1. PBIS Play-by-Play: Structure and Expectations
Campus Name Here
Materials needed: paper, pens/markers and internet access for video (when appropriate), TTESS and PBIS in the Classroom infographic (optional) and additional handouts can be accessed by clicking on the picture/button on the appropriate slide.
Say: PBIS Play-by-Plays are short, professional learning opportunities designed to highlight specific Tier 1 classroom behavioral strategies that align with the AISD Big 6 evidence-based classroom strategies.
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2. PBIS Play-By-Play: Reviewing The Big 6
Say: Let’s quickly review. When we refer to the term “The Big 6”, as it relates to Positive Behavioral Supports and Interventions or PBIS, we are discussing these components of the classroom learning environment.
1. Culture and Relationships…the combination of teacher and student experiences that impact the feel or culture of the classroom.
Structure…the organization and well-designed procedures that assist in making the classroom a safe, predictable environment.
Expectations…this component relates to the explicit planning and teaching of classroom behavior expectations, including our behavior matrices and lesson plans.
Interaction…this is another term for engagement or the concept of providing students with opportunities to respond and highly participate in the classroom experience
Reinforcement…from high-fives to forms of descriptive feedback, this component is a cornerstone of PBIS. It’s all about recognizing students for approaching, reaching or exceeding the behaviors we want to see students engage in.
Correction…this last component of classroom relates to the strategies and responses used to decrease interfering behaviors in the future as well as the promotion of positive ones.
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3. T-TESS & PBIS in the Classroom
Visual representation of the connection between:
PBIS in the Classroom
T-TESS Domain 3 (Learning Environment)
PBIS in the Classroom is also connected to other dimensions in Domain 1 (Planning) and Domain 2 (Instruction)
Say: Regardless which of the Big 6 components we refer to when discussing PBIS in the Classroom, the practices can be found in multiple dimensions of T-TESS. In fact, take a look at this T-TESS and PBIS in the Classroom Infographic to help make additional connections. Now, let’s take a look at this component of the Big 6.
Optional: distribute TTESS and PBIS infographic. Click on picture of infographic to obtain PDF version.

4. PBIS Play-By-Play Structure/Expectations
Consider the physical arrangement of the classroom.
Consider the décor in your classroom.
Establish predictable routines.
Expectations
Once a teacher has chosen expectations for his or her classroom, these expectations need to be defined within the context of the classroom routines.
Say: As a review, when we use the term “structure”, we are referring to the physical environment and predictable routines in the learning environment that promote appropriate behavior. Structure is one of the Big 6 components that should be considered often when student behavior becomes challenging. Sometimes small adjustments to the environment can highly influence behavior. An example of this is how our seats are arranged in a classroom or where students are sitting in the classroom.
When the term “expectations” is used in reference to PBIS, it refers to what the behaviors in the learning environment should look like and sound like within the context of various classroom routines. Requesting help, showing up late, turning in work, etc.
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5. PBIS Play-By-Play Structure/Expectations
One way to do this is in a matrix format.
Once teachers have defined their expectations in the context of routines, they have to have a plan for teaching those expectations.
Behavioral skills should be taught with the same level of depth and feedback as academic skills.
Teachers must determine (a) what expectations will be taught, (b) how they will teach those expectations, and (c) when they will teach those expectations.
Say: One way to teach expectations is to utilize our classroom behavior expectations matrices and lesson plans that are developed to explicitly teach those expectations. When those components are developed, we simply teach the skills just as we would academic expectations which includes reviewing, modeling, and practicing both examples and non-examples.
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6. Structure/Expectations
PBIS Play-by-Play:
Structure/Expectations
“I have class rules. WHY do I need to create and teach 3-5 positively-stated behavior expectations?”
“HOW can I teach 3-5 positively-stated behavior expectations?”
Say: Now, some of us may question or be challenged by the need for a behavior expectations matrix and intentional planning and delivery of behavior instruction. Some of us may have asked these kinds of questions.
