Schoolwide Social Expectations Guidelines Identify 3-5 Expectations That: –Desired Behaviors that Replace Your Problem Behaviors –Short, Positive Statements (what to do!) –Easy to remember –Consider the Culture of Community For all students, staff, parents and others who come to your school

School Rules NO Food or Gum NO Running NO Swearing NO Bullying Redesign Learning & Teaching Environment

Clear and Consistent Expectations?

Student Ownership

Video Example of Establishing Expectations

ACTIVITY: Identifying Positive Schoolwide SOCIAL Expectations Use blue worksheet on page #9. Identify Top Ten Problem Behaviors Identify 3-5 Potential Schoolwide Expectations That Broadly Address Your Problem Behaviors Consider Culture of Community If You Have Expectations – Do They Need Revising? Identify Actions as Needed for Expectations –How will you define these? 20 Minutes

Lunch

Constructing the Behavior Matrix The behavior matrix identifies specific student behavior to meet school-wide expectations across various school settings It establishes universal expectations to guide all students and staff It provides teachers the language for giving behavioral feedback to students on school- wide expectations It uses positive statements

Kuleana: Be Responsible Have lunch card ready Be orderly in all lines Ho’ihi: Be Respectful Use proper table manners Eat your own food Laulima: Be Cooperative Wait patiently/ quietly Malama: Be Safe Walk at all times Wash hands Chew food well; don’t rush Cafeteria King Kaumualii on Kauai

ACTIVITY: Construct a Universal Behavior Matrix Use Blue Worksheet On Page #9. Identify The Settings (Locations) In Your Schools For The Matrix (Hall, Cafeteria) Begin Your Behavior Matrix By Working On School Settings/Locations In Teams Define Behaviors In Positive Terms That Exemplify Your Schoolwide Expectations In These Settings All Staff Feedback/Involvement In Matrix Development 30 minutes

Teaching Expectations

Behavioral Errors More often occur because:  Students do not have appropriate skills- “Skill Deficits”  Students do not know when to use skills  Students have not been taught specific classroom procedures and routines  Skills are not taught in context

Why Develop a System for Teaching Behavior? Behaviors are prerequisites for academics Procedures and routines create structure Repetition is key to learning new skills: For a child to learn something new, it needs to be repeated on average of 8 times For a child to unlearn an old behavior and replace with a new behavior, the new behavior must be repeated on average 28 times (Harry Wong)

A Comparison of Approaches to Academic and Social Problems We Assume: Student learned it wrong Student was (inadvertently) taught it the wrong way Next We: Diagnose the problem Identify the misrule/ reteach Adjust presentation. Focus on the rule. Provide feedback. Provide practice and review Finally We Assume: Student has been taught skill Will perform correctly in future We Assume: Student refuses to cooperate Student knows what is right and has been told often Next We: Provide a “punishment” Withdraw student from normal social context Maintain student removal from normal context Finally We Assume: Student has “learned” lesson and will behave in future Colvin, 1988

Teaching Expectations Teach at the start of the year and review when needed Define and offer a rationale for each expectation Describe what the behavior looks like Actively involve students in discriminating between non- examples and examples of the expectations Have students role play the expected behaviors Re-teach the expectations often Reinforce desired behavior Source: Washbrun S., Burrello L., & Buckman S. (2001). Schoolwide behavioral support. Indiana University.

Creative Ideas: “Putting it into Practice” Provide lesson format for teachers to teach behavior Expand lesson plan ideas throughout the year Provide students with a script (actions and words) Teach behaviors in settings where behaviors occur Have classes compete to come up with unique ideas (student projects, bulletin boards, skits, songs, etc…) Recognize staff for creative activities Video students role-playing to teach expectations and rules and show during morning show – –High School Example

Examples of Teaching Expectations Video Clip from PBIS Training, mqKN8dM&feature=related mqKN8dM&feature=related buY0jX4

Using Data to Make Decisions about Teaching & Reviewing Expectations

What expectation should your school focus on teaching next month?

Teaching Expectations Review Blue Worksheet Found On Page #14. Discuss & Design A Lesson Plan In Your Group Using The Template Provided. How Will Your Expectations Be Taught? How Will Lesson Plans Be Further Developed? How Will You Know When A Re-teaching Is Needed? Discuss & Write Down Needed Action Items For Teaching Expectations. 30 Minutes

ACTIVITY – Action Planning What Final Questions Do You Have About Today’s Content? What Items Do You Need to Add to Your Action Plan? 20 Minutes