Teaching Expectations, Rules, and Routines

1. Teaching Expectations, Rules, and Routines 2011 Wisconsin PBIS Leadership Conference Session A1 Marla Dewhirst marladewhirst@pbisillinois.org Amy Zewickizewickiamy@aasd.k12.wi.us Cathy Porter portercatherin@aasd.k12.wi.us

2. In Partnership with OSEP’s TA Center on Positive Behavior Support Co-Director’s: Rob Horner University of Oregon George Sugai University of Connecticut www.pbis.org www.swis.org

3. Thanks to the Illinois PBIS Network for development in Classroom Management Strategies This information corresponds to section 1 and 2 of the Classroom Management Self-Assessment, (7r) Simonsen and Sugai.2006

4. Training Matrix

5. Objectives • Provide a rationale for teaching expectations, • rules and routines • Discriminate between expectations, rules and • routines. • Develop a matrix for teaching and • reinforcement of expectations, rules and • routines.

6. Data Tells the Story The school implemented PBIS for a number of years. During their first three years of PBIS work they focused on identifying, teaching and acknowledging school-wide and non-classroom expectations and rules. With these supports in place they saw reductions in the overall number of office referrals. The referrals decreased by 10% each year. During the 2007-08 school year they continued the practices they had in place regarding school-wide and non-classroom settings, but they added on classroom system practices and here are the results. They decreased their total number of office referrals from 270 to 150, which was a 45% decrease. Newcomer, 2008 University of Missouri

7. Classroom Snapshot Show clip from Using Personalized Video to Support Your PBIS Program DVD– Michael Kennedy Go to Part III Teaching Expectations to PBIS Staff – Section 2.1 – Starts at 11:53

8. Activity #1: Self-Assessment Complete Teaching Classroom Expectation Self-Assessment. Once the Self-Assessment form is completed do the following: • Select one item in each category: Expectations, Rules or Routines, that you feel is important to classroom management success. • Turn to your shoulder partner and discuss the top 3 you feel are most important.

9. Expectations and Rules Compared Routine: The set of steps that are followed for expectations/rules on a regular basis.

10. Big Idea to Application Expectation Be respectful Raise your hand. Rule • Think of an on-task topic or question. • Quietly, raise hand to share. • Wait to be called upon. Routine Rationale: Why?

11. Your Turn… Be Responsible Expectation Rule Routine Rationale: Why?

12. Guidelines for Expectations Three to five positively stated expectations are established • Expectations are visibly posted • Classroom expectations/rules align with school- wide expectations/rules • Expectations/Rules are introduced and rationales are provided • Behaviorally specific examples are provided

13. Guidelines for Rules Consistent with School-Wide Expectations • Observable • Measureable • Positive • Understandable • Applicable – something the teacher will consistently enforce

14. Rules Fact Sheet

15. Guidelines for Routines • Easy to review and reinforce • Can be modeled • Logical steps the students follow

16. The real rules in any classroom are defined by reality – by what the teacher actually permits. -Fred Jones

17. Activity #2: Writing Rules and Routines • Review Examples of Problem Behavoir Rules and Routines • Look at the samples of problem behavior. • Look at the stated replacement behaviors, turn the sheet over and check the replacement behaviors for the five guidelines. • Critique or discuss if the routines will adequately teach the replacement behavior. •  Pull the Problem Behavior Rules and Routines Worksheet • Select a problem behavior common in your classroom and write it the appropriate box. • Determine selected replacement behaviors that will define the rules that you are going to teach. • Turn the sheet over and check your rule for the five guidelines, and re-write for clarity if needed. • Create the routine that they are going to teach to the students.

18. Teaching Model Post Reinforce Teach Be Consistent! Monitor Prompt

19. Expectations, rules, and routines pave the way for successful instruction and successful students!

20. Anita Archer and Charles Hughes Video http://explicitinstruction.org/?page_id=92

21. Activity #3: Teaching Model Post Reinforce • What was the expectation? • What was a rule? • What was one routine? • How were the various routines taught, prompted and reinforced? Teach Monitor Prompt

22. Embedding Expectations and Rules Best lessons are taught daily/weekly throughout the year. • Pre-Correction:provide a description of what the behavior will look like prior to directing students to perform a task. • Cue, Prompt, Remind: provide a previously taught cue to remind students to choose the appropriate behavior. • Clearly Explain :provide a clear description of how students’ behavior did or did not meet the stated expectation. • Model: demonstrate how to follow the rule.

