www.wisconsinpbisnetwork.org/tie .html Tier 1/Universal Training 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. E. Expectations & Rules Developed 2013-2014
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www.wisconsinpbisnetwork.org/tier1.html
Tier 1/Universal Training
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.
Module E: Develop Expectations and RulesPBIS Implementation Goal17. 3-5 positively stated school-wide expectations posted around school• Areas posted include the classroom and a minimum of 3 other school settings (e.g.,
cafeteria, hallway, front office)
18. Expectations apply to both students and staff• PBIS team has communicated that expectations apply to all students and all staff
19. Rules developed and posted for specific settings (Identify common settings and routines in your school and operationally define each expectation within each setting and routine, using 2-3 positively stated behavioral examples)• Behavioral examples/rules are posted in all of the most problematic areas in the school
20. Behavioral examples/rules are linked to expectations• When taught or enforced, staff consistently links the rules with the school-wide
expectations
21. Staff feedback/involvement in expectations/rule development• Most staff members were involved in providing feedback/input into the development of
the school-wide expectations and rules (e.g., survey, feedback, initial brainstorming session, election process, etc.)
• Assumption that the expectations of the dominant enrollment/staff is a universal expectation
• Cultural expectations of the home and community of students WILL vary from school but variance will depend on many factors.
• Cultural expectations will have been taught to FLUENCY at home and will be maintained by home. School must validate and affirm, not judge, the expectations that students come to us with and where there is variance, build and bridge the gap for the student.
• Important in the school-wide setting but more critical in classrooms
• Cultural mismatches must be determined before selecting a behavioral intervention, since inappropriate behavior can be a response to a cultural mismatch.
• Behavior occurs in a context. It is a relationship between the student, the teacher, the peers, the classroom, the school, the instruction and the material.
• It is easy to misinterpret or misread behavior.
• Teachers, like families, intend the best for their students.
• Parent/family involvement is crucial for school success.
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.
17. 3-5 positively stated school-wide expectations posted around school• 3-5 positively stated school-wide expectations posted around the
school. Areas posted include the classroom and a minimum of 3 other school settings (e.g., cafeteria, hallway, front office)
18. Expectations apply to both students and staff• PBIS team has communicated that expectations apply to all
students and all staff
19. Rules developed and posted for specific settings (Identify common settings and routines in your school and operationally define each expectation within each setting and routine, using 2-3 positively stated behavioral examples)• Behavioral examples/rules are posted in all of the most
problematic areas in the school
20. Behavioral examples/rules are linked to expectations• When taught or enforced, staff consistently links the rules with
the school-wide expectations
21. Staff feedback/involvement in expectations/rule development• Most staff members were involved in providing feedback/input
into the development of the school-wide expectations and rules (e.g., survey, feedback, initial brainstorming session, election process, etc.)