Critical Element: Lesson Plans for Teaching Expectation/Rules “Don’t let day-to-day operations drive out planning.”  Donald Rumsfeld Critical Element: Lesson Plans for Teaching Expectation/Rules This section emphasizes the importance of teaching the school-wide expectations in all settings. The expectations look different depending on the area of the school. For instance, safety in the hallway is not the same as safety in the cafeteria. There are several teaching models. The critical attribute is that students are able to articulate what the expectations mean and all staff are consistent in their interpretation and implementation of the rules. Your school may already have a system in place, and if so, you will not need to spend as much time on this section. However, you may decide to make some changes based on what you learn today. The next critical element, Lesson Plans, begins the process of teaching the behavior curriculum to students and staff.

Benchmarks of Quality Lesson Plans for Teaching Expectations and Rules Please note that the benchmarks 29–34 correlate with the critical element Lesson Plans.

Benchmarks of Quality (Revised)— Scoring Guide Take a few minutes to review the Scoring Guide and the components that would be required to implement with fidelity.

Goals and Activities Develop a system for creating lesson plans. Determine the best way to involve staff and student feedback. Identify the logistics of teaching expectations. A core philosophy of school-wide PBIS is that behavior can be taught just like any academic subject. The lesson cycle is similar, and the main focus is teaching the behavior that is expected in the school. The common lesson plan that is systematically taught is the tool of choice to guide the process of teaching behavior. Lessons can be taught using a variety of instructional strategies. A teaching schedule needs to be created to include all staff and to cover the logistics of teaching all students the same lesson.

Why Develop Behavior Lesson Plans? If a child doesn’t know how to read, we teach. If a child doesn’t know how to swim, we teach. If a child doesn’t know how to multiply, we teach. If a child doesn’t know how to drive, we teach. If a child doesn’t know how to behave, we teach. Or punish? Why can’t we finish the last sentence as automatically as we do the others? —John Herner, Counterpoint (1998, p. 2) Implementing PBIS requires a major paradigm shift in treating behavior as a skill with which people have strengths and deficits. As a whole, we would need to view minor misbehavior as an indication that a student hasn’t learned the skill to function in that situation yet. Our job is to teach students the correct behavior in a way we know has positive outcomes, not to assume our response will serve to punish behaviors.

Why Teach Expectations and Rules? Student Diversity Teach to Skill Deficits Consistency ? Teaching school expectations and rules provides a foundational curriculum that is consistent for all students. The curriculum proactively addresses behavioral deficits. Consistency and a common language lead to a change in behavior more quickly. Consistent lesson plans also address factors related to student diversity in experiences and learning styles. Once developed, lesson plans can be reviewed or retaught when necessary and given to new students, staff, and substitutes so that consistency is maintained across the campus.

Behavior lesson plan PBIS.org contains many examples of how to teach school-wide rules and expectations. There are also examples in the handouts included in this presentation. Some schools use a rotation model, where a staff member is stationed in every area of the school where the expectations should be followed and each class rotates through every station. This provides the advantage of making sure there is consistency in teaching, and afterward, each teacher gets a copy of the lesson plan used just in case reteaching or review is needed. It can be helpful to include secondary students in modeling examples and nonexamples. This is also a great opportunity for the fine arts, technology, or other departments to get involved in the creative process of delivery. This is an example of a lesson plan template that could be used to develop consistent lessons to teach the common school-wide behavior expectations. Point out this example lesson plan in the handouts. (See handout.)

How to Teach Behavior I do We do You do Examples Nonexamples Key Points I do: Model the behavior that is expected and tell why the behavior should be displayed. Identify the general concept and then follow-up with specific rules. We do: Role-play situations that may come up where the expectation should be followed. Provide case studies or scenarios to be solved as a group. You do: Provide opportunities to practice. I do We do You do

Resources Teach-To’s is one example of a resource for planning behavior lessons.

Lesson Examples Videos Activities MRMS: PBIS Video PBIS Good and Bad Examples PBIS Active Supervision North Cumberland MS Respect Rap Imma Be www.pbis.org Missouri PBIS Maryland PBIS Florida PBIS Madison Elementary All videos link to YouTube.

Next Steps Complete Action Plan for Lesson Plans. Review resources for creating lesson plans.

Culturally Responsive Note the culturally responsive elements for this section.

Culturally Responsive Rubric

Action Planner It’s time to complete the action planner for the critical element Lesson Plans for Teaching Expectations/Rules. Fill in your Benchmarks of Quality scores from items 29 – 34 that you completed earlier. Your team now needs to determine a priority level for each one. Remember, as a team you will not be able to focus on everything in which you may have scored low or that you need to adjust to be more effective on your campus. Your team will have to determine what is most important so that those things can be addressed first. There may be some items you will not be able to focus on until next year, and that is okay. Once you’ve determined what your priorities are, fill in the bottom of the action plan. This is where you will state what items need to be completed, by whom, and when they will be completed. You will evaluate your action plan at the end of each year, complete a new Benchmarks of Quality, and record it online in PBIS Assessments so that you will have yearly access to your data. You will then complete a new action plan at the end of the year to continue making improvements or addressing items based on your current assessment so that your team will have a current action plan going into the new school year.