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PBIS Fundamentals:

A Learning Series

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Developing and Teaching School-wide Expectations

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Learning Intentions

• WHAT: Identify the steps involved in developing and teaching school-wide expectations.
• WHY: Clarify how school-wide expectations can effectively provide a common language for behavioral support and increase safety and predictability.

• HOW: Explore how this process takes place on a school level to ensure consistency across all school settings.

Welcome.

A Road Map for PBIS Implementation:

Tiered Fidelity Inventory (TFI)

Culturally Responsive PBIS

Core Components

The definition of cultural responsiveness within PBIS includes the following core components:

1. Identity

2. Voice

3. Supportive Environment

4. Situational Appropriateness

5. Data for Equity

1.3 Behavior Expectations

1.3 Behavioral Expectations

School has five or fewer positively stated behavioral expectations and examples by setting/location for student and staff behaviors (School Teaching Matrix).

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School-Wide Behavioral Expectations Support...

• A positive and predictable environment
• Prosocial behaviors
• Social emotional development

• The shared, collective values of the school community
• Alignment with other efforts to support inclusive environments which prioritize belonging and safety

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Social Emotional Support for Future Ready Students

Developing School-Wide Expectations

Student Voice

• Adolescents need to be heard
• Accustomed to high volumes of fast-paced media
• Culture “influencers”

What do students need at each level?

• Link to “future ready”
• Link to school success
• Link to social emotional needs

Critical Foundation: Voice

Authentic family or community engagement includes providing family, students, and community members with meaningful opportunities to be heard, and voice their opinions, and exercise leadership within the school system.

It is critical that teams engage families, students, and community members that are representative of the schools’ demographics and any underserved populations.

Students and families should have opportunities to see themselves, their cultural values, and their histories in the school setting.

THE DO NOTs

(A Non-Example)

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.

3

Salem HS

Developing School-wide Expectations

• Specific examples (look-fors) are positively stated
• Describe what TO DO, not what not to do
• Active behaviors (not “Refrain from…”)
• Examples are written in student-friendly language
• Data and observations: Examples reflect positive opposites to the most common unwanted behaviors
• Are the behaviors observable, measurable, positively stated, understandable, and always applicable?
• Examples are small in number (2 – 5 examples per box)

3. Specific Behaviors

1. Expectations

2. NATURAL CONTEXT (Settings/Pro-Social Skills)

Start with school-wide expectations...

School-wide Visibility...

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• 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
• Consistent communication with parents
• Makes the “hidden curriculum” visible

Ram’s Code Assembly Expectations

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Be Respectful

Enter quietly.

Listen when others are speaking or performing.

Be Responsible

Keep hands and feet to yourself.

Use appropriate voice as directed.

Be Safe

Sit flat and stay in your personal space.

Listen for directions from teachers, staff, and safety patrols.

Specific Behaviors & Social-Emotional Skills

Specific Behaviors & Pro-Social Skills

Specific Behaviors

• Put 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

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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

Supporting SEL in the Classroom:

Examples

• Seeing connections between current tasks and their personal goals and interests (self-awareness)
• Developing skills for focusing attention in order to effectively participate in learning (self-management)
• Developing empathy and perspective-taking in their thinking, reading and writing processes (social awareness)
• Developing speaking and listening skills for group collaboration (relationship skills)
• Using writing to reflect on choices and goals as a way of making decisions (responsible decision making)

Matrix: Specific Behaviors

What about Bully Prevention/Intervention?

You can incorporate specific behaviors to replace disrespectful behaviors that might commonly occur in various school settings.

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For example, to prevent students from being isolated or excluded in the cafeteria or playground, add specific expectations for what a student should do if they see someone alone who might wish to be invited to join in.

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Expectations

1. Expectations

NATURAL CONTEXT (Settings/Pro-Social Skills)

3. Specific Behaviors

Invite people

who are alone

to join in your conversation.

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Expectations

Invite people

who are being disrespected to

join you and move away.

Interrupt & model respect, rather than watch or join in

Stop: Interrupt, Say “that’s not ok.”

