1. PBIS in the Classroom PBIS in the Classroom; Expectations and Rules
Welcome to the PBIS in the classroom module training from the Georgia Department of Education. The content from this module was adopted from the Wisconsin Department of Public Instruction. This module is designed to support schools as they implement PBIS at the classroom level. The module can be used as a group learning experience or by individuals to refine their classroom practices and learn how to use PBIS in their classrooms. The modules will cover material in the order in which they appear on the Benchmarks Of Quality, the premier PBIS implementation survey. This is also a good order for building solid systems in the classroom.
We begin with Developing and Teaching Rules and Routines, the basis for all effective classroom management systems. With module 1, you will begin to create a climate in each classroom that promotes learning.
In this module, you will learn about: developing a classroom matrix, routines, teaching signals for getting class attention, teaching procedures and pre-correcting.
PBIS in the Classroom; Expectations and Rules 1

2. Objectives Classroom matrix Routines Teaching procedures
In this module, you will learn about: developing a classroom matrix, routines, teaching signals for getting class attention, and teaching procedures.

3. Developing Classroom Expectations
Developing your Classroom Matrix
We begin with Developing and Teaching Rules and Routines, the basis for all effective classroom management systems. With module 1, you will begin to create a climate in each classroom that promotes learning. 3

4. Activity- Ideal Student & Staff
What is your vision of the ideal student and the ideal staff member
Group share
10 minutes
Give groups 10 minutes to generate individual ideas and compile a team list of sample values, characteristics of the ideal graduate. Once posters are all hanging, have everyone walk around to look at other teams’ lists and return to table. After short discussion (did anyone see some characteristics they hadn’t thought of?) (what over riding themes did you find?)

5. Guidelines for Expectations
3-5 and broadly stated
Measurable
Observable
Positive
Tim McGraw video Humble and Kind???

6. Expectation Examples

7. Expectation Examples

8. Activity- PBIS Expectations
Use the ideal student/staff activity to develop a draft of 3-5 classroom expectations to begin developing your matrix.
10-15 minutes
Remind people that the fewer the better and really stress not to select them based on fitting in an acronym or school name. These values/expectations should identify the school and drive every decision in the school.

9. Developing Procedures and Routines
Now that you have developed your teaching rules and classroom matrix, let’s look at developing procedures and routines. 9

10. Video
Rita Pierson – Mama rules

11. Attention Signal: Rock and Roll! When I say, “Rock”, you say “Roll”
EXPECTATIONS
Classroom Matrix
Class-Wide
Arrival
Cooperative
Learning
Groups
Independent
Seat Work
Whole Group
Attention Signal: Rock and Roll! When I say, “Rock”, you say “Roll”
Be Respectful
Enter/exit classroom prepared
Use inside voice
Listen to others
Accept
differences
Encourage
Others
Wait your turn to speak
Use quiet voice
Keep your materials in your work area.
Eyes/ears on speaker
Raise hand to speak
Contribute to learning
Be Responsible
Place materials in correct area
Begin warm-up promptly
Use Time Wisely
Contribute
Complete your part
Be a TASK master
Use your neighbor
Follow directions
Take notes
Meet your goals
Be Safe
Walk
Use Materials Carefully
Stay in your designated area
Keep hands, feet, and objects to self
Keep 6 feet on the floor
Stay at seat
The classroom matrix is similar in format and design to the school-wide matrix. Across the top row are all of the environments/ activities that happen within a particular class. These activities vary from class to class.
Sometimes these environments are decided at grade level or subject area meetings. However, there should be flexibility for individual teachers to include activities where they typically loose instructional time.

