14
Teach Expectations
“Teaching Expected Behavior means all staff teach, demonstrate, explain, and
practice the social behavior skills within and across multiple school settings.”
“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?”
John Herner
Objectives:
At the conclusion of this chapter, you will be able to:

Develop lesson plans and a schedule to teach school-wide expectations in
classroom and non-classroom areas.

Use indirect teaching (feedback, re-teaching, pre-corrections, and
supervision) to reinforce expected behavior.
Teaching Behavior
PBIS is based on the belief that behavior is learned and all children can
exhibit appropriate behavior. Therefore, to learn better ways of behaving, students
must be directly taught, be given the opportunity to practice, and be provided
specific, positive feedback to help improve and retain the behavior. This is done in
the same way we teach academic skills.
After your PBIS Team has developed your 3-5 building-wide expectations, it
will be necessary to share with your entire staff (certified & classified) what this will
look like and sound like in classroom and non-classroom settings (matrix). This
will help provide clarity for staff and consistency in the messages communicated to
students. The expectations can then be shared with all students through both direct
and indirect teaching.
Direct Teaching
Direct instruction of behavior expectations occurs when teachers explain
exactly what students are expected to learn, and demonstrate the skills needed to
achieve the expected behavior. Steps include the following:
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15







Describe what the 3-5 school wide expectations look like in each setting.
(classroom & non-classroom)
Post the expectations throughout the building.
Develop lesson plans to teach expectations.
Lesson components should include: communicating the expected behavior,
rationale for the behavior, examples & non-examples, practice, and feedback.
Teach the lesson plan in the actual setting the behavior will occur.
Consistently model the lesson plan that is implemented by all adults.
Re-teach as necessary.
The following pages provide model elementary and secondary example lesson plans
developed by the Columbia Missouri School District, Illinois PBIS Network, and the
PBIS.org website.
Elementary School-Wide PBS Lesson Plan
Expectation from our Matrix:
Week of Implementation:
Specific Skill: I Can Show Respect For Others
Skill Steps/Learning Targets – This means I will:
 Keep hands, feet and objects to self
 Listen attentively to the designated speaker (see lesson “I Can Listen
Attentively” for skill steps)
 Use appropriate volume and tone with my voice
 Use kind words and positive body language
Context: All Settings
TEACHING= Tell+ Show+ Practice+ Feedback+ Re-teach
TELL (this should be a BRIEF opener to the lesson, the lesson emphasis should be
on student guided practice)
This component provides an introduction to what the skill is, rationale for
why we need it, and a brief discussion of what are the skill steps.
What is the skill? Choose one of the following to introduce the skill.
 State the skill: Today we are going to review the skill “I can show respect for
others”.
 Quote: “I am not concerned with your liking me or disliking me…All I ask is that
you respect me as a human being.” Jackie Robinson
 Data from school survey, SWIS, MSIP, etc.
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16


Read a piece of literature, picture book, social story, fiction, an excerpt
from a novel or an article: 1. Shubert’s Helpful Day by Becky Bailey (K-3)
When one of his classmates arrives at school upset and angry, Shubert and his
friends help her to deal with her feelings in a positive manner. 2. Oliver Button
Is a Sissy by Tomie dePaola (K-3) His classmates' taunts don't stop Oliver
Button from doing what he likes best. 3. Seven Spools of Thread by Angela
Shelf Medearis, (2-5) When they are given the seemingly impossible task of
turning thread into gold, the seven Ashanti brothers put aside their differences,
learn to get along, and embody principles of cooperation, respect, and kindness.
Activity: Create a T-Chart with two headings Non-examples and Examples of
Respect by characters in the above mentioned books. If there are no respectful
examples, ask the class what examples of giving respect would look like.
Rationale - Why would a student need to know this skill? In what school settings
would a student need this skill? Also make connections to life beyond school, i.e.,
the workplace, home, higher education, etc.


