G. Lesson Plans for Teaching Expectations/ Rules

1. G. Lesson Plans for Teaching Expectations/ Rules

3. Developing a System for Teaching Appropriate Behavior

4. Once you have developed school-wide expectations, it is not enough to just post the words on the walls of the classroom… YOU MUST TEACH (and RETEACH) THEM!

5. Behavioral Errors More often occur because: Students do not have appropriate skills- “Skill Deficits” Students have not developed skills to fluency Students do not know when to use skills Students have not been taught specific classroom procedures and routines Skills are not taught in context

6. “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)

7. Why Develop a System for Teaching Behavior? 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)

8. Why Develop a System for Teaching Behavior? We can no longerassume: Students know the expectations/rules and appropriate ways to behave Students will learn appropriate behaviors quickly and effectively without consistent practice and modeling

9. Why Develop a System for Teaching Behavior? We mustassume: Students will require different curricula, instructional modalities, etc… to learn appropriate behavior We need to teach expectations/rules and appropriate behaviors as effectively as we teach academic skills

10. Teaching Academics & Behaviors DEFINE Simply ADJUST for Efficiency MONITOR & ACKNOWLEDGE Continuously MODEL PRACTICE In Setting

11. How Do We Teach Behavior? 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

12. Specially Designed Lessons Provide initial lesson plans and/or lesson plan format for teachers to begin teaching behavior Build on what you have (I.e. character ed.) Develop a system for expanding behavior lesson plan ideas throughout the year Determine the minimum requirements for teaching behavior (i.e. how often)

13. Lesson Plans: Two Levels Level 1: Concept Development (Expectations) Broad expectations Applicable to all settings Level 2: Skills (Rules) 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 *******

14. Strategies for Success 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 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

15. Why Embed Expectations into Curriculum? • 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.)

16. Embedding Expectations into Current Daily Curriculum • 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

17. Embedding Expectations into Current Daily Curriculum • Language Arts and Reading • Use a novel that has an expectation as a theme • 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 and then have them write a persuasive essay or debate why theirs should be used instead of the school’s

18. Embedding Expectations into Current Daily Curriculum • 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

19. Embedding Expectations into Current Daily Curriculum • Science and/or Math • Have students develop a hypothesis about what they think are the top behavior problems at school. Have them survey students, parents, & teachers; make graphs; and reach a conclusion about the hypothesis • Have the students count the number of tickets redeemed monthly for prizes & graph them. You can include ratio of number of tickets to student, # of tickets per teacher, etc.

20. What are Cool Tools? Cool toolsarebehavioral lesson plans that structure how staff teachthe 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 non-classroom 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.

21. Designing a Cool Tool 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 & align to school-wide expectations 2. Introduce the rule/skill 3. Demonstrate the rule/skill 4. Provide acknowledgment and feedback

22. 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

23. Cool Tools Behavioral Lesson Plan 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, and 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

24. Ashland H.S. The Tardy Project Cool Tools - Wisconsin PBIS Network

25. Activity G.1 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? Cool Tool Template Cool Tool Format

26. Activity G.2 Current Practice 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 Examples

27. Complete Module G. Lesson Plans for Teaching Behavioral Skills Self Assessment and Action Plan Activity