Please Note: The intent of this presentation is to provide content related to the need for and development of school-wide expectations as part of school-wide Positive Behavior Supports (PBS) The intent of this presentation is to provide content related to the need for and development of school-wide expectations as part of school-wide Positive Behavior Supports (PBS) This presentation is part of a course series and not intended as a stand alone presentation. This presentation is part of a course series and not intended as a stand alone presentation. Please notify the developers before altering or using for any reason other than the intended purpose. Please notify the developers before altering or using for any reason other than the intended purpose. When using these materials, please cite the Hamilton County Center for Regional Educational Services. When using these materials, please cite the Hamilton County Center for Regional Educational Services. Contact: Karen Stine (513) or

School-Wide Positive Behavior Supports Course Series Session One: School-wide Expectations

School-Wide Expectations School-wide expectations are a list of specific, positively stated overarching behaviors that are desired of ALL faculty, students and families.

Why Do We Need School-wide Expectations? Big Ideas of School-wide Positive Behavior Supports Big Ideas of School-wide Positive Behavior Supports Avoids the Assumption That Students Should Know How to Behave Avoids the Assumption That Students Should Know How to Behave Makes Hidden Rules or Expectations Overt Makes Hidden Rules or Expectations Overt Addresses Potential Mismatches Between Home and School Cultures Addresses Potential Mismatches Between Home and School Cultures

Key Characteristics of School-wide Expectations 3 to 5 overarching behavioral expectations 3 to 5 overarching behavioral expectations Agreed upon Agreed upon Clearly communicated Clearly communicated Overtly taught in all settings Overtly taught in all settings Understood by all Understood by all Posted and distributed widely Posted and distributed widely Consistently demonstrated and implemented by all adults in the school Consistently demonstrated and implemented by all adults in the school

How Do You Develop Expectations? What does your school already have in place? What does your school already have in place? Getting input from all stakeholders Getting input from all stakeholders Who are your stakeholders? Who are your stakeholders? How will you get input? How will you get input? Making the final decision Making the final decision What process will your team use to determine the final 3-5 expectations? What process will your team use to determine the final 3-5 expectations?

Example of Expectations

Non-example of Expectations No Yelling No Running No Hitting

Developing a Matrix: Defining Expectations in Specific Settings Identify all settings in your building Identify all settings in your building Define your expectations for each setting Define your expectations for each setting Why? Why? How? How?

Considerations for Developing Your Expectation Matrix Behavior definitions for each setting should be: Observable and measurable Observable and measurable Age-appropriate Age-appropriate Behaviors students can perform successfully Behaviors students can perform successfully Easy to understand and remember Easy to understand and remember Stated positively Stated positively Few in number Few in number

Example of Expectations Matrix

Non-example of Expectation Matrix HallsClassCaféLibraryBus Be Ready Don’t Talk Be Good Don’t Talk Do Your Work Don’t YellUse your indoor voice Don’t stand Be ResponsibleDon’t RunDon’t make a mess Pay attention Don’t stealBring your books back Listen to the driver Be A Problem Solver Don’t Fight No FightingAsk questions

Posting Your Expectations What will you post? What will you post? Where will you post? Where will you post?

Poster Example

Next Steps After the expectations have been identified and defined for each setting, they need to be explicitly taught. After the expectations have been identified and defined for each setting, they need to be explicitly taught. Session 2 of this PBS course series will focus on developing effective lesson plans for explicitly teaching your school-wide expectations. Session 2 of this PBS course series will focus on developing effective lesson plans for explicitly teaching your school-wide expectations.

What to Bring to Session 1 on January 29th PBS Survey results PBS Survey results Office Discipline Referral data Office Discipline Referral data Any other data that may be helpful for planning Any other data that may be helpful for planning Any existing school rules, expectations, etc. Any existing school rules, expectations, etc.