Discussion: Showing respect is a lifelong skill. Just like the signs of respect we
show at home, in the community and at jobs, signs of respect are necessary at
school.
Students show respect numerous times throughout the day at school.
Sometimes students show respect to help them communicate well and get the
things they want and need. Sometimes students show respect to keep them out
of trouble. Are there other reasons for being respectful?
Discuss Skill Steps –using the list of skill steps above, quickly review the
behavioral expectation for appropriately showing respect to others.
Showing Respect means: 1) keeping hands, feet and objects to self, 2) listening
attentively to the designated speaker, 3) using appropriate volume and tone with
my voice, and 4) using kind words and positive body language.
Teacher Model: (both examples and non-examples)
Example
 Keep hands, feet and
objects to self
 Listen attentively to the
designated speaker
 Use appropriate
volume and tone with
my voice
 Use kind words and
positive body language
Draft 3-13-13
Almost There
TEACHER ONLY
 Sometimes touches
others
 Student does not give
undivided attention
 Student responds
correctly with words
but without
appropriate tone,
volume or body
Non-Example
TEACHER ONLY
 Students’ hands or feet
are purposefully
playing or hurting with
objects/others
 Students are not
listening, even after
redirects
 Student raises voice and
uses rude tone
17
language
 Student argues,
complains, blames
others, uses
inappropriate language,
rolls eyes or walks
away
 Student throws or uses
objects inappropriately
Scenarios


Read or act out the scenarios below and have students identify whether the
behaviors are examples, “almost there” or non-examples.
Whenever possible teachers can/should make a connection to other curricular
areas such as ties to a character from literature, current events, famous
quotations, or to a content area.
Non-examples:


The teacher is teaching the math lesson and Alex is busy cleaning out his
binder.
Students are lining up to come in from recess. Ralph and Kierra start
bumping each other. Then they start pushing and shoving each other into
other students in line. It takes ten minutes to get the class calmed down and
into the building. Because of the incident, the class can not get a drink
because it is time for art.
Almost There examples:


A class is leaving the assembly. While walking in the hall, the students are
excitedly talking about the play. The teacher reminds the class that others
are learning. “Voices are off in the hall, we can talk about the play when we
get to class.” The class gets quiet and walks down the hall.
Taurus is pestering Samantha by playing with the papers on her desk.
Samantha asks him to stop and he doesn’t so she loudly tells him to stop and
he does.
Examples:

Juan sits next to Joel at the cafeteria table. Joel moves his food and scoots
closer to his buddy. Juan uses an “I message”. Joel states, “When you move
away from me, I feel mad and I’d like you to sit by me at lunch.” Joel
apologizes and moves back to his spot.
Draft 3-13-13
18

During Music class, the teacher calls on the first row to play the drums. The
students in row 2 and 3 listen to the musicians and wait their turn because
they know everyone always gets a turn. The teacher compliments the
students by saying “Because you waited and listened to the first row play the
drums, we will have enough time to sing your favorite song before we leave
today.”
GUIDED PRACTICE Optimally practice would occur in the setting(s) in which the
problem behaviors are displayed. The guided practice component of the lesson is a
pivotal part of every lesson to ensure that students can accurately and appropriately
demonstrate the skill steps (Lewis & Sugai, 1998).
Where can ideas for role play/guided practice come from?

During your introductory discussions your students may have shared
specific examples or non-examples and those would be excellent for use as
role play situations and extension activities throughout the week. These
examples can be written out on chart paper for later use.

Pass out 3X5 index cards after the introduction of the skill and give
students a moment to write down examples or non-examples they have
experienced at school, home in the neighborhood, or at work. Young
children can draw it! This option allows for anonymity. Save non-school
examples primarily for discussion and use school based examples for roleplay.

In the case of non-examples, have students problem solve appropriate
behaviors that could have been done/used instead and then have them
role play these replacement examples. Students NEVER ROLE PLAY NONEXAMPLES! If a non-example needs to be demonstrated it is ONLY
demonstrated by TEACHERS/Adults.