12. Attention Signal: Rock and Roll! When I say, “Rock”, you say “Roll”
EXPECTATIONS
Classroom Matrix
Class-Wide
Arrival
Cooperative
Learning
Groups
Independent
Seat Work
Whole Group
Attention Signal: Rock and Roll! When I say, “Rock”, you say “Roll”
Be Respectful
Enter/exit classroom prepared
Use inside voice
Listen to others
Accept
differences
Encourage
Others
Wait your turn to speak
Use quiet voice
Keep your materials in your work area.
Eyes/ears on speaker
Raise hand to speak
Contribute to learning
Be Responsible
Place materials in correct area
Begin warm-up promptly
Use Time Wisely
Contribute
Complete your part
Be a TASK master
Use your neighbor
Follow directions
Take notes
Meet your goals
Be Safe
Walk
Use Materials Carefully
Stay in your designated area
Keep hands, feet, and objects to self
Keep 6 feet on the floor
Keep track of you materials
Stay at seat
Put all materials not in use in desk
Bullet points under arrival clarify the specific rules that are expected of students when they arrive to the classroom. cooperative learning groups highlight key points that teachers will refer to when they pre-correct prior to an activity and when they redirect during a lesson. These bullet points are reminders of the key pieces of the class procedures in this area.
Note: In all of the areas in the Be Respectful row, there is a bullet point or reminder that refers to voice level.
There are also multiple references to following directions, use of materials, and respecting personal space.

13. Classroom Matrix Be Respectful Be Responsible Be Safe
EXPECTATIONS
Classroom Matrix
Class-Wide Rules/Norms
Arrival
Cooperative
Learning
Groups
Independent
Seat Work
Whole Group
Attention Signal: Rock and Roll! When I say, “Rock”, you say “Roll”
Be Respectful
Use kind words & actions
Use appropriate voice level
Enter/exit classroom prepared
Use inside voice
Listen to others
Accept
differences
Encourage
Others
Wait your turn to speak
Use quiet voice
Keep your materials in your work area.
Eyes/ears on speaker
Raise hand to speak
Contribute to learning
Be Responsible
Follow adult directions
Take care of materials/equipment
Place materials in correct area
Begin warm-up promptly
Use Time Wisely
Contribute
Complete your part
Be a TASK master
Use your neighbor
Follow directions
Take notes
Meet your goals
Be Safe
Keep hands, feet & objects to self
Use all equipment & materials appropriately
Walk
Use Materials Carefully
Stay in your designated area
Keep hands, feet, and objects to self
Keep 6 feet on the floor
Keep track of you materials
Stay at seat
Put all materials not in use in desk
As these are being referenced throughout the day, they can be referenced in the Class-Wide column. Statements in the class-wide column follow the classic, educational definition of a rule, in that there are only 4-5, they apply throughout the day, and they are behavioral. Your rules can be determined by reviewing the reminder bullet points in your matrix, and looking for repeats.

14. Creating Your Classroom Rules
Develop classroom rules for one activity in your
classroom.
We’ll now take some time to create a classroom matrix. Take a look at the blank matrix that was provided from the activities link. Also look at some examples of completed matrices that have been provided. You will also want to be aware of the risk ratios of your school, so that you can think of where you might need to validate, affirm, build or bridge as you develop your matrix.
This activity can be done individually or with a small group of teachers from the same grade level or subject.
Pause this module as you do this activity. Press play when you are ready to continue. Next we will be walking you through the creation of your own classroom matrix.

15. Teaching Procedures
Now that you have developed your classroom matrix, we will start to focus on teaching procedures.

16. We …Punish? …Teach? Teach Teaching Procedures
John Herner was a president of the National Association of State Directors of Special Education ( ). His words emphasize the importance of teaching behavior expectations.
“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? …punish?
“Why can’t we finish the last sentence as automatically as we do the others?”
(Herner, 1998)

17. 28x 8x Why Teach Behavior? Behaviors are prerequisites for academics
Procedures and routines create structure
Repetition is key to learning new skills
28x 8x
Let’s review why it’s important to teach behavior.
First, behaviors are prerequisites for academics. Every academic task we ask a student to complete requires two subsets of skills, an academic and behavioral skill set. If we ask students to work in a small group on a math problem, and they do not know how to take turns talking, or how to manage their time, they will not be able to complete the academic task.
Second, procedures and routines create structure. We know that for learning to occur, an individual must first have their basic need of safety met. This is true of adults and children. Dependable procedures and routines create a safe structure and environment that meets our need for safety. Without this, children do not learn.
Third, repetition is key to learning new skills.
For a child to learn something new, it needs to be repeated on average of eight times. Adults average 25 times (Joyce and Showers, 2006)
For a child to unlearn an old behavior and replace with a new behavior, the new behavior must be repeated on average 28 times (Harry Wong)
How many times have your taught your classroom procedures? Is it enough for them to be routines?

