1. SESSION I: INITIAL TEAM TRAINING
Module 3 Social Behavioral Curriculum: Identify and Define School/Classroom Expectations/Matrix
SESSION I:
INITIAL TEAM TRAINING
Presented by the
MBI Consultants

2. Critical Components
Commit to a common purpose and approach to discipline —creating a safe and welcoming culture that includes student voice and family/community involvement
Establish and maintain team… with administrator support, participation and leadership
Establish a clear set of positive expectations and behaviors
Establish procedures for teaching expected behavior
Establish a continuum of procedures for encouraging expected behaviors
Establish a continuum of procedures for discouraging inappropriate behaviors
Establish a system for using data to make decisions, progress monitor, and problem-solve

3. 3 – 5 Schoolwide Expectations Behaviors/Rules/Procedures
SHARED BELIEFS
Vision
Mission
3 – 5 Schoolwide Expectations
Behaviors/Rules/Procedures
All Settings
Nonclassroom
Classroom
Page 34

4. Activity - A Lesson in Consistency
MBI Initial Team Training- Module 3
In 3 minutes list all of the school, program or classroom rules in place in your setting.
Rules: 1. 2. 3. 4.
Rules
Rules Rules 4

5. Did you get a list like Mrs. Mutner?
No talking
No running
No sneezing
No betting
No looking out the window
No dorky hairstyles
No coughing
No laughing
No fighting
No swearing
No sleeping
No being a dork
No making fun of teacher
No flipping of fingers
No drugs
No weapons
No bringing animals to school
No looking at the clock
No stupid remarks
No coming in late
No coming in early
No humming
No gum chewing
No gum popping
No sneering
No spitting
No farting
No whistling
No rolling your eyes
No clicking of teeth
No moving of feet under desk
No sickness
No going to the bathroom off schedule
No crying
No snot sucking
Did you get a list like Mrs. Mutner? 5

6. Why 3-5 Universal Expectations?
We cannot teach rules for every possible situation that might
arise in school
Rules create too much “wiggle room” for loopholes
Too many rules create a negative, punitive school culture
Too many rules focus on obedience rather than responsibility
Rule is a four-letter word

7. MBI Initial Team Training- Module 3
3 – 5 Universal Expectations (aka: “Guidelines for Success” or “Codes of Conduct”)
The goal is to develop a code of conduct which addresses behavior expectations in all aspects of the school or program
Increases consistency
Children are taught how to evaluate their behavior according to the code or general guidelines
Expectations known by all (just ask them!) 7

8. ESTABLISHING 3-5 SCHOOL/PROGRAM-WIDE BEHAVIORAL EXPECTATIONS
MBI Initial Team Training- Module 3
ESTABLISHING 3-5 SCHOOL/PROGRAM-WIDE BEHAVIORAL EXPECTATIONS
Positively Stated - Not a list of no’s and don’ts
Simple, general
Should reflect the type of climate you want in your setting and what you expect from students and staff
These will be the core organizing principals for your MBI school- wide system
Take care of
yourself.
2. Take care of
each other.
3. Take care of this
place. 5 8

9. Redesign Learning and Teaching Environments
MBI Initial Team Training- Module 3
School Rules
NO Food
NO Weapons
NO Backpacks
NO Drugs/Smoking
NO Bullying 1 9

10. Example or Nonexample? Be obedient No fighting
No drugs or weapons on the property
Act responsibly
Don’t bite
Use your words

11. Exhibit respect for yourself and for others. Accept responsibility.
Example or Nonexample?
Exhibit respect for yourself and for others.
Accept responsibility.
Give your best effort always.
Look, listen, and learn to
Exceed expectations and
Soar to success.