Give all students a task or job to do during ROLE PLAY! Some students will
be actors; others can be given the task of looking for specific skill steps and
giving feedback on whether the step was demonstrated.
Sample role play scenarios:
1.
Read the scenarios from Oliver Button is a Sissy where the older boys were
playing catch with his shoes and the girls told the boys to leave Oliver’s shoes
alone. Role play solutions that would show respect.
2. The teacher asks Sam to move to the safe seat because he is drumming on the
desk with his pencil and dancing in his seat while the teacher is talking. Instead
of getting up and going to the safe seat, Sam yells out, “Jacob was doing it, too.
You aren’t sending him to the safe seat!”
Draft 3-13-13
19
3. The teacher asks Jonathan to move into the walk zone and he says, “Okay!” in a
loud and angry tone.
4. The class has a substitute for the day. The substitute asks the class to line up for
recess. Some students stand by their friends because they think the substitute
doesn’t know their line order. Students argue loudly about their places instead
of getting in line order.
5. Use your discipline data to choose examples that your school or class can
improve.
FEEDBACK – Teachers can ensure that students have the opportunity to reflect on
performance of social skills by providing frequent positive feedback that is both
contingent and specific (re-stating of skill steps/ learning targets). Research
clearly indicates that positive feedback of this nature increases future
demonstrations of target social skills (Brophy, 1980).
Following are some examples of phrases to use during practice sessions and
throughout the rest of the year to give students performance feedback.




“Thank you for showing respect for others by letting __________ sit next to you
even though you wanted to sit beside your best friend.”
“Great job keeping your eyes on the teacher and not getting distracted by the
student throwing paper. I appreciate your respectful actions. ”
“Thank you for showing respect to the substitute even though he or she did
things differently than your teacher.”
“Thank you for showing respect to the teacher by moving to the end of the line
without arguing or complaining.”
What are some ways to get students to self-assess on their use of the social
skill?
o Assign “look fors” during role play.
o Write or draw how they showed respect for others during the school day or
during specials, recess, and cafeteria (depending on the area your students need
to focus on).
o Students report to teacher how they did in specials (do this with specialist or
supervisor, then that person can affirm their self assessment)
How can teachers tie the school-wide feedback system to this social skill? Can
teachers use a whole class contingency, individual feedback or other system to
quickly but SYSTEMATICALLY give ALL students contingent, positive and
specific performance feedback?
o Have charts for each period/hour where teacher or directed student can tally a
“+” or “-“ for showing respect.
Draft 3-13-13
20
o Use pre-made tangibles and hand to students displaying the skill and place in
cans/tubs/bucket for specific period/hour.
o Give school-wide tangibles to students, they sign and put in a random drawing
box at the main office, or “cash-in” for various prizes or privileges at the
designated time and place (if applicable to your school).
RE-TEACH
Review and Practice Throughout the Week



Teacher can observe students for examples, almost there’s and non examples
of showing respect for others throughout the week. Teacher can hold follow
up discussion/have students categorize examples.
Prior to beginning a lesson, teacher can review “listen attentively” behaviors
Create a system for tracking respectful behaviors
Additional Activities: Teachers will have the opportunity to assess student knowledge
and in some cases use of the social skills steps for learning primarily through role play and
demonstration (performance) or during discussions (personal communications). In
some circumstances the teacher may opt to assess student knowledge and perception of
personal use of the social skills through the use of written work (extended response) or in
limited fashion through the use of quizzes (selected response). Ideas for possible
curricular/content or extension activities are provided below.
Draft 3-13-13
21
Middle School-Wide Social Skill Lesson Plan
Expectation (from your school’s matrix):
Week of Implementation:
Specific Skill: I Can Show Respect for Others
Skill Steps/Learning Targets – This means I will:
 Keep hands, feet and objects to self
 Listen attentively to the designated speaker
 Use appropriate volume and tone with my voice
Use kind words and positive body language
Context: All Settings
TEACHING= Tell+ Show+ Practice+ Feedback+ Re-teach
TELL (this should be a BRIEF opener to the lesson, the lesson emphasis should be
on student guided practice)
This component provides an introduction to what the skill is, rationale for why
we need it, and a brief discussion of what are the skill steps. Choose 1 of the
following to introduce the skill.
What is the skill?





