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

Module E: Develop Expectations and Rules PBIS Implementation Goal 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.) Workbook Examples and Tools

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

School Rules NO Food NO Weapons NO Backpacks NO Drugs/Smoking NO Bullying Redesign Learning & Teaching Environment

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.

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

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

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.

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?

When Identifying Expectations Consider existing data summaries Discipline Academic Identify common goals Mission statement Other school-based programs

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

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.

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.

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.

P reparation R espect I ntegrity D etermination E xcellence

Must make a connection

School-wide Behavior Expectations Respect Others Respect Self Respect the Environment ACTIVITY

Setting All Settings HallwaysPlaygroundsCafeteria Library/ Computer Lab AssemblyBus 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 Expectations

Setting All Settings HallwaysPlaygroundsCafeteria Library/ Computer Lab AssemblyBus 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 Expectations

SW Teaching Matrix ExpectationsAll SettingsHallwayBusRestroomCafeteria

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.

Complete Module E: Expectations and Rules Developed Self Assessment and Action Plan

Module E: Develop Expectations & Rules 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.)