TFI 1.3 IMPLEMENTATION: Behavioral Expectations
School has five or fewer positively stated behavioral expectations and examples by setting/location for student and staff behaviors (i.e., school teaching matrix) defined and in place.
Practices are the interventions and strategies that are evidence-based in achieving the valued or expected outcomes. Prevention practices include defining, teaching, modeling, monitoring and acknowledging expected behaviors as well as practices for responding to students’ disruptive behaviors in class and non-classroom settings.
Practices are the interventions and strategies that are evidence-based in achieving the valued or expected outcomes. Prevention practices include defining, teaching, modeling, monitoring and acknowledging expected behaviors as well as practices for responding to students’ disruptive behaviors in class and non-classroom settings.
TFI 1.3 Big Ideas
TFI 1.3 Big Ideas
In this element, TFI 1.3, staff, students, and families use the Universal Expectations (Be Safe, Be Responsible, Be Respectful) to collaboratively define behavioral success across all locations on campus. This process will ensure the examples provided are inclusive and affirming of all qualities of the school community. In addition, defining Expectations by Location and adopting the district-wide procedures creates a curriculum to proactively teach expected behaviors (TFI 1.4), address problem behaviors (TFI 1.5) and acknowledge expected behaviors across campus (TFI 1.9).
In this element, TFI 1.3, staff, students, and families use the Universal Expectations (Be Safe, Be Responsible, Be Respectful) to collaboratively define behavioral success across all locations on campus. This process will ensure the examples provided are inclusive and affirming of all qualities of the school community. In addition, defining Expectations by Location and adopting the district-wide procedures creates a curriculum to proactively teach expected behaviors (TFI 1.4), address problem behaviors (TFI 1.5) and acknowledge expected behaviors across campus (TFI 1.9).
Action planning includes: creating examples of expectations that are positively stated/observable/measurable, inserting the expectations into staff/student handbooks, and visibly posting expectations in all locations (translating as appropriate).
Action planning includes: creating examples of expectations that are positively stated/observable/measurable, inserting the expectations into staff/student handbooks, and visibly posting expectations in all locations (translating as appropriate).
Big Ideas - TFI 1.3.pptx
Culturally Responsive - TFI 1.3 Elaboration
Teams adopt or revise expectations that are reflective of the cultural values of the surrounding community. Expectations and specific rules are identified based on a legitimate purpose within the setting, as opposed to simply school tradition or maintaining the status quo. Within a culturally responsive framework, behavior expectations should focus on high standards for all students, be able to be taught and learned, and be respectful of the students’ cultures.
Universal Expectations - SBCUSD
Universal Expectations - SBCUSD
SBCUSD has adopted three Universal Expectations to provide consistency across the district and create a common language to teach students 'What to do'. Universal Expectations apply to all members of the community (staff and students).
SBCUSD has adopted three Universal Expectations to provide consistency across the district and create a common language to teach students 'What to do'. Universal Expectations apply to all members of the community (staff and students).
The three Universal Expectations are broad enough in nature so that all behaviors can be framed within the terms of "safety," "responsibility," and "respect."
The three Universal Expectations are broad enough in nature so that all behaviors can be framed within the terms of "safety," "responsibility," and "respect."
The Team's work is to facilitate staff-wide commitment to adopting and modeling three to five Universal Expectations.
The Team's work is to facilitate staff-wide commitment to adopting and modeling three to five Universal Expectations.
Just as schools rely on the direction provided by their academic curricula, success with student discipline begins with clear behavior expectations - a behavioral curriculum. These expectations are not lists of prohibited rules, but a vision of responsible student behavior and social competence. Agreed-upon student expectations promote consistency across staff through a common language and help develop similar tolerance levels. A curriculum of expected behaviors allows educators to be proactive and focus on students behaving responsibly.
(MO SWPBIS Handbook, 2020)Just as schools rely on the direction provided by their academic curricula, success with student discipline begins with clear behavior expectations - a behavioral curriculum. These expectations are not lists of prohibited rules, but a vision of responsible student behavior and social competence. Agreed-upon student expectations promote consistency across staff through a common language and help develop similar tolerance levels. A curriculum of expected behaviors allows educators to be proactive and focus on students behaving responsibly.
Expectations by Location
Expectations by Location
Once the Universal Expectations have been adopted, the Team will create forums where staff, students, and families can work together to develop behaviorally specific examples for all locations on campus. This activity should occur no less than every two years to ensure current voices are heard.