State the skill: Today we are going to review the skill “I can show respect for
others.”
Quote: “I'm not concerned with your liking or disliking me... All I ask is that you
respect me as a human being.” Jackie Robinson
Data from school survey, SWIS, MSIP, etc. PBS Team to pull school data on
disrespect (SWIS, MSIP, PBS Implementation Survey)
Read a piece of fiction, an excerpt from a novel or an article: Where the
Wild Things Are by Maurice Sendak: Max’s disrespectful behavior gets him sent
to his room without any supper. Read beginning pages and ask students to
name the disrespectful behaviors Max shows. Ask students to name others
books where characters have displayed disrespectful behaviors. What were the
outcomes of the characters’ behaviors? What might have the characters done
differently?
Activity: Cultural examples of respect (standing when a woman leaves/arrives
at table, holding doors open for those behind you, removing a hat when you
enter the building, standing for the national anthem). We have all seen examples
of giving respect in our culture. What examples of giving respect have you seen?
Why do people show these signs of respect?
Draft 3-13-13
22
Rationale - why would a student need to know this skill? In what school settings
would a student need this skill? Also make connections to life beyond school, i.e.,
the workplace, home, higher education, etc.
 Discussion: Showing respect is a lifelong skill. Just like the signs of respect we
show at home, in the community and at jobs, signs of respect are necessary at
school.
Students show respect numerous times throughout the day at school. Sometimes
students show respect to help them communicate well and get the things they want
and need. Sometimes students show respect to keep themselves out of trouble.
Discuss Skill Steps –Showing respect for others at school means:
 Keep hands, feet and objects to self
 Listen attentively to the designated speaker
 Use appropriate volume and tone with my voice
 Use kind words and positive body language
SHOW
Teacher Model: both examples and non-examples
Example
 Keep hands, feet and
objects to self
 Listen attentively to the
designated speaker
 Use appropriate volume
and tone with my voice
 Use kind words and
positive body language
Draft 3-13-13
Almost There
TEACHER ONLY
 Inconsistently keeps
hands, feet and
objects to self (may
be able to recite
expectations but not
demonstrate them;
may try to “get away
with” doing nonexample behaviors)
 Student does not give
speaker undivided
attention (may be
listening, but doing
other tasks on the
side)
 Student responds
correctly with words
but not with tone or
volume (says “Fine”
in response to a
request, but in a
loud, rude tone or
while walking away)




Non-Example
TEACHER ONLY
Students’ hands or feet are
busy playing with
objects/others
Students are not listening
(sleeping, talking to
others, working on other
assignments/writing
notes, not making eye
contact with the speaker)
Student raises voice and
uses rude tone
Student argues, complains,
blames others, uses
inappropriate language,
rolls eyes or walks away
23
Scenarios
 Read or act out the scenarios below and have students identify whether the
behaviors are examples, “almost there” or non-examples.
 Whenever possible teachers can/should make a connection to their
curricular area such as ties to a character from literature, current events
(when appropriate), famous quotations, or to a content area (e.g., safety in
industrial technology or science lab, plagiarism in any academic content
area, etc.).
Scenarios:
1. The teacher is teaching the math lesson and Alex is busy cleaning out his
binder.
2. The teacher is giving directions for the book report due the next week, and
Sandy is facing the teacher with her hands and feet to herself, writing down
notes from the teacher’s directions.
3. The teacher asks Jonathan to move into the walk zone and he says, “Okay!” in
a loud and angry tone.
4. Amanda chooses to sit near her best friend, Katie during the assembly. She
wants to ask Katie if John asked her out, even though she knows she should
be giving the speaker her undivided attention.
5. The teacher asks Sam to move to the safe seat because he is drumming on the
desk with his pencil and dancing in his seat while the teacher is talking.
Instead of getting up and going to the safe seat, Sam yells out, “Jacob was
doing it, too. You aren’t sending him to the safe seat!”
6. The cafeteria supervisor asks for students to begin cleaning up and getting
ready for dismissal from the cafeteria. Aaron stops talking, gathers his trash
and wipes the table where he is sitting. He turns to face the cafeteria
supervisor and waits for further instructions.
GUIDED PRACTICE Optimally practice would occur in the setting(s) in which
the problem behaviors are displayed. The guided practice component of the
lesson is a pivotal part of every lesson to ensure that students can accurately
and appropriately demonstrate the skill steps (Lewis & Sugai, 1998).
Where can ideas for role play /guided practice come from?
 During your introductory discussions your students may have shared
specific examples or non-examples and those would be excellent for use as
role play situations and extension activities throughout the week. These
examples can be written out on chart paper for later use.

