SCHOOL-WIDE POSITIVE BEHAVIORAL INTERVENTIONS AND SUPPORT: ADDRESSING THE BEHAVIOR OF ALL STUDENTS Classroom PBIS: Developing Rules and Expectations KENTUCKY CENTER FOR INSTRUCTIONAL DISCIPLINE

Expectation Participation at In-service Activities and Assignment Completion Peer Collaboration Action Planning and Follow Through Activities Be Respectful Listen, process and ask reflective questions Reflect on each staff member’s experience and expertise Support your colleagues by offering your best ideas Consider the benefits of completing activities and seeking peer coaching Be ResponsibleContribute to learning of all Follow through with assignments Be a peer coachUtilize the activities and seek to apply your learning Training Matrix

Training Objectives Provide a rationale for teaching rules and expectations Discriminate between expectations and rules Develop rules

Agenda (55 minutes) Opening/Objectives (10 minutes) Classroom Snapshot (10 minutes)  Activity #1: Self-Assessment Rules and Expectations (25 minutes)  Activity #2: Classroom Rule Writing Activity Summary/Next Steps (10 minutes)

Activity #1: Self-Assessment Complete Teaching Classroom Expectations and Rules Self-Assessment Once the Self-Assessment is completed, do the following  Select one item in each category that you feel is important to classroom management success  Turn to the person beside you and discuss

Why Focus on Classroom Rules? A dependable system of rules and procedures provides structure for students and helps them be engaged with instructional tasks (Brophy, 1998) Teaching rules and routines to students at the beginning of the year and enforcing them consistently across time increases student academic achievement and task engagement (Evertson & Emmer, 1982; Johnson, Stoner & Green, 1996) Clearly stating expectations and consistently supporting them lends credibility to a teacher’s authority (Good & Brophy, 2000)

Discuss Importance of expectations and rules How has clarifying school-wide expectations for behavior impacted student behavior? Why do you think it is important to clarify classroom rules?

What are Expectations and Rules? Expectations are outcomes Rules are specific criteria for meeting expectations outcomes Rules identify and define concepts of acceptable behavior Use of expectations and rules  Provides a guideline for students to monitor their own behavior  Remind and motivate students to meet certain standards

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 limited number of settings Rules clarify behaviors for specific settings

Expectation Raise your hand. Be respectful Rule Rationale: Why ? Big Idea to Application

Your Turn… Expectation Be Responsible Rule Rationale: Why?

Guideline: This Means: Example: Non-Example Observable I can see it. Raise hand and wait to be called on. Be your best. Measurable I can count it. Bring materials. Be ready to learn. Positively Stated I tell students what TO do. Hands and feet to self. No fighting. Understandable The vocabulary is appropriate for age/grade level I teach. Hands and feet to self. Rule for K-1: Maintain personal space. *Children of this age do not have a concept of “personal space.” Always Applicable I am able to consistently enforce. Stay in assigned area. Remain seated until given permission to leave. *This would not be applicable when students are working on certain types of group projects. Rules Fact Sheet

Schedule for Teaching Rules First Grading Period  Teach rules for all areas of the school, including individual classrooms, during first week of school  After first week, review rules 2 to 3 times per week Through Second Grading Period  Review rules once per week Remainder of the Year  Review rules after breaks and as behavior warrants

Guidelines for Writing Classroom Rules Aligned with school-wide expectations 1. Observable 2. Measurable 3. Positively stated 4. Understandable 5. Always applicable: something the teacher will consistently enforce

Other Considerations Students play a role in developing rules Teacher models and reinforces consistently Easily monitored Rules displayed prominently; easily seen

Expectations Rules Respect Responsibility Excellence Keep hands, feet and objects to yourself Arrive on time with all necessary materials Stay on task during all work times Use a T-Chart

Activity #2: Rule Writing List high frequency problem behaviors in your classroom List replacement behaviors (what you want students to do instead) List school-wide expectations Categorize rules within school-wide expectations

Post-Assessment When prompted via , complete Teaching Classroom Expectations and Rules Self- Assessment Compare pre- and post-scores; discussion will occur during faculty meeting Post-assessment will occur in approximately 4 weeks During that time, someone will visit your classroom to see your Classroom Rules poster

The real rules in any classroom are defined by reality – by what the teacher actually permits. -Fred Jones

References Brophy, J. (1998). Motivating Students to Learn. Boston: McGraw Hill. Evertson, C., & Emmer, E. (1982). Preventive classroom management. In D. Duke (Ed.), Helping teachers manage classrooms. Alexandria, VA: Association for Supervision and Curriculum Development. Good, T. & Brophy, J. (2000). Look Into Classrooms. Boston: Allyn & Bacon. Johnson, T.C., Stoner, G. & Green, S.K. (1996). Demonstrating the experimenting society model with classwide behavior management interventions. School Psychology Review, 25(2), Newcomer, L. (2007, 2008). Positive Behavior Support in the Classroom. Unpublished presentation. Simonsen, B., Fairbanks, S., Briesch, A., Myers, D. & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for Research to practice. Education and Treatment of Children, 31(3), pp