PBIS in the Classroom: Expectations Application (Your campus) PBIS Team Student Services Department

How Do You Ensure Students Follow Routines? You define each routine ahead of time. You teach each routine. You prompt students to follow routines. You reinforce behavior that follows routines. You evaluate effectiveness of routines and adjust as necessary. Read the title to participants, and then click through each bullet, reading them aloud as follows: “You must define each routine ahead of time. Tell students exactly what you want them to do in observable and measurable terms.” “You must teach each routine to students, just like you teach academics. Don’t assume that students know how to meet expectations.” “You must prompt students to follow routines. Remind them of the expected behaviors – don’t wait for them to make an error.” “You must reinforce behavior that follows routines. Remember, behavior followed by pleasant consequences tends to be repeated. We want our students to repeat the behaviors that meet expectations, so we need to reinforce those behaviors.” “You must evaluate effectiveness and make adjustments as needed. Our decisions should be based on data.” Then, say: “We will be talking about all of these much more as the day continues!”

Behavioral Expectations Lesson Plan The lesson plan template will help you create a behavioral expectation lesson plan that incorporates all of the key features, including: Your teaching objective (learning target) Positive and negative teaching examples The materials you will need for your lesson The “model, lead, and test” activities The follow-up activities Read the 5 key features of a behavioral expectations lesson plan.

Guideline for Success and Routine Lesson outcome Teaching examples Materials you’ll need Activities Distribute “Classroom Expectations Lesson Plan (Simeonsen & Myers)”. Consider also distributing a copy of the chosen lesson plan for your campus. Click to show the first bullet to participants and read it. Click to show the first indented bullet and say, “The template for writing a behavioral objective will ensure that your objective is observable and measurable, and it will give you an outcome so you can assess the efficacy of your lesson.” Click to show the second indented bullet and say, “There is a space to write positive examples of the skill; these are examples of what the skills should look like. For instance, raising your hand to participate looks like raising your hand after a teacher asks a question, raising the hand high enough to be seen, and remaining silent will holding hand still and waiting to be called on. There is also a space to write non-examples of the skill; for example, raising your hand to participate does not look like waving your hand back and forth, saying ‘me, me’, or standing up to get the teacher’s attention.” Click to show the third indented bullet and read it to participants. Click to show the fourth indented bullet and say, “You will write how you will model, lead, and test the skill or skills you are teaching. Be specific about how you will show the skill to students (model), how you will have them practice the skill (lead), and how you will assess if they’ve learned the skill (test). For example, if you were teaching how to raise your hand to participate, you would model that skill for students, ask several question so students could practice raising their hands and being called on, and then ask questions throughout the day to see if students are using the skill fluently and maintaining it across time and settings.” Click to show the last indented bullet and say, “There is also a space to write follow-up activities, including ways to prompt, reinforce, correct, monitor, and collect data on use of the skill.” Distribute “Behavior Expectations Matrix” and share the QR code at bottom of the page for sample lesson plans posted on Student Services intranet website. Remind participants they must use their AISD google account and login in order to access the sample lesson plans on the website. Follow-up activities (including prompting)

How Do You Ensure Students Follow Routines? You define each routine ahead of time. You teach each routine. You prompt students to follow routines. You reinforce behavior that follows routines. You evaluate effectiveness of routines and adjust as necessary. Read the title to participants, and then click through each bullet, reading them aloud as follows: “You must define each routine ahead of time. Tell students exactly what you want them to do in observable and measurable terms.” “You must teach each routine to students, just like you teach academics. Don’t assume that students know how to meet expectations.” “You must prompt students to follow routines. Remind them of the expected behaviors – don’t wait for them to make an error.” “You must reinforce behavior that follows routines. Remember, behavior followed by pleasant consequences tends to be repeated. We want our students to repeat the behaviors that meet expectations, so we need to reinforce those behaviors.” “You must evaluate effectiveness and make adjustments as needed. Our decisions should be based on data.” Then, say: “We will be talking about all of these much more as the day continues!”

Teaching Behavioral Expectations: Prompting To enhance behavioral expectation instruction: A prompt is a stimulus added to the environment to increase the likelihood of the antecedent stimulus occasioning the desired behavior. Prompts should use specific language from your matrix A precorrect is a prompt given to students before a situation in which there is a high likelihood of problem behavior. Say, “Another aspect of teaching behavioral expectations is prompting.” Click to show the first bullet and read it to participants. Click to show the first indented bullet and read it to participants. Say, “We use prompts all the time to increase the likelihood of students performing academic skills. Before they take a test, we might say, ‘Remember to show all your work’ or ‘Remember to use complete sentences’ to increase the likelihood of them performing the task correctly. We should do the same with behavioral expectations. Before students head to an assembly, we can say, ‘Remember what it looks like to be respectful during an assembly. Eyes on speaker and feet on floor’ to increase the likelihood of them engaging in those behaviors during the assembly.” Click to show the second indented bullet and read it to participants. Then say, “A precorrect is just a prompt that we give when there is an increased chance of problem behavior; maybe it’s a context where students have failed to meet expectations in the past. For example, if a class has recently had trouble working together during group work, before the next group activity, you might say, ‘Class, who remembers how to be respectful when we are doing group work?’ and have students respond; we might give a brief review of the expectations for group work. Both of those would be considered precorrects.” Click to show the last bullet, read it to participants, and solicit responses.

Types of Prompting Prompts in the classroom can be: Verbal (e.g., “Remember to raise your hand if you want to participate”) Visual (e.g., a poster that reminds students to recycle) Gestural (e.g., pointing toward the homework bin as students enter the classroom) As a prompt, modeling can be used to guide students toward displaying desired behaviors. Review the 4 types of prompting as outlined on the slide.

Action Item: PBIS Team Planning Determine schoolwide plan for teachers’ timeline development. Determine lesson plan format to be utilized by teachers. Do not include this slide in the presentation…this is for team planning purposes ONLY

Action Item: PBIS Team Planning How will teams, along with oversight from administration, ensure that all teachers a long- term plan for teaching their expectations to their students by January 2016? Will plans be developed: Per individual teacher? Per grade level/content level? Teacher oversight must be led by the campus administration. Do not include this slide in the presentation…this is for team planning purposes ONLY To meet district expectations – ALL TEACHERS SHOULD HAVE A CLASSROOM BEHAVIOR EXPECTATIONS MATRIX CREATED, POSTED AND TAUGHT TO STUDENTS by January 29, 2016. Campus PBIS teams will need to determine ways in which teachers can meet this expectation. Some campuses may choose for content level or grade levels to develop one matrix. Other campuses may choose for individual teachers to develop their own matrix. As compliance with the January 29, 2016 district expectation is an administrative function; teacher oversight must be led by the campus administration.

Wrapping It Up: Teacher Practice Activity PBIS Team uses this slide (add as many slides as needed) to provide campus- specific guidance for teachers See slides 8 and 9 for planning Use this slide to provide participants with guidance and campus expectations regarding the rollout of the classroom behavior expectations matrix and lesson plans.

For More Information Refer to the Student Services intranet website. From inside AISD, click on: w3.aisd.net/studentservices Click on the PBIS tab Consult with member(s) of your campus PBIS team Who do I contact for more information? (read information on the slide) Also, there is additional information on the back of your handout on how to find more information about PBIS and to access the handouts electronically. Please leave your completed feedback forms at your tables along with the Professional Learning Participant Matrix. Thank you and have a great day!