Pass out 3X5 index cards after the introduction of the skill and give
students a moment to write down examples or non-examples they have
Draft 3-13-13
24
experienced at school, home in the neighborhood, or at work. This option
allows for anonymity. Save non-school examples primarily for discussion
and use school based examples for role-play.

In the case of non-examples, have students problem solve appropriate
behaviors that could have been done/used instead and then have them
role play these replacement examples. Students NEVER ROLE PLAY NONEXAMPLES! If a non-example needs to be demonstrated it is ONLY
demonstrated by TEACHERS/Adults.

Give all students a task or job to do during ROLE PLAY! Some students will
be actors, others can be given the task of looking for specific skill steps and
giving feedback on whether the step was demonstrated.

Sample role play scenarios:
o Students are exiting the building at dismissal. Have students role play
how they SHOULD show respect for others.
o Students are shoving in the line. An adult asks a group of students, one of
whom wasn’t shoving, to go to the end of the line. Have students role play
how they SHOULD show respect for others.
o The substitute teacher asks a student to move to the safe seat. The
student is not moving fast enough for the teacher so she yells “Didn’t you
hear me?! You need to get up right now or I’m writing you up!” Have
students role play how they SHOULD show respect for others, even if the
adult is not showing respect.
A student is throwing paper at another while the teacher is reviewing the test. Have
students role play to show how they SHOULD show respect for others, even if
another student is attempting to distract them.
FEEDBACK – Teachers can ensure that students have the opportunity to reflect on
performance of social skills by providing frequent positive feedback that is both
contingent and specific (re-stating of skill steps/ learning targets). Research
clearly indicates that positive feedback of this nature increases future
demonstrations of target social skills (Brophy, 1980).
Following are some examples of phrases to use during practice sessions and
throughout the rest of the year to give students performance feedback:
 “Thank you for showing respect for others by letting __________ sit next to you even
though you wanted to sit beside your best friend.”
 “Great job keeping your eyes on the teacher and not getting distracted by the
student throwing paper.”
Draft 3-13-13
25
 “Thank you for showing respect to the substitute even though you did not feel
respected by her.”
 “Thank you for showing respect to the teacher by moving to the end of the line
without arguing or complaining.”
 Here are some ways to get students to self-assess on their use of the social
skill:
o Assign “look fors” during role play.
o Give students self-monitoring sheets with skill steps.
o Write down examples of how you showed respect for others during a school day.
Below are ideas for teachers to tie the school-wide feedback system to this
social skill:
o Have charts for each period/hour and hold a friendly competition where teacher
or directed student can tally.
o Use pre-made “admit one” tickets and hand to students displaying the skill, place
in cans/tubs/bucket for specific period/hour and have random weekly
drawings.
Give school-wide tickets to students, they sign and put in a random drawing box at
the main office, or “cash-in” for various prizes or privileges at the designated time
and place.
RE-TEACH
Review and Practice Throughout the Week
Following are examples of how teachers can re-visit this social skill
throughout the week and in the coming months of the school year.