Once the Universal Expectations have been adopted, the Team will create forums where staff, students, and families can work together to develop behaviorally specific examples for all locations on campus. This activity should occur no less than every two years to ensure current voices are heard.
Developing Expectations by Location - With a Focus on Safety & Order
Developing Expectations by Location - With a Focus on Safety & Order
As the community works together to develop the Expectations by Location, the Team will ensure the expectation examples are:
As the community works together to develop the Expectations by Location, the Team will ensure the expectation examples are:
a) defined in observable & measurable terms, and
a) defined in observable & measurable terms, and
b) positively stated.
b) positively stated.
Developing Expectations by Location: Team Presentation - brief overview
Developing Classroom Expectations: TFI 1.8 Classroom Procedures
Assembly Bill 367 (as of 10/8/2021)
Assembly Bill 367 (as of 10/8/2021)
In order to comply with California Assembly Bill 367, public schools serving grades 6 - 12 in California must make free menstrual products available. Students in need are encouraged to use these free products as intended.
Template: Menstrual Products Expectations
Developing Expectations by Location Through the Lens of SEL & Cultural Proficiency
Developing Expectations by Location Through the Lens of SEL & Cultural Proficiency
As the community works together to develop the Expectations by Location, the Team will ensure the expectation examples:
As the community works together to develop the Expectations by Location, the Team will ensure the expectation examples:
a) are defined in observable and measurable terms,
a) are defined in observable and measurable terms,
b) are positively stated,
b) are positively stated,
c) are developmentally appropriate (SEL connection),
c) are developmentally appropriate (SEL connection),
d) reflect the cultural values & lived experience of the surrounding community (Cultural Proficiency connection), and
d) reflect the cultural values & lived experience of the surrounding community (Cultural Proficiency connection), and
e) focus on high standards (SEL connection).
e) focus on high standards (SEL connection).
Once agreed upon by the community, the Team will facilitate the creation and posting of the Expectations by Location in all designated settings.
Once agreed upon by the community, the Team will facilitate the creation and posting of the Expectations by Location in all designated settings.
Traditionally Expectations by Location have placed a high value on identifying and defining those behaviors specific to the enforcement of physical safety and order.
Traditionally Expectations by Location have placed a high value on identifying and defining those behaviors specific to the enforcement of physical safety and order.
By developing Expectations by Location in the context of Social-Emotional Learning, staff are encouraged to broaden the menu of expected behaviors to include the competencies of Self-Awareness, Self-Management, Social-Awareness, Relationship Skills, and Responsible Decision-Making.
By developing Expectations by Location in the context of Social-Emotional Learning, staff are encouraged to broaden the menu of expected behaviors to include the competencies of Self-Awareness, Self-Management, Social-Awareness, Relationship Skills, and Responsible Decision-Making.
Note, for example, how the expectation posters at the right encourage students to develop a broader set of skills, such as: identifying situations where adult assistance is needed (SEL 1.3), managing their own anxiety (SEL 2.1), paying attention to social cues (SEL 3.4), encouraging and affirming others (SEL 4.1), evaluating their own ethical behavior (SEL 5.1).
Note, for example, how the expectation posters at the right encourage students to develop a broader set of skills, such as: identifying situations where adult assistance is needed (SEL 1.3), managing their own anxiety (SEL 2.1), paying attention to social cues (SEL 3.4), encouraging and affirming others (SEL 4.1), evaluating their own ethical behavior (SEL 5.1).
Policy to Enhance Behavioral Expectations
Policy to Enhance Behavioral Expectations
Developing a Behavioral Expectations Policy
Developing a Behavioral Expectations Policy
To formalize the creation of Behavioral Expectations, consider writing a policy which will answers the following questions:
To formalize the creation of Behavioral Expectations, consider writing a policy which will answers the following questions:
WHY is the Expected Behavior Policy necessary?
WHY is the Expected Behavior Policy necessary?
The answer should provide staff with a clear rationale as to why consistently utilizing PBIS/RJ principles to define prosocial behaviors is a site priority.
The answer should provide staff with a clear rationale as to why consistently utilizing PBIS/RJ principles to define prosocial behaviors is a site priority.
HOW do Proactive, Instructive, and/or Restorative approaches support the Expected Behavior Policy?
