BoQ Critical Element: Expectations & Rules Developed

BoQ Critical Element: Expectations & Rules Developed17. 3-5 positively stated school-wide expectations posted

around school18. Expectations apply to both students and staff19. Rules are developed & posted for specific settings20. Rules are linked to expectations21. Staff are involved in development of expectations and rules Families are involved in the development of expectations

and rules

BoQ Critical Element: Expectations & Rules Developed3-5 positively stated school-wide expectations and

related rules are shared with familiesExpectations apply to familiesExpectations are communicated in multiple venues and

languages as appropriate (websites, out-of- school publications, signage, home-school notes, homework assignments)

Stakeholders of diverse backgrounds are included in the development of expectations and rules to minimize cultural bias

BoQ Scores by ElementAll Colorado PBIS Schools

*as of 5/30/14

If I only had a brain…

The frontal lobe…

Thinking & cognitive functions

Goal-directed behavior

Judgment

Insight

Problem solving

Spontaneity

Impulse control

Memory

Why does this matter?

Under-developed frontal lobes = difficulty controlling behavior

Increasing connections between positive behavior and consequences = thickening neuron fibers = more likely to repeat that behavior

Science and our experiences have taught us that students…

Are NOT born with “bad behaviors”

Do NOT learn when presented with aversive consequences

…Do learn better ways of behaving by being taught directly & receiving positive feedback

What would a positive, encouraging school climate

look like?

What would a positive, encouraging school climate

look like?

Adapted from PBIS Maryland

School Rules

NO Food

NO Weapons

NO Backpacks

NO Drugs/Smoking

NO Bullying

Redesign Learning & Teaching Environment

12

The rules in the district Code of Conduct exist for administrative (and legal) purposes.

These are extremely necessary, but not kid, family or staff friendly.

Establish School-wide Behavioral Expectations

Establish School-wide Behavioral Expectations

What do we know about effective behavioral expectations?

They create consistent languageThey are few in number and easy to remember (usually

3 – 5)They are positively statedThey target all forms of behavior in multiple settingsThey are known and understood by all students and adults

The Three Bee’sBe SafeBe RespectfulBe Responsible

Coyote SMARTSafeMotivatedAccountableRespectfulTrustworthy

Behavior Expectation Examples

MSVSD 51 Learning Behaviors•Collaboration•Work Ethic•Civic Responsibility•Personal Responsibility•Effort

MVHS POWERPride

OwnershipWorkEffort

Respect

Considerations for Identifying Expectations

Identify characteristics of an ideal student in your site/school

Consider existing data What does your discipline data show as your biggest

challenges?Do staff and students really know these expectations? How

you do you know?“Mini” SET

What can/will all staff agree to?

Considerations for Identifying Expectations

Fitting it with the mascot is nice, but can we really define the expectation in various areas?

What does the expectation look like / sound like? Bathroom litmus test – what does the behavior

expectation “look like” in the bathroom?

Can our culturally and linguistically diverse students and families know and understand these expectations and rules?

Rules for Specific 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 settings within the school

Communication among staff members

Communication with families

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

•Broadly stated

•Apply to all people in all settings

•Describe general way that people will behave

Rules

• Describe specific behaviors

Observable Measureable

• Clarify behaviors for specific settings

Both

• Limited in number

• Positively stated

• Aligned with school mission and policies

• Clarify criteria for successful performance

School-wide Behavior Matrix

Purpose:Defines the expected behavior for specific settings

• Hallways, classrooms, gym, cafeteria, playground, assembly, bus, bathroom

Creates the curriculum that will guide the teaching and review of expected behavior

Enhances communication by creating a common language

Teaching Matrix

SETTING

All Settings

Hallways Playgrounds CafeteriaLibrary/

Computer Lab

Assembly Bus

Respect Ourselves

Be on task.Give your best effort.

Be prepared.

Walk. Have a plan.

Eat all your food.Select healthy foods.

Study, read,

compute.

Sit in one spot.

Watch for your stop.

Respect Others

Be kind.Hands/feet

to self.Help/share

with others.

Use normal voice

volume.Walk to

right.

Play safe.Include others.Share

equipment.

Practice good table manners

Whisper.Return books.

Listen/watch.Use

appropriate applause.

Use a quiet voice.

Stay in your seat.

Respect Property

Recycle.Clean up after self.

Pick up litter.

Maintain physical space.

Use equipment properly.

Put litter in garbage can.

Replace trays &

utensils.Clean up

eating area.

Push in chairs.Treat books

carefully.

Pick up.Treat chairs appropriately

.

Wipe your feet.Sit

appropriately.

Expe

ctati

ons

1. Expectations

2. NATURAL CONTEXT

(Locations)

3. Rules or Specific

Behaviors

Guidelines:No more than 4 points per cellKeep it positiveBe specific to the issues within your buildingWhat does it “look like”Get input from the staff involved in those areas!Might have to break down the area even more

specifically

School-wide Behavior Matrix

EAST MS

30

Library Procedures/Routines

Looking for a book

Checking out books

Returning Books

Story time

Be Safe • Look around you•Walk to bookshelves

• Stand one arms length behind the person in front of you

• Walk to book drop bin

•Stay in your space•Sit with hands in your lap•Walk to story corner

Be Respectful • Pull out one book at a time

•Use voice level 0 – 1•Stay in your space

• Place books gently into book drop bin

•Use voice level 0 – 1•Listen to story teller

Be Responsible • Put the book on the “Put Away” shelf if not wanting it

• Maximum of 3 books checked out at a time

• Return books on time

• Raise your hand if you have questions or comments

How many staff and students know the expectations (67% or better)?

Are these responses related to SW Expectations?

Team Time

Brainstorm 3 – 5 school-wide expectations (or review them if already created)

Expectation Word Suggestions can be found on the Universal Wikispace

Begin work on expectations matrix (or revise)

Determine how to get staff, student and family input on expectations and/or matrix

Complete action plan section (Expectations & Rules) identifying goals and tasks to be completed

Outcomes

Are your school-wide expectations broad, yet specific and can be applied in all settings by all staff and students?

Can you define what each expectation looks like in specific settings?

Are your expectations culturally relevant to your students and families?

How can you get staff, student and family input on your expectations and matrix?

How can you share your matrix with families?

Team Time

Reflection Questions

The contents of this training were developed under a grant from the US Department of Education, #H323A090005.

However, these contents do not necessarily represent the policy

of the US Department of Education, and you should not assume endorsement by the Federal Government.

Project Officer, Jennifer Coffey, PhD.