18. Procedures Define and teach classroom procedures
How to enter class and begin to work
How to predict the schedule for the day
What to do if you do not have materials
What to do if you need help
What to do if you need to go to the bathroom
What to do if you are handing in late material
What to do if someone is bothering you.
Signals for moving through different activities.
Signal for obtaining class attention
How to determine if you are doing well in class
How to transition efficiently
When students practice a sequential procedure that is aligned with class expectations, and they follow this procedure on a regular basis, often without teacher reminders, it is a routine.
It is important to define and teach classroom routines. Here are some examples of classroom procedures that your class should practice until they become routines:
How to enter the class and begin to work
How to predict the schedule for the day
What to do if you do not have materials
What to do if you need help
What to do if you need to go to the bathroom
What to do if you are handing in late material
What to do if someone is bothering you.
Signals for moving through different activities, such as “Show me you are listening”
How to determine if you are doing well in class
This last routine may require a rubric that outlines how a student can get an A and includes what percentage of the grade is determined by homework (this should be very low), classwork, test grades, projects, class participation, etc.
When defining and teaching routines, it is essential to establish a signal for obtaining class attention. Being able to quiet the class quickly saves instructional time.
Finally, the main area where teachers lose instructional time is during transitions. This is also often when most behavior problems occur. Developing and teaching effective transitions is very important.

19. Expectation Procedure Rules Hands Feet and Objects to Self Respect
Bubbles and Ducktails
The terms expectations and procedures - Although these terms are sometimes used interchangeably, here is how we use these terms in PBIS.
Expectations are broad statements that apply to all people and all settings. They are a general statement of the behavior you expect in your school.
Rules are more specific, and apply throughout the day, in all settings.
Procedures are sequential steps that can help to operationalize expectations and rules. Therefore, they should be aligned with the expectations. They are numerous and are setting and activity specific.
Expectations, rules and procedures are similar in the following ways:
they are stated positively; and they state the criteria for successful performance, and they must be taught and rehearsed.
Another term we will be using is routine. A routine is a procedure that is followed with minimal or no reminders.

20. Expectation Procedure Rules Have necessary supplies for class
Responsible
Sharpen pencils before class begins
The terms expectations and procedures - Although these terms are sometimes used interchangeably, here is how we use these terms in PBIS.
Expectations are broad statements that apply to all people and all settings. They are a general statement of the behavior you expect in your school.
Rules are more specific, and apply throughout the day, in all settings.
Procedures are sequential steps that can help to operationalize expectations and rules. Therefore, they should be aligned with the expectations. They are numerous and are setting and activity specific.
Expectations, rules and procedures are similar in the following ways:
they are stated positively; and they state the criteria for successful performance, and they must be taught and rehearsed.
Another term we will be using is routine. A routine is a procedure that is followed with minimal or no reminders.

21. Telling is not Teaching
If you don’t have time to do it right, when will you have time to do it over? -John Wooden
The mistake is sometimes made assuming that if we have told someone what we want them to do, then we have taught them how to do it. This is not the case. Telling is not teaching.
Instructional time can vary by as much as 50 days per year among classes in the same school! Imagine the impact this has on student achievement! Goodlad (1984)
See Debi !

22. 5 Steps to Teaching Teach (Tell) Model (Show it)
Practice in a controlled environment
Practice in a real life situation
Feedback
Bike analogy for teaching kids how to ride a bike. Do not cover the discipline.

23. Self Reflection Complete the Self-Reflection Checklist
Identify one or two areas that you would like to improve
Before we begin, go to the resources and find the Self-Reflection Checklist. This tool is for you to reflect on and self-assess your current practices. Fill it out now. Once you complete the checklist, identify one or two areas that you would like to improve. Keep this self reflection handy, you’ll use it again at the end of the module.
After viewing this tutorial pause the module as you do this activity. Press play when you are ready to continue.

24. Tony Feldmann – afeldmann@doe.k12.ga.us
Mark Fynewever-