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.