2013-2014
The Wisconsin RtI Center/Wisconsin PBIS Network (CFDA #84.027) acknowledges the support of the Wisconsin
Department of Public Instruction in the development of this product and for the continued support of this federally-funded grant program. There are no copyright restrictions on this document; however, please credit the Wisconsin DPI and support of federal funds when copying all or part of this material.
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PBIS Implementation Goal
29. A behavioral curriculum includes concept and skill level instruction- develop scripted lesson plans for teaching expectations in all settings
• Lesson plans are developed and used to teach rules and expectations
30. Lessons include examples and non-examples
• Lesson plans include both examples of appropriate behavior and examples of inappropriate behavior
31. Lessons use a variety of teaching strategies
• Lesson plans are taught using at least 3 different teaching strategies (e.g., modeling, role-playing, videotaping). Lesson plans are age and contextually appropriate.
32. Lessons are embedded into subject area curriculum
• Nearly all teachers embed behavior teaching into subject area curriculum on a daily basis www.wisconsinpbisnetwork.org/tier1.html

PBIS Implementation Goal (continued)
33. Faculty/staff and students are involved in development & delivery of lesson plans
• Faculty, staff, and students are involved in the development and delivery of lesson plans to teach behavior expectations and rules for specific settings
34. Strategies to reinforce the lessons with families/community are developed and implemented
• The PBIS Plan includes strategies to acknowledge lessons with families and the community (e.g., after-school programs teach expectations, newsletters with tips for meeting expectations at home)
Workbook
Examples and Tools www.wisconsinpbisnetwork.org/tier1.html

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Once you have developed school-wide expectations, it is not enough to just post the words on the walls of the classroom
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• students do not have appropriate skills: “skill deficits,”
• students have not developed skills to fluency,
students do not know when to use the skills,
• students have not been taught specific classroom procedures and routines, and
skills are not taught in context.
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• The student home and community life is significantly different than that of the school or instructional staff and they HAVE been taught to fluency within THOSE settings.
• When significant differences between student and setting occur, the setting has NOT taught the student to “Code
Switch” (situational appropriateness).
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“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) www.wisconsinpbisnetwork.org/tier1.html

• Behaviors are prerequisites for academics
• Procedures and routines create structure
• Repetition is key to learning new skills:
• For a child to learn something new, it needs to be repeated on average of 8 times. Adults average 25 (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) www.wisconsinpbisnetwork.org/tier1.html

• students know the expectations/rules and appropriate ways to behave, or that
• students will learn appropriate behaviors quickly and effectively without consistent practice and modeling.
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• students will require different curricula, instructional modalities, etc… to learn appropriate behavior, and that
• we need to teach expectations/rules and appropriate behaviors as effectively as we teach academic skills.
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ADJUST for
Efficiency
MONITOR &
ACKNOWLEDGE
Continuously
DEFINE Simply
PRACTICE in
Setting
MODEL www.wisconsinpbisnetwork.org/tier1.html

Kick-off events
• Teaching staff, students, and families the expectations and rules
On-going direct instruction
• Data-driven and scheduled designed lessons, character education
• Pre-correction
• Re-teaching immediately after behavioral errors
Embedding in other curriculum
Booster trainings
• Scheduled and data-driven
Continued visibility
• Visual displays – posters, agenda covers
• Daily announcements
• Newsletters www.wisconsinpbisnetwork.org/tier1.html

• Broad expectations
• Applicable to all settings
• Observable behaviors
• Rules for specific settings
Lessons must be taught in setting that behavior occurs
For example, if you are teaching cafeteria rules, students need to be in the cafeteria www.wisconsinpbisnetwork.org/tier1.html

• Broad expectations
• Applicable to all settings
• Observable behaviors
• Rules for specific settings
Lessons must be taught in setting that the behavior occurs for example, if you are teaching cafeteria rules, students need to be in the cafeteria.
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The more the expectations are taught and retaught, and the more that the students are involved in the process, the more effective the teaching becomes.
This also serves to engage the students and make connections to the setting.
The more authentic student voice is included in the lessons or re-teaching, the more responsive it becomes to the backgrounds of the students, and the more it
resonates for the students.
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• Describe specific, observable behaviors for each expectation.
• Plan for modeling the desired behaviors.
• Provide students with written and graphic cues in the setting where the behaviors are expected.
• Acknowledge student efforts.
• Plan to re-teach and restructure teaching.
• Allow students to participate in the development process.
• Use “teachable” moments that arise in core subject areas and in non-academic times.
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• Behavior curriculum does not have to be separate
• Helps to eliminate time crunches
• Provides a rationale for students: helps students to see how the expectations fit into everyday life
• Meets best practices approach
• Hands on activities
• Meets all learning styles (oral, visual, kinesthetic)
• Higher order learning activates (synthesize, analyze, etc.) www.wisconsinpbisnetwork.org/tier1.html