HOW do Proactive, Instructive, and/or Restorative approaches support the Expected Behavior Policy?
The answer should provide staff with a clear statement as to how each of the selected approaches assist in creating the conditions necessary to effectively encourage expected behaviors.
The answer should provide staff with a clear statement as to how each of the selected approaches assist in creating the conditions necessary to effectively encourage expected behaviors.
WHAT specific actions are necessary to implement the Expected Behavior Policy?
WHAT specific actions are necessary to implement the Expected Behavior Policy?
The answer should provide staff with a clear description of the processes and actions they will take when defining expected behaviors.
The answer should provide staff with a clear description of the processes and actions they will take when defining expected behaviors.
District-Adopted Procedures/Routines - To Enhance the Policy
District-Adopted Procedures/Routines - To Enhance the Policy
SBCUSD has adopted the 16 Classroom Survival Skills to provide consistency across the district and create a common language to teach students 'What to do' to support academic engagement.
SBCUSD has adopted the 16 Classroom Survival Skills to provide consistency across the district and create a common language to teach students 'What to do' to support academic engagement.
The Team's work is to facilitate staff-wide adoption of classroom procedures:
The Team's work is to facilitate staff-wide adoption of classroom procedures:
16 Classroom Survival Skills assist the student's ability to engage with and access academic content. These district adopted procedures provide consistency of practice across all classrooms and schools.
16 Classroom Survival Skills assist the student's ability to engage with and access academic content. These district adopted procedures provide consistency of practice across all classrooms and schools.
16 Survival Skills Posters: Superheros (Eng/Span), Text (Span), Professions (Eng), 16 Skills on One Page (Eng)
16 Survival Skills Posters: Superheros (Eng/Span), Text (Span), Professions (Eng), 16 Skills on One Page (Eng)
16 Classroom Survival Skills
16 Classroom Survival Skills
Additional Behavioral Expectations - Game Rules
Additional Behavioral Expectations - Game Rules
Game Rules are the curriculum staff use to teach students how to successfully interact while engaging in site approved games - Four Square, Basketball, Tetherball, etc. Establishing a set of agreed-upon rules (with staff/student input) allows for better supervision practices and helps to create safe outdoor spaces for everyone. Rules define what is allowed or not allowed to occur during the game.
Game Rules are the curriculum staff use to teach students how to successfully interact while engaging in site approved games - Four Square, Basketball, Tetherball, etc. Establishing a set of agreed-upon rules (with staff/student input) allows for better supervision practices and helps to create safe outdoor spaces for everyone. Rules define what is allowed or not allowed to occur during the game.
The Team's role is to create a forum for staff and students to develop the Game Rules together. Throughout the process the Team will ensure the rules are:
The Team's role is to create a forum for staff and students to develop the Game Rules together. Throughout the process the Team will ensure the rules are:
a) thoughtfully constructed
a) thoughtfully constructed
b) positively stated (as much as possible)
b) positively stated (as much as possible)
c) limited in number
c) limited in number
Once agreed upon by the school community, the Team will determine the best way to distribute the Game Rules to all supervisors and post, where possible.
Once agreed upon by the school community, the Team will determine the best way to distribute the Game Rules to all supervisors and post, where possible.
Additional Readings and Supports
Additional Readings and Supports
2 Point:
2 Point:
Five or fewer behavioral expectations exist that are positive, posted, and identified for specific settings (i.e., matrix) AND at least 90% of staff can list at least 67% of the expectations.
Five or fewer behavioral expectations exist that are positive, posted, and identified for specific settings (i.e., matrix) AND at least 90% of staff can list at least 67% of the expectations.
1 Point:
1 Point:
Behavioral expectations identified but may not include a matrix or be posted.
Behavioral expectations identified but may not include a matrix or be posted.
0 Point:
0 Point:
Behavioral expectations have not been identified, are not all positive, or are more than 5 in number.
Behavioral expectations have not been identified, are not all positive, or are more than 5 in number.
Possible Data Sources: TFI Walkthrough Tool, Staff handbook, Student handbook
Possible Data Sources: TFI Walkthrough Tool, Staff handbook, Student handbook
SWSS Department: S. Johns, J. Patrick 2020
Information adapted from: CO-PBIS; FLPBIS; PBIS of Georgia; MO-SWPBIS Handbook/Tier One Implementation GuideImages obtained from Google Images and/or created by Johns/Patrick