E. Expectations & Rules Developed

Critical Element PBIS Implementation Goal E. Expectations and Rules Developed positively stated school-wide expectations are posted around school. 18. Expectations apply to both students and staff. 19. Rules are developed and posted for specific settings (settings were data suggests rules are needed). 20. Rules are linked to expectations. 21. Staff are involved in development of expectations and rules.

Objectives Understand guidelines for developing school-wide expectations Understand the differences between expectations and rules Identify strategies to determine your school-wide expectations Define and draft 3-5 expectations for your school Define rules for unique settings Understand why rules are important

School-wide Expectations Definition: A list of specific, positively stated behaviors that are desired of all faculty and students Also referred to as concepts These expectations should be in line with the school’s mission statement and should be taught to all faculty, students, and families

School Rules NO Food NO Weapons NO Backpacks NO Drugs/Smoking NO Bullying

Problems with Reactive Strategies Punishment alone will not lead to durable change in behavior. (Braaten, 1994) Reactive strategies that rely primarily on punishment assume that the individuals know what is expected, how to do it, and are properly motivated. Unfortunately it fails to teach the expected behavior. (Horner & Sugai, 1999) Some forms of punishment may actually be rewarding and maintain problem behaviors. (Gresham, 1991; March & Horner, 2002)

-No hitting -No cursing -No yelling -No cheating -No cell phones -No note passing -No asking unrelated questions -No talking while the teacher is talking -No saying “No”.

Rules for Unique Settings Definition: Specific skills you want students to exhibit and the procedures you want students to follow in specific settings

What Is Gained by Identifying Rules? Uniform instruction across multiple programs and settings within the school Communication among staff members Communication with parents 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

Differences continued.... Rules describe specific behaviors - Observable - Acknowledgeable - Teachable Rules may apply to a limited number of settings Rules clarify behaviors for specific settings

When Identifying Expectations Consider existing data summaries - Discipline - Academic Identify common goals - Mission Statement - Other School-based Programs

Guidelines for Identifying Expectations Identify behaviors expected of all students and staff in all settings Select 3 to 5 expectations 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

ExpectationCafeteriaHallCommonsRestroomBus Area Cooperative Stand in a single file line. 3 through the line at a time. Put garbage in the trash barrels. Walk facing forward. Stay to the right. Move quickly to the designated area and stay there. Use the restroom quickly. Stay in your stall. Walk quickly to your bus and enter one at a time. Problem Solver Raise your hand if you have a question or need an adult. Ask for help from an adult when needed. Walk directly to your destination. Ask an adult for help when needed. Report plumbing and cleanliness problems to an adult. Ask the bus monitor for help if needed. Responsible Move forward when it is your turn. Use a tray to carry your food. Be on time to all classes. Keep your hands to your sides. Keep your feet on the floor. Respond quickly to the bell and adult directions. Throw garbage in the trash cans. Adjust clothing to follow dress code before exiting. Go immediately to the bus area when the bell sounds. Enter the bus in a single file line & take your seat. Respectful Stand behind last person in line. Use your 6-inch voice. Use zero voice in the main hall. Dispose of garbage in trash barrels. Keep hands, feet and objects to self. Flush toilet after you are done using it. Wash and dry your hands. Listen to the bus driver at all times. Talk quietly to your neighbor. School-Wide Behavior Matrix

START HERE !

ExpectationCafeteriaHallCommonsRestroomBus Area Cooperative Stand in a single file line. 3 through the line at a time. Put garbage in the trash barrels. Walk facing forward. Stay to the right. Move quickly to the designated area and stay there. Use the restroom quickly. Stay in your stall. Walk quickly to your bus and enter one at a time. Problem Solver Raise your hand if you have a question or need an adult. Ask for help from an adult when needed. Walk directly to your destination. Ask an adult for help when needed. Report plumbing and cleanliness problems to an adult. Ask the bus monitor for help if needed. Responsible Move forward when it is your turn. Use a tray to carry your food. Be on time to all classes. Keep your hands to your sides. Keep your feet on the floor. Respond quickly to the bell and adult directions. Throw garbage in the trash cans. Adjust clothing to follow dress code before exiting. Go immediately to the bus area when the bell sounds. Enter the bus in a single file line & take your seat. Respectful Stand behind last person in line. Use your 6-inch voice. Use zero voice in the main hall. Dispose of garbage in trash barrels. Keep hands, feet and objects to self. Flush toilet after you are done using it. Wash and dry your hands. Listen to the bus driver at all times. Talk quietly to your neighbor.

Expected behaviors are visible Sirrine Elementary June 8, 2004 SC

RAH – Athletics RAHPracticeCompetitionsEligibilityLetteringTeam Travel Respect Listen to coaches directions; push yourself and encourage teammates to excel. Show positive sportsmanship; Solve problems in mature manner; Positive inter- actions with refs, umps, etc. Show up on time for every practice and competition. Show up on time for every practice and competition; Compete x%. Take care of your own possessions and litter; be where you are directed to be. Achievement Set example in the classroom and in the playing field as a true achiever. Set and reach for both individual and team goals; encourage your teammates. Earn passing grades; Attend school regularly; only excused absences Demonstrate academic excellence. Complete your assignments missed for team travel. Honor Demonstrate good sportsmanship and team spirit. Suit up in clean uniforms; Win with honor and integrity; Represent your school with good conduct. Show team pride in and out of the school. Stay out of trouble – set a good example for others. Suit up for any competitions you are not playing. Show team honor. Cheer for teammates. Remember you are acting on behalf of the school at all times and demonstrate team honor/pride.

SW Teaching Matrix ExpectationsClassHallwayBusRestroomCafeteria

Activity E1 Draft your 3-5 SW expectations Use Teaching Matrix to identify rules in 2-3 areas of your school Design ways to communicate and get staff buy in Develop ways to teach matrix to all staff, students and parents Review Examples

Activity E2 Action Steps Assessment E: Expectations & Rules Developed – Complete form using team consensus – For each of the items, determine status (A- Achieved; I-In Progress; N-Not Started) – Discuss areas of strengths and needs – List at least 2 action steps to strengthen areas of need