12. Examples of 3-5 Expectations
MBI Initial Team Training- Module 3
High-Five
Be Respectful
Be Responsible
Be There
Be Ready
Follow Directions
Jefferson Elementary School
Respect Yourself
Respect Others
Respect Property
Helena Middle School
Be Safe
Be a Learner
Hamilton High
Be Safe
Be Respectful
Be Responsible
Victor School
Be Ready
ABCs
Always Try
Cooperate with Others
Do your Best
Video 12

13. Activity
Complete the workbook activity on “Getting Started with Your Schoolwide Expectations”

14. What is WITH the Matrix thing???? The Universal Teaching Matrix
8/23/2009

15. Practices: The Teaching Matrix
Defines what your 3–5 expectations
look like in all settings, nonclassroom settings and the classroom
Becomes the foundation for “The Behavior Curriculum” in your building
Gives examples
Keeps expectations positive
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8/23/2009 15

16. 1. EXPECTATIONS 2. SETTING 3. BEHAVIOR EXAMPLES Expectations
Teaching Matrix
SETTING
All Settings
Hallways
Playgrounds
Cafeteria
Library/
Computer Lab
Assembly
Bus Be
Respectful
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.
Be Responsible 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.
Be Safe 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.
Important!!
Include Classroom
1. EXPECTATIONS
2. SETTING
New Idea: Include Emergency Situations
Expectations
3. BEHAVIOR EXAMPLES 5
8/23/2009 16

17. MBI Initial Team Training- Module 4
ACTIVITY
Select Option 1 or 2 on the Matrix Development worksheet and complete for one common area setting.
Update your TIPS II form
8/23/2009 17

18. CLASSROOM GREAT 8

19. CLASSROOM GREAT 8 Expectations and rules Procedures and routines
Continuum of strategies to acknowledge appropriate behavior
Continuum of strategies to respond to inappropriate behavior
Active supervision
Multiple opportunities to respond
Activity sequence and offering choice
Academic success and task difficulty 4

20. Defining Classroom Behavior/Rules
Developed by students and teachers
Clearly stated
Few as possible
Accepted by
Monitored and frequently discussed to communicated and accepted by significant others, such as parents
Are a list of “do’s” instead of “don’ts (positively stated)
Understandable

21. ACTIVITY
Review the examples of the rules on the bottom of page 47 and the “Classroom Rules Worksheet Example” on page 48
Complete the “Rules Writing Activity
Classroom Rules Worksheet” on page 49

22. Teacher Self-Assessment
Do the rules you’ve developed address the problem behaviors you currently have in your classroom?
Are these rules posted in your classroom?
How are the rules taught in your classroom?
When are the rules taught in your classroom?
Are the students fluent in following the rules? (80 % or more of the students follow the rules 80% or more of the time?)
How do you assess or keep track of the students’ fluency?

23. Discussion Activity
If you did a walkthrough of your building and went into each classroom, how many of those classrooms would have behavior/rules posted in a prominent location? Do the teachers in your building know the benefit for establishing classroom behaviors/rules? What can be done in your school to support all teachers to establish classroom behaviors/rules tied to the schoolwide expectations?

24. What Are Procedures and Routines? (Second item of Great 8)
Procedures are what you want the students to do.
Classroom procedures are accepted process patterns for accomplishing classroom tasks or specific activities. (sharpening pencils, going to the restroom)
Procedures form routines that help students meet expectations stated in the rules, do these automatically, manage transitions, efficiently, and self-monitor their behavior.

25. What Are Procedures and Routines?
Procedures should be succinct, positively stated and in age-appropriate terms
Keep “Who, what, when, where, why, and how” in mind
Clear procedures, taught and consistently enforced, are the most critical tool to create a functional and productive learning environment

26. Elementary Example Learning Position
Sit with your bottom on your chair
Sit with your legs under your desk
Keep both feet on the floor
Look at the teacher when he or she talks to the class
Keep your materials on top of your desk

27. Secondary Example Turning in Assignments
The last person in each row pass their paper to the person in front of them
The next person does the same until the papers reach the first person in each row
The first person in each row passes papers to the right
The first person in the last row places all papers in the basket on the teacher’s desk

28. ACTIVITY
Read through the lists of possible classroom procedures on the next two pages. Check
any that are applicable to your classroom and note any others not listed. You may want
to go through your typical day and identify each routine activity. Then choose one
procedure and identify the steps or specific behaviors for that activity.
Page 51

29. The Behavior Advisor