teaching matrix

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5
School-wide Positive Behavior
Support
School-wide Expectations –
Teaching Matrix
1
George Sugai
Center on Positive Behavioral Interventions and Supports
University of Oregon
1
This presentation is supported in part by the OSEP Center on Positive Behavioral Interventions and
Supports (http://pbis.org). The Center is supported by a grant from the Office of Special Education
Programs, with additional funding from the Safe and Drug Free Schools Program, US Department of
Education (H326S98003). Opinions expressed herein are those of the authors and do not necessarily
reflect the position of the US Department of Education, and such endorsements should not be inferred.
SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT
OSEP Center on Positive Behavioral Interventions and Supports2
University of Oregon
www.pbis.org
The OSEP Center on Positive Behavioral Interventions and Supports is grateful to the students,
educators, administrators, families, support providers, researchers, and teacher trainers who have worked
tirelessly to improve educational outcomes for all students and who have contributed to our understanding
of the critical practices and systems of positive behavior support.
These training materials have been developed to assist schools in their efforts to improve school climate
and positive behavior support for all students. Photocopying, use, and/or sale of these materials is
forbidden without expressed written permission by the OSEP Center for Positive Behavioral Interventions
and Supports. To obtain a personal copy of these materials, contact the Center at 541-346-2505,
[email protected], or www.pbis.org.
2
The Center is supported by a grant from the Office of Special Education Programs, with additional
funding from the Safe and Drug Free Schools Program, US Department of Education
(H326S980003). Opinions expressed herein are those of the authors and do not necessarily reflect the
position of the US Department of Education, and such endorsements should not be inferred.
Teaching Expectations Implementation Checklist
(Sugai, June 8, 1998)
Date
Completed
Activity
Develop and list on the Teaching Matrix 3-5 positively stated rules or
expectations that support the school’s mission/purpose. These rules
should be use common and few words (e.g., Respect Others,
Respect Yourself, Respect Property), and should apply to all
students and staff members.
Identify and list on the Teaching Matrix all school setting or
classroom contexts in which rules are expected.
For each rule or expectation, provide at least two positively stated,
observable behavioral indicator or example (e.g., Walk with hands
and feet to self, return lunch tray to kitchen) for each setting
Develop a standard lesson plan for teaching each expectation (e.g.,
Cool Tool).
Develop a schedule for presenting each lesson plan.
Develop a procedure for prompting, precorrecting, and encouraging
appropriate displays of expectations.
Develop a procedure for proactively correcting errors in displays of
expectations.
Develop system for determining the extent to which students (a)
have acquired the rule or expectation and (b) are using the
expectation in natural school settings or classroom contexts.
TEACHING MATRIX: EXAMPLE
SETTING
EXPECTATION
All Settings
Hallways
Playgrounds
Cafeteria
Library/
Computer
Lab
Study, read,
compute.
Sit in one spot.
Watch for your
stop.
Assembly
Bus
Respect
Ourselves
Be on task.
Give your best
effort.
Be prepared.
Walk.
Have a plan.
Eat all your
food.
Select healthy
foods.
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.
TEACHING MATRIX
RULE/EXPECTATION
ROUTINE/SETTING
TEACHING MATRIX: SECONDARY EXAMPLE
ROUTINE/SETTING
Classroom
RULE/EXPECTATION
Respect
Responsibility
Community
Cafeteria
Common
Area
Hallways
Parking Lot
Library &
Computer
Lab
Activities
TEACHING MATRIX: PRACTICE
Directions: For each of the rules and settings, give 2-3 additional examples of positive behaviors.
RULE/
EXPECTATION
ROUTINE/SETTING
Classroom
Lunchroom
Bus
Hallway
Playground
Use inside voice
Eat your own food
Stay in your seat
Stay to the right
Wait your turn
Recycle paper
Return trays
Keep feet on the floor
Put trash in cans
At bell return equipment
Do your best
Wash your hands
Be at stop on time
Use your words
Have a plan
Respect
Others
Respect
Property
Respect
Yourself
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