Teacher can observe students for examples, almost there’s and non examples
of showing respect for others throughout the week. Teacher can hold follow
up discussion/have students categorize examples.
Prior to beginning a lesson, teacher can review “showing respect for others”
behaviors
Create a system for tracking respectful behaviors
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26
Secondary Lesson Plan to Address Behavior
Step 1: Identify the desired behavior and describe if in observable, measurable
terms.
Respectful behavior: Students will use appropriate language around peers and
adults. They will use kind words solve conflicts. Students will keep hands and feet
to themselves. Students will listen to instructions given by adults the first time.
Step 2: List a rationale for teaching the behavior (Why is it important?)
It is important to be respectful to your peers and adults in school. Using words or
actions to harass, tease or bully another student is inappropriate and can hurt
others. Negative interactions in school interfere with learning and can cause
problems at school and in the community.
Step 3: Identify examples and non-examples of the desired behavior (What would
the behavior look/sound like? What would the behavior not look/sound like?)
Examples





Apologizing
Offering to help
Appropriate language
Asking an adult to help when a
conflict can’t be resolved
Hands and feet to self (stay in your
own physical space)







Non-examples
Unkind words (cursing)
Teasing
Put downs
Pushing/shoving
Yelling
Getting into a person’s physical space
Littering
Step 4: Practice/Role Play Activities
Model expected behavior (I do): Teacher(s) model or read following scenarios.
The teacher discusses why second scenario is an example of respectful behavior.)
Tina bumped into Kristin in the hallway and her books fell to the ground. Kristin
was upset because she would be late for class and called Tina a “crazy fool”. Tina
got angry and told Kristin she was ugly and stupid. Tina walked away and Kristin
was late for class. Kristin was mad and began to spread untrue rumors about Tina
to her friends.
Tina bumped into Kristin in the hallway and her books fell to the ground. Kristin
was upset because she would be late for class and started to call Tina names. Tina
recognized that she was not paying attention, apologized to Kristin and helped her
pick up her books. Tina’s teacher gave both students a “school buck” for resolving
the conflict with respect.
Draft 3-13-13
27
Lead students through behavior (We do): Teacher(s) present following scenario.
Students will discuss why second scenario is an example of respectful behavior.
Several students were sitting together at a table eating lunch in the cafeteria.
Denyse spilled milk on Kim’s new dress. Kim called Denyse a “clumsy ox” and took
her milk and poured it into Denyse’s food. Both girls began to scream at each other
with tears in her eyes. The cafeteria monitor witnessed this and escorted the girls
to the principal’s office.
Several students were sitting together eating lunch in the cafeteria. Denyse spilled
milk on Kim’s new dress. Denyse apologized and got a wet paper towel from the
cafeteria monitor and helped Kim clean her dress. Kim thanked Denyse for helping
her. The cafeteria monitor witnessed this event and gave both girls “school bucks”
for resolving a potential conflict respectfully.
Test to ensure students understand behavior (You do): With a peer, students
are asked to come up with their own scenario. Student groups will act out
appropriate, respectful behavior for their scenario. Teacher and other students will
provide feedback to peer groups.
Step 5: Provide opportunities for practice