Social Studies:
• Have students research different cultures to find out how they define “respectful.”
• Talk about how different historical events occurred because of conflict and come up with solutions on how the conflict could have been resolved.
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Language Arts and Reading:
• Use a novel that has an expectation (like respect) as a theme to illustrate the characteristic.
• Discuss characters in a novel and how they did not show respect. Then have the students write the story with the character showing respect.
• Have the students develop their own expectations and/or rules. Then have them write a persuasive essay or debate on why theirs should be used instead of the school’s.
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Fine arts (music, art, computers, graphics):
• When choosing a school play, choose one with a theme centered around one of the school expectations, or write your own play.
• Have the students compose a song/rap with the expectation.
• Have students come up with a campaign for promoting expectations to the entire student body.
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Cool tools are behavioral lesson plans that structure how staff teach the expected behaviors from the school-wide behavioral matrix.
Cool tools are:
• Research-based procedures for teaching the behaviors
• Examples and non-examples taken from classroom and nonclassroom settings and situations
• Modeling and role-playing to teach new skills and provide students with practice opportunities
• Feedback and acknowledgment to ensure students display the expected/taught behaviors
• Taught weekly following kickoff, and monthly following proof of fluency www.wisconsinpbisnetwork.org/tier1.html

Step one: Select the skill to be taught
• Skills are taken directly from the behavioral matrix
• Select skills based on the trends in your data
Step two: Write the lesson plan
• Name the skill and align to school-wide expectations
• Introduce the rule/skill
• Demonstrate the rule/skill
• Provide acknowledgment and feedback www.wisconsinpbisnetwork.org/tier1.html

Cool Tools - Behavioral Lesson Plan
Universal Expectation: Respectful
Name of the Skill/Setting: Quiet Hallways
Purpose of the lesson/Why it’s important:
• Show respect for teachers and classmates.
• Minimize distractions to learning.
• Establish school-wide consistency and community.
Teaching Examples:
• Be quiet when walking in the hallway.
• Be quiet when taking a bathroom break or getting a drink.
• Be quiet when going to your locker.
Kid Activities/Role-Plays:
• Brainstorm ways to greet friends without talking or leaving the line (smile, finger waves, etc.).
• Quietly walk to different locations in large and small groups.
• Quietly put things into and take things out of lockers.
• Quietly get a drink.
• Try to walk through the hallway as quietly as a mouse.
• Make and carry a classroom quiet sign when walking through the hallways.
Follow-Up Reinforcement Activities:
• Tico tickets
• Classroom celebrations www.wisconsinpbisnetwork.org/tier1.html

Universal Expectation: Respect Others
Name of the skill/performance standard: Use a quiet voice
Setting: Lunchroom/cafeteria
Purpose of the lesson/why it’s important:
• Using a quiet voice allows everyone to have a pleasant lunchtime, & have good conversations with our friends
Teaching Examples:
• Restaurant/loud people near you/school cafeteria announcements
Student Activities/Role-Plays:
• Counting 0-10 volume increases with each number
• Counting to predetermined voice level and practice
Follow-Up Reinforcement Activities:
• Pre-correct prior to each lunch
• Wall banner for each day voice level is achieved www.wisconsinpbisnetwork.org/tier1.html

http://www.youtube.com/watch?v=5C-Wyy_lPNk www.wisconsinpbisnetwork.org/tier1.html

Write cool tools behavioral lesson plans
• In groups of 2-3, choose a behavioral skill from your matrix and write a cool tool.
Create a teaching system
• How will the team teach the staff how to develop and deliver cool tools?
• How will the school share the cool tools with families/communities?
Complete Action Plan www.wisconsinpbisnetwork.org/tier1.html

10 minutes
• How does your school teach expectations?
• How do you use “best practices” to teach social skills?
• Teach directly in settings? (i.e., bus expectations taught on bus)
• Faculty and staff model appropriate behavior?
• How would you start to embed into subject area curriculum?
• How will lessons be taught throughout the school year?
• Review the examples.
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Insert new format www.wisconsinpbisnetwork.org/tier1.html

Critical
Element
Benchmarks of Quality/Goal
29. A behavioral curriculum includes concept and skill level instructiondevelop scripted lesson plans for teaching expectations in all settings

Lesson plans are developed and used to teach rules and expectations
Module G
Develop
Lesson Plans for Teaching
Expectations and Rules
30. Lessons include examples and non-examples

Lesson plans include both examples of appropriate behavior and examples of inappropriate behavior
31. Lessons use a variety of teaching strategies

Lesson plans are taught using at least 3 different teaching strategies
(e.g., modeling, role-playing, videotaping). Lesson plans are age and contextually appropriate.
32. Lessons are embedded into subject area curriculum

Nearly all teachers embed behavior teaching into subject area curriculum on a daily basis
33. Faculty/staff and students are involved in development & delivery of lesson plans

Faculty, staff, and students are involved in the development and delivery of lesson plans to teach behavior expectations and rules for specific settings
34. Strategies to reinforce the lessons with families/community are developed and implemented

The PBIS Plan includes strategies to acknowledge lessons with families and the community (e.g., after-school programs teach expectations, newsletters with tips for meeting expectations at home)
Status
In Place
Partially
Not In
Place
Implementation
Plan
How? Who?
When?
Use Modules and
Snapshot to guide process