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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