Weekly scenarios
Publicly recognizing students who display respectful behavior
Teacher regularly models respectful behavior
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28
Indirect Teaching
Indirect teaching happens everyday, all day within a school. After the
particular skills have been taught in classroom and non-classroom settings, it is
important to take advantage of those opportunities that arise to re-teach and/or
reinforce the skills you have already taught. This should be done by ALL adults in
the building and should begin by the adults modeling the expectations. Indirect
teaching in the classroom happens through feedback, re-teaching, and precorrection.
Feedback is given to students to reinforce and recognize desirable behaviors
(“Thank you for moving into your workgroups quickly without talking”). Providing
students feedback regarding their behavior is done in the same way as during
instruction. It should be timely and specific so that the student(s) knows exactly
what he has done correctly as well as containing specifics about what was incorrect.
This reminds us of the importance of teaching students the 3-5 school-wide
expectations and the non-classroom matrix as this helps all students and staff learn
and work toward expected behaviors.
Re-teaching is an essential element of learning any skill, practice, or
procedure. It can be in the form of reviewing expectations after an extended break,
“on the spot” instruction in a specific setting or providing additional practice and
instruction on behaviors not quite being met based on the data collected. Reviewing
expectations after a break should be a part of the PBIS teaching calendar that is
done during various times during the school year. The PBIS Team regularly reviews
behavior data to determine those skills that need additional attention. This will be
discussed more in the “Data Based Decision Making” section.
Pre-corrections are a pro-active way to remind students of expected
behavior prior to an upcoming event. Pre-corrections include “verbal reminders,
behavioral rehearsals, or demonstrations of rule-following or socially appropriate
behaviors that are presented in or before settings where problem behavior is likely”
(Colvin, Sugai, Good, Lee, 1997) For example, if a teacher recognizes that her
students have struggled getting into their cooperative groups in a quick, efficient
manner, the teacher will want to pre-correct the expected behavior. Prior to a
group activity, the teacher might say “Remember that on my command of moving to
your groups, gather your materials, quietly move with your group members, and
begin the assigned activity. We want this to take 30 seconds or less.”
Supervision is essential for any school to provide a safe, orderly
environment. It provides not only a positive adult presence but also an opportunity
to help teach/reinforce student expectations. Effective supervision would include
the ability of staff to monitor their assigned area, observe students, and interact
frequently. This interaction can help build positive relationships with students as
well as an opportunity to provide feedback, re-teach as needed, and provide preDraft 3-13-13
29
corrections as mentioned above. The use of discipline data will help guide schools’
highest priorities for supervision areas.
Teaching Schedule
An overall schedule for the year should be developed to teach the 3-5 schoolwide expectations in the classroom and across all common areas. This teaching
schedule should be quite intensive during the first couple weeks of school and
reminders provided to students every 2-3 days in the following weeks. The plan
should include teaching building expectations to students new to the building
during the course of the year. “Booster sessions” are taught after breaks to remind
students of expected behavior when they return to school. The schedule will
include monthly analysis of data to examine supervision plans and determine the
need for additional teaching of expectations that are not being met in a satisfactory
manner. In addition to the “formal” teaching schedule, teachers should take every
opportunity possible to embed teaching opportunities into the daily lesson plan and
build a positive behavior culture.
Next Steps:
1. Create lesson plans for your 3-5 school-wide expectations to be taught in
both classroom and non-classroom areas.
2. Establish a teaching schedule that includes beginning of the year
lessons/orientation as well as a plan for ongoing review.
Benchmarks of Quality
Benchmark
3 Points
2 Points
1 Point
0 Points
Staff are involved in
the development of
expectations and
rules
Most staff were
involved in providing
feedback/input into
the development of
the school-wide
expectations and
rules (i.e. survey,
feedback, initial
brainstorming
session, election
process, etc.).
Some staff were
involved in providing
feedback/input into
the development of
the school-wide
expectations and
rules.
Staff were not involved
in providing
feedback/input into the
development of the
school-wide
expectations and rules.
A behavioral
curriculum includes
teaching
expectations and
rules.
Lesson plans are
developed and used
to teach rules and
expectations.
Lesson plans were
developed and used to
teach rules, but not
developed for
expectations or vice
versa.
Lesson plans have not
been developed or used
to teach rules or
expectations.
Draft 3-13-13
30
Lessons include
examples and nonexamples.
Lessons use a variety
of teaching
strategies.
Lessons are
embedded into
