a plan.Eat all your
food.Select healthy
foods.
Study, read, compute. Sit in one spot. Watch for your
stop.
Respect Others
Be kind.Hands/feet to
self.Help/share with others.
Build a community
Use normal voice volume.Walk to right.
Play safe.Include others.
Share equipment.Practice good table manners
Whisper.Return books.
Listen/watch.Use appropriate
applause.Use a quiet voice.Stay in your seat.
Respect Property
Recycle.Clean up after
self.
Maintain environment
so others may learn
Pick up litter.Maintain
physical space.
Use equipment properly.
Put litter in garbage can.
Replace trays & utensils.
Clean up eating area.
Push in chairs.Treat books
carefully.
Pick up.Treat chairs
appropriately.Wipe your feet.
Sit appropriately.
TEACHING MATRIX
Expe
ctati
ons
Setting
All Settings Hallways Playgrounds Cafeteria
Library/Computer
LabAssembly Bus
Respect Ourselves
Be on task.Give your best
effort.Be prepared.
Walk. Have a plan.Eat all your
food.Select healthy
foods.
Study, read, compute. Sit in one spot. Watch for your
stop.
Respect Others
Be kind.Hands/feet to
self.Help/share with others.
Use normal voice volume.Walk to right.
Play safe.Include others.
Share equipment.Practice good table manners
Whisper.Return books.
Listen/watch.Use appropriate
applause.Use a quiet voice.Stay in your seat.
Respect Property
Recycle.Clean up after
self.
Pick up litter.Maintain
physical space.
Use equipment properly.
Put litter in garbage can.
Replace trays & utensils.
Clean up eating area.
Push in chairs.Treat books
carefully.
Pick up.Treat chairs
appropriately.Wipe your feet.
Sit appropriately.
TEACHING MATRIX
Expe
ctati
ons
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SW Teaching MatrixExpectations All Settings Hallway Bus Restroom Cafeteria
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Activity E
Develop your 3-5 school-wide expectations for ALL students and ALL staff.
Use the teaching matrix to identify rules in all areas of your school.
Design ways to communicate and get input on matrix from staff, families, and students.
Develop ways to teach matrix to all staff, students, and parents.
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Complete Module E: Expectations and Rules Developed
Self Assessment and Action Plan
Module E:Develop Expectations& Rules
17. 3-5 positively stated school-wide expectations posted around school• 3-5 positively stated school-wide expectations posted around the
school. Areas posted include the classroom and a minimum of 3 other school settings (e.g., cafeteria, hallway, front office)
18. Expectations apply to both students and staff• PBIS team has communicated that expectations apply to all
students and all staff
19. Rules developed and posted for specific settings (Identify common settings and routines in your school and operationally define each expectation within each setting and routine, using 2-3 positively stated behavioral examples)• Behavioral examples/rules are posted in all of the most
problematic areas in the school
20. Behavioral examples/rules are linked to expectations• When taught or enforced, staff consistently links the rules with
the school-wide expectations
21. Staff feedback/involvement in expectations/rule development• Most staff members were involved in providing feedback/input
into the development of the school-wide expectations and rules (e.g., survey, feedback, initial brainstorming session, election process, etc.)
Critical Element Benchmarks of Quality/Goal
StatusIn PlacePartially
Not In Place
Implementation PlanHow? Who? When?
Use Modules & Snapshot to guide process