Walk: Walk away Don’t be an audience.

Talk: TALK to an adult

How is feedback gathered from critical stakeholder groups used in the development of our school-wide matrix?

Reflect: Developing the Matrix

• How are we being responsive to our current reality (e.g., outcome data, new initiatives- social emotional skills, bully prevention, technology usage, etc.)?
• How are we using the matrix to align efforts to support student social emotional behavioral skills?
• How will we engage staff, families, students with the matrix to solicit feedback to inform or to review revisions?

Culturally Responsive Lens…

Gather Feedback from all Stakeholders

• Staff
• Engage them in development of matrix OR develop a draft and engage them in a review to solicit feedback
• Students and Families
• Engage small group of students representative of all students to solicit feedback
• Engage all or focus group of family members with matrix to ensure behaviors honor collective values

Questions to consider...

• Are our matrix expectations inclusive for all students, staff and families?
• Consider “safety” (Do our expectations reinforce emotional safety for all students?)
• Are there conflicting expectations?
• Who benefits from these expectations?
• Are these expectations necessary for student success?
• What is the purpose of this expectation/what is the goal?

Staff Feedback

*Reflection*

1. What do you envision may be some benefits of developing a school-wide matrix of expectations?

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• What additional ways exist to gather staff, student or family feedback in the development of expectations?

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• In what additional ways can social emotional skills be embedded in the school-wide matrix?

Tier 1: Professional Learning Roadmap

1.4 Teaching Expectations

Expected academic and social behaviors are taught directly to all students in classrooms and across other campus settings/locations.

Teaching School-Wide Expectations

Student Voice

• Adolescents need to be heard
• Accustomed to high volumes of fast-paced media
• Culture “influencers”

What do students need at each level?

• Link to “future ready”
• Link to school success
• Link to social emotional needs

If a child doesn’t know how to read,

If a child doesn’t know how to swim,

If a child doesn’t know how to multiply,

If a child doesn’t know how to drive,

If a child doesn’t know how to behave, we - -

Why can’t we finish the last sentence as automatically as we do the others?

we teach.

teach? punish?

we teach.

we teach.

we teach.

Teaching School-wide

& Classroom-wide Expectations

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Once you have developed school-wide expectations, it is not enough to just post the words on the walls…

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YOU MUST TEACH

(and RETEACH) THEM…

Why Develop a System for Teaching Behavior?

• Academic and social-emotional behaviors develop together.

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• Procedures and routines create structure.

• Repetition is key to learning new skills.

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• For a child to learn something new, it needs to be repeated on average ? times (Joyce and Showers, 2006)

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• Adults average ? (Joyce and Showers, 2006)

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• For a child to unlearn an old behavior and replace with a new behavior, the new behavior must be repeated on average ? times. (Harry Wong, 2018)

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25

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Trauma Sensitive Thinking

• Think: lack of skill, not intentional misbehavior
• Think: building missing skills, not shaming for lack of skills
• Think: nurture, not criticize
• Think: teach, not blame
• Think: discipline, not punishment

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In a supportive environment, staff work to meet student needs and teach students necessary or missing skills, rather than assume students already know them.

Most importantly, students in a supportive environment feel valued.

Staff understand that school expectations exist as a framework to teach, rather than a system through which infractions are delivered. Staff also understand that the acknowledgment system is intended to encourage the learning and generalization of desired behaviors. When inappropriate behavior is observed, staff recognize the need to understand a student’s personal context as well as the need to review expectations and reinforce social emotional skills.

Critical Foundation: Supportive Environment

VABB Approach

V

B

A

B

Validation

Affirmation

Building

Bridging

...legitimizing aspects of students’ cultures that may have historically been seen as illegitimate by the dominant culture.

...explicitly acknowledging the worth of students’ cultures and learning histories.

...providing specific instruction regarding why certain student behaviors are necessary in certain school settings.

...opportunities to practice shared expectations, acknowledging students, and providing encouraging, skill-based non-judgmental correction when needed.