23. Review • Provide a rationale for teaching • expectations, rules and routines • Discriminate between expectations, • rules and routines. • Develop a matrix for teaching and • reinforcement of expectations, rules and • routines

24. Create a Classroom Matrix Based on the School’s Expectations

25. Activity #4: Homework Application • Review Examples of Problem Behavior Rules and Routines • Look at the samples of problem behavior. • Look at the stated replacement behaviors, turn the sheet over and check the replacement behaviors for the five guidelines. • Critique or discuss if the routines will adequately teach the replacement behavior. • Pull the Problem Behavior Rules and Routines Worksheet • Select a problem behavior common in your classroom and write it the appropriate box. • Determine selected replacement behaviors that will define the rules that you are going to teach. • Turn the sheet over and check your rule for the five guidelines, and re-write for clarity if needed. • Create the routine that they are going to teach to the students.

26. Research

27. Using a Classroom Matrix Providing clear expectations and structure for your students Amy Zewicki and Cathy Porter Jefferson Elementary, Appleton, WI

28. Why use a classroom matrix? • Relates expectations to students in language that is familiar from the school-wide expectations • Sets routines for structure and predictability • Organizes the routines/structure that you teach every year • Serves as a document you can refer to when pre-teaching/reteaching expectations and you can give to parents

29. How do you get started? Think of your daily routines from the beginning to the end of your day and list at the top of the classroom matrix Think of the ways that you would like to see or expect to see all of your students behaving for each routine Place each expectation into the correct school-wide expectation

32. Creating a Classroom Matrix with a Twist • A classroom matrix is essential at all grade levels • With older kids you can use their input to help create the matrix

34. Now what? • TEACH!! • No, not the math lesson, or the spelling lesson. Take the time during the first week of school to model and practice each expectation. • After seeing what you expect, hearing why it is important (each expectation should relate to respect, responsibility or safety), and practicing the expectation using the gradual release model of teaching, there will be no question as to what you expect to see.

35. How can you use your classroom matrix after the first week? • Refer to your posted classroom matrix while pre-teaching or reteaching one on one, or whole group after long breaks or when you notice more than one student forgetting the expectations • Use it in your information packet for parents • Put it in your substitute folder so he/she is aware of the routines and expectations

36. Post Assessment • Complete Teaching Classroom Expectation, Rules and Routines Self-assessment • Compare pre and post scores • Allow 4 weeks of application before completing post-assessment

37. References • Bohn, C.M., Roehrig, A.D., Pressley, M. (2004). The first days of school: In the classroom of two more effective teachers and four less effective primary grade teachers. Elementary School Journal. 104(4), 269-278. • Evertson, C. M., Emmer, E. T. & Worsham, M.E. (2003). Classroom Management for Elementary Teachers. Boston, MA: Pearson Education. • Good, T. & Brophy, J. (2000). Look Into Classrooms. Boston: MA Allyn & Bacon. • Marzano, R., Marzano, J. S., Pickering, D. (2003). Classroom management that works: Research based strategies for every teacher. Alexandria, VA: ASCD. • Missouri Schoolwide PBS Classroom Resources: Classroom Opportunities to Respond (http://pbismissouri.org/class.html

38. Resources • www.pbis.org • http://www.wisconsinpbisnetwork.org • www.pbisillinois.org • www.pbismissouri.org • http://flpbs.fmhi.usf.edu • http://mrcarmona.weebly.com/expected-behavior-videos.html • https://louisville.edu/education/srp/abri/training.html • Archer, A. (2010). Explicit instruction: Effective and efficient teaching. New York, NY: the Guilford Press. • Colvin, G. (2006). The Effective elementary classroom: Managing for success. Eugene, OR: Behavior Associates • Emmer, E. and Evertson, C. (2009). Classroom management for secondary teachers. Glenview, IL: Pearson. • Evertson, C. and Emmer, E. (2008). Classroom management for elementary teachers. Boston, MA: Allyn & Bacon. • Sprick, R. (2009). CHAMPS: A proactive and Positive approach to classroom management. Eugene, OR: Pacific Northwest Publishing.