Module 10: Identifying School-wide Expectations and Rules for Unique Settings

1. Module 10: Identifying School-wide Expectations and Rules for Unique Settings

2. Objectives • Define school-wide expectations • Understand guidelines for developing school-wide expectations • Understand the differences between expectations and rules • Identify strategies to determine your school-wide expectations • Develop 3-5 expectations for your school • Define rules for unique settings • Understand why rules are important

3. School-wide Expectations • Definition: • A list of specific, positively stated behaviors that are desired of all faculty and students • Also referred to as concepts • These expectations should be in line with the school’s mission statement and should be taught to all faculty, students, and families

4. Rules for Unique Settings • Definition: • Specific skills you want students to exhibit and the procedures you want students to follow in specific settings

5. What Is Gained by Identifying Rules? • Uniform instruction across multiple programs and settings within the school • Communication among staff members • Communication with parents • Curriculum design • Legal, ethical, and professional accountability

6. 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

7. How Are Expectations and Rules Different? • Expectations are broadly stated • Expectations apply to all people in all settings • Expectations describe the general ways that people will behave

8. Differences continued. . . . • Rules describe specific behaviors • - Observable • - Measurable • Rules may apply to a limited number of settings • Rules clarify behaviors for specific settings

9. When Identifying Expectations • Consider existing data summaries • - Discipline • - Academic • Identify common goals • - Mission Statement • - Other School-based Programs • Identify characteristics of an ideal student

10. Example: Grover Middle School • Grover Middle School serves 2053 students • Last year they had 3,150 discipline referrals • Referrals from: • Classroom = 2,012 • Cafeteria = 507 Hall = 134 • Bus Circle AM = 312 Bus Circle PM = 185

11. Example: Grover Middle School • Top 2 Occurring Behaviors in each area: Classroom = Disruption and Disrespect Cafeteria = Disruption and Disrespect Hall = Disruption and Safety Violations Bus Circle AM = Fighting and Disrespect Bus Circle PM = Disrespect and Safety Violations • Academic Achievement: Stanford Nine = 20% Above Average 40% Average 40% Below Average • Report Card Grades: • 10% Deans List • 30% Honor Roll 30% 2.0 GPA 30% Failing

12. Identify Characteristicsof an Ideal Student • Identifying the characteristics of an ideal student is a beneficial process for • Teams that are having difficulty reaching consensus • Teams that are having difficulty building consensus among the faculty • Facilitating consensus with parent groups • Facilitating student “buy-in”

13. Guidelines forIdentifying Expectations • Identify behaviors expected of all students and staff in all settings • Select 3 to 5 behaviors • State expectations in positive terms • Select expectations that are general enough to be applicable in multiple settings, but specific enough to be of assistance in generating rules for targeted settings

14. Which Guidelines Were Not Followed in These Examples? • Don’t run • Raise your hand and wait to be recognized before speaking • Be good • No talking • Stay in your seat • Act like ladies and gentlemen

15. Which Ones Are Expectations?Which Ones Are Rules? • Have tolerance • Place food items in their proper containers • Remain seated during instruction. • Use an inside voice • Keep all four legs of your chair on the floor • Show self-control • Be a problem solver

17. Follow- Up • Go to the questions at the end of the module. • Your answers will be submitted and can be used to assist your team and plan for on-going technical assistance.

18. Reflection Questions • Answer these questions about your SW-PBS team: • Do you understand the differences between "Expectations" and "Rules"? If no, what questions do you have regarding the differences between "Expectations" and "Rules"? • Has your PBS team developed a maximum of 5 positively stated School-wide Expectations? • How did your school identify it's 3-5 Expectations?

19. Reflection Questions • Answer these questions about your SW-PBS team: • Does your school have 3-5 positively stated rules for specific settings? Looking at your rules you have in place for specific settings and the data you collected does your team need to review and revise any of the rules? • Does your PBS team have visual reminders of your agreed upon rules in the settings where they will apply? If yes, please describe.

20. Congratulations! • You have completed Florida's PBS Project School-wide Positive Behavior Support Module 10: Identifying School-wide Expectations and Identifying Rules for Unique Settings. • If you would like a certificate of completion please print this page. • We hope that you enjoyed the training module!