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VAAB Critical Foundations

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1. Validate students. Ask them to share their experiences and listen non-judgmentally.
2. State the positive intent of students’ behaviors when teaching situational appropriateness, and hold high expectations for each student.
3. Provide specific instruction regarding why certain student behaviors are necessary in certain school settings.
4. Provide encouraging, skill-based non-judgmental corrections when needed.

How is feedback, gathered from critical stakeholder groups, used in the teaching of our school-wide matrix?

Staff Readiness Survey

Landstown ES: Student Agency

Brandon MS:

Study bell competitions

Landstown Middle School: Student Voice

High School Advisory

Student Voice

Involving students in creating expectations allows class-wide conversations about how the expectations, and breaking them, affect all students.

-Nathan Maynard and Brad Weinstein

What kind of environment do you believe students need in order to be successful?

What kind of classroom culture supports that environment?

What attitudes, values, and habits create the culture?

The Fun Theory

How & when will we teach behavior?

Components for an Effective “Model”

• Provides explicit model of expectations done well�
• Videos can be great options for the model
• They can include peers who look and sound like they do
• They are entertaining when done well
• They provide consistent message
• They can be used for boosters, new students, new staff�
• Non-examples should be clearly identifiable

Critical Foundation: Questions to Consider

• Does the team and school staff incorporate real life experiences or values of students into expectation lessons?
• Are students provided opportunities to discuss differences between home and school?
• Has the team explained the necessity of explicitly teaching any skills that may be reflective of the dominant cultural values?
• Do staff actively teach and provide opportunities to practice situationally appropriate behaviors?

Where?... Teach in Context

(elementary level)

…in the restrooms

…in the cafeteria

Using Instructional Videos

Christopher Farms: Hallway

Embed Into the Curriculum

Booster Session:

Responding to predictable problems�

Booster sessions are planned and delivered to re-teach staff/students at least once in the year and additionally at times when the data suggest problems by an increase in discipline referrals or a high number of referrals in a specified area.

Student Involvement

• Students work collaboratively with team to design/plan for teaching expectations
• Team (including students) shares plan(s) with staff
• Create marketing materials to support consistent messaging
• Create a product, exit ticket, google survey… to demonstrate understanding of expectations

Sample Teaching Plan

1 - PBIS team met with faculty/staff to explain the teaching plan�Faculty/staff taught the cafeteria lesson the following week during core plus for all grades

2 - Faculty/staff taught the hallway lesson the week after that (core plus/ all grades)��3 - The lesson plans were already created by the PBIS team and loaded in the school’s PBIS drive, all materials were provided (office staff made “packets”)

4 - A re-teaching lesson was also included in the packet for predictable times when students needed to be re-taught the behaviors.

Share two words that describe how you have felt about our return to Face-to-Face learning...

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If these specific expectations were honored in our classroom, share one word that describes what you would see, hear or feel?

Thank you Sharks! Have a great day and please reach out and email me if you have questions or need resources!

Before you go, share one way you have noticed someone show you respect.

How will you support fidelity of

explicit instruction?

• Team documents plan for teaching expectations
• Team shares with staff
• Staff shares feedback

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• Videos to support consistent messaging
• Passport, check-in poster, documentation of instruction, student exit ticket...

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Roll out of the CAV’s Code: Princess Anne HS

Tuesday 1A

(5-10 minutes)

• Introduce the Cavalier Code
• Students will reflect on a google form

Advisory Sessions�

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• Tuesday = Create a Caring and Safe Community
• Wednesday = Accept Responsibility
• Thursday = Value Learning
• Friday = Show Respect and final reflection

Matrix Teaching Schedule

Kempsville Meadows PAWS

Malibu ES

Staff BINGO

*Reflection*

• What do you envision may be some benefits of staff teaching and re-teaching consistent school-wide matrix of expectations?

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• At what times during the year would you predict it would be helpful to reteach expectations?

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• What creative ways could students help with the messaging of expectations to the student body?

Thank you for participating in

Developing and Teaching School-wide Expectations

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PBIS Essential Learning Series