subject area
curriculum.
Lesson plans are
taught using at least
3 different teaching
strategies (i.e.
modeling,
roleplaying,
videotaping).
Nearly all teachers
embed behavior
teaching into subject
area curriculum on a
daily basis.
Draft 3-13-13
Lesson plans give no
specific examples or
non-examples or there
are no lesson plans.
About 50% of teachers
embed behavior
teaching into subject
area curriculum or
embed behavior
teaching fewer than 3
times per week.
Less than 50% of all
teachers embed
behavior teaching into
subject area curriculum
or only occasionally
remember to include
behavior teaching in
subject areas.
Faculty, staff and
students are not
involved in the
development and
delivery of lesson plans
to teach behavior
expectations and rules
for specific settings.
Faculty, staff and
students are involved
in the development
and delivery of lesson
plans to teach
behavior expectations
and rules for specific
settings.
Faculty/staff and
students are involved
in development and
delivery of
behavioral
curriculum.
A curriculum to teach
components of the
discipline system to
all staff is developed
and used.
Lesson plans include
both examples of
appropriate behavior
and examples of
inappropriate
behavior.
Lesson plans have
been introduced using
fewer than 3 teaching
strategies.
The team scheduled
time to present and
train faculty and staff
on the discipline
procedures data
system including
checks for accuracy.
of information or
comprehension.
Training included all
components: referral
process (flowcharts),
definitions of
problem behaviors,
explanation of major
vs. minor forms, and
how the data will be
used to guide the
team in decision
making.
The team scheduled
time to present and
train faculty and staff
on the discipline
procedures data
system but there were
no checks for accuracy
of information or
comprehension. OR
training did not
include all
components (i.e.)
referral process
(flowcharts),
definitions of problem
behaviors, explanation
of major vs. minor
forms, and how the
data will be used to
guide the team in
decision making).
Lesson plans have not
been taught or do not
exist.
Staff was either not
trained or given the
information without
formal introduction
and explanation.
31
The team scheduled
time to present and
train faculty and staff on
lesson plans to teach
students expectations
and rules including
checks for accuracy of
information or
comprehension.
Training included all
components: plans to
introduce the
expectations and rules
to all students,
explanation of how and
when to use formal
lesson plans, and how
to embed behavior
teaching into daily
curriculum.
The team scheduled time
to present and train
faculty and staff on
lesson plans, to teach
students expectations
and rules but there were
no checks for accuracy of
information or
comprehension. OR
Training didn't include all
components: plans to
introduce expectations
and rules to all students,
explanation of how and
when to use formal
lesson plans, and how to
embed behavior teaching
into daily curriculum.
Staff was either not
trained or given the
information without
formal introduction and
explanation.
Students are
introduced/taught
only two (2) of the
following: school
expectations, rules
for specific settings
and the reward
system guidelines.
Students are
introduced/taught
only one (1) of the
following: school
expectations, rules for
specific settings and
the reward system
guidelines.
Students are not
introduced/taught any
of the following: school
expectations, rules for
specific settings and the
reward system
guidelines
Booster session for
students and staff
are planned,
scheduled and
implemented.
Booster sessions are
planned and delivered
to reteach
staff/students at least
once in the year and
additionally at times
when the data suggest
problems by an increase
in discipline referrals
per day, per month or a
high number of referrals
in a specified area.
Expectations and rules
are reviewed with
students regularly (at
least 1 X per week).
Booster sessions are
not utilized fully. For
example: booster
sessions are held for
students but not staff;
booster sessions are
held for staff but not
students; booster
sessions are not held,
but rules &
expectations are
reviewed at least
weekly with students.
Booster sessions for
students and staff are
not scheduled/planned.
Expectations and rules
are reviewed with
students once a month
or less.
Plans for orienting
incoming staff and
students are
developed and
implemented.
Team has planned for
and carries out the
introduction of
School-wide PBS and
training of new staff
and students
throughout the
school year.
Team has planned for
the introduction of
School-wide PBS and
training of either new
students or new staff
but does not include
plans for training both.
OR the team has plans
but has not
implemented them.
Team has not planned
for the introduction of
School-wide PBS and
training of new staff or
students.
Expected behavior
routines in classroom
are taught.
Evident in most
classrooms
(>75% of
classrooms).
Evident in many
classrooms
(50-75% of
classrooms).
Evident in only a few
classrooms
(less than 50% of
classrooms)
A plan for teaching
students
expectations/rules/
rewards is developed,
scheduled and
delivered.
A plan for teaching
students
expectations/rules/
Rewards is
developed,
scheduled and
delivered.
Draft 3-13-13
Students are
introduced/taught all
of the following: school
expectations, rules for
specific settings, and
the reward system
guidelines.
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Draft 3-13-13