<Read question>
Say: Think about that for a moment. Not all of us, but some of us may have struggled with the WHY and/or HOW of structure and expectations development in the learning environment. Let’s look at a few ways to reframe our thinking around these questions.
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7. WHY Teach Expectations
PBIS Play-by-Play:
WHY Teach Expectations
Locate this handout at your table.
Using these instructions, fold the paper into a cup.
Work individually with voices off.
You have 3 minutes. unclear ex
<Note: PDF version of handout can be printed by clicking on the picture on the slide>
Say: I would like you to get this hand out on your table. Using the instructions, please complete the activity by folding the paper into a cup. Please work individually with voices off. You have 3 minutes.
Wait 3 minutes
Say: Time’s up! Please hold up your product in what ever condition it is in.
<allow time for audience to view each other’s product>
Say: What was the challenge? I gave you 2 simple rules…1. work with your voices off and 2. complete the task in 3 minutes. I also gave you the materials. Why didn’t it get completed?
<solicit feedback and acknowledge comments>
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8. If you were facilitating this activity, what would you do differently?
PBIS Play-by-Play:
Structure/Expectations
If you were facilitating this activity, what would you do differently?
Strategy: When Expectations are Unclear…
Purpose: Without providing clear, explicit expectations chaos, confusion, frustration, anxiety and poor decision making are highly possible outcomes.
Questions:
What were you feeling when given only visual instructions?
Were you willing to attempt the task? Complete the task?
Did you have the desire to speak to your peers? Did you watch what others were doing?
How does this activity relate to expectations you have given or received in your classroom or with peers/co-workers?
<Solicit feedback by asking the questions on the slide.>
Say: With all of the feedback just given <name a few>, these feelings and thoughts are sometimes evident in our students as well. Even though I provided you with “rules” and instruction, the end result was not favorable for many of us because I didn't provide CLEAR, EXPLICIT expectations. Without doing so, we can experience confusion and frustration. So how does that translate to our classrooms and students? When frustration and anxiety are high, the likelihood of students thinking clearly and making good decisions is very low. We must plan to be clear and explicit in our behavioral and academic instruction.
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9. HOW To Teach Expectations
PBIS Play-by-Play:
HOW To Teach Expectations
Say: Let’s watch this clip from one of the gurus in the field of PBIS, Randy Sprick. He provides a clear way of thinking about how to teach expectations.
(play video)
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10. PBIS Play-by-Play: Teach Behavior Just Like Academics
Strategy: Strike Zone
Purpose: Provide teachers with an additional way of thinking about HOW to explicitly teach academics with the use of examples and non-examples.
Practice
Reteach
Explain
Provide Examples and
Non-Examples
Model
Say: We must teach behavior the same way we teach academics. As we do this, we want to use both examples and non-examples of the behavior. That helps the student determine where the strike zone is, and where it is not. This explicit approach is no different than how we teach our content!
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11. NOTE: optional activity
Think, Write-Pair, Write-Share
NOTE: optional activity
Think – about how you may use these strategies in your classroom.
Write-Pair – write about how at least 1 strategy can positively impact your classroom. Discuss with your shoulder partner.
Write-Share – As a team/group, discuss the benefits of the strategies and determine your level of commitment.
Note: this is an optional activity
Distribute needed materials
Read each bulleted item on the slide and allow time to process each item
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12. Other Strategies…
NOTE: optional slide
PBIS Team can enter additional play from the playbook designed in training.
Note: this is an optional slide
Read each bulleted item on the slide and allow time to process each item
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13. Time Out…I May Need More Support!
Consider...
Collaborating with a PBIS team member
Visiting the Office of Student Behavioral Support Services intranet page.
Seeking out appropriate sessions in Eduphoria
Conversing with campus administration and support staff.
Say: The goal of this professional learning session was to provide us with additional strategies we can take back to our classrooms tomorrow and begin implementing. Hopefully, you have been able to add an additional play to your classroom playbook or toolbox. If you want to further collaborate about this strategy or PBIS in general, feel free to use the following as resources.
Read the bulleted items on the slide.