TFI 1.4 IMPLEMENTATION: Teaching Expectations
Expected academic and social behaviors are taught directly to all students in classrooms and across other campus settings/locations.
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 1.4 Big Ideas
In the previous element, TFI 1.3, the school community adopted Universal Expectations, which were defined for all common areas, and the district adopted classroom procedures were rolled-out.
In this element, TFI 1.4, staff commit to explicitly teaching Expectations, Procedures, and Social Skills to fluency/mastery, i.e., students are able to apply learned skill(s) in multiple contexts.
Action planning includes: developing a formal system to teach the behavior expectations, creating a school-wide instructional schedule, providing instructional resources for teaching staff, and creating resources to orient new students and staff.
Big Ideas - TFI 1.4.pptx
Culturally Responsive - TFI 1.4 Elaboration
Teams ensure that school staff understand that all students need explicit teaching about expected behavior at school. Teams have a process and procedures for staff to teach students the behaviors necessary to be successful in the school setting regard- less of previous learning and without disrespecting families’ beliefs. When expectations differ between home or community and school, staff explicitly teach the differences (i.e., code-switching), the purpose of having the expectation at school, and provide additional practice until students demonstrate the behavior fluently.
Developing a School-Wide Behavior Instruction Policy
The site's 'formal system' for behavior instruction should include a written policy which answers the following questions:
WHY is the Behavior Instruction Policy necessary?
The answer should provide staff with a clear rationale as to why consistently utilizing PBIS/RJ principles to teach expected behaviors is a site priority.
HOW do Proactive, Instructive, and/or Restorative approaches support the Behavior Instruction 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 teach expected behaviors.
WHICH Proactive, Instructive, and/or Restorative practices are necessary to support implementation of the Behavior Instruction Policy?
The answer should provide staff with the specific Practices they will use when providing first instruction of the expected behaviors.
WHAT procedures are necessary to implement the Behavior Instruction Policy?
The answer should provide staff with a clear description of the processes and actions they will take when teaching expected behaviors.
School-Wide Instructional Schedule
"We teach because it works. Teaching is an efficient process for clarifying what all members of a community should know and be able to do, as well as where, when and to what criteria to demonstrate the behavior. This common knowledge is a cornerstone of an individual’s sense of competence and connectedness, factors necessary for students to move toward self-regulation (Ryan & Deci, 2000). Leaving students to guess what they should do, and where they should do it is a sure-fire plan for student misbehavior. Students’ lack of knowledge and skill demonstrates the need for greater external regulation."
(MO Tier 1 PBS Team Workbook)
Once curriculum has been established (expectations, procedures, social skills), systematic teaching of those skills must become a routine part of the school day. At the beginning of the school year, and in an on-going fashion throughout the year, students should be taught how to successfully navigate academic and social expectations.
In TFI 1.4 the Team will develop and distribute a school-wide instructional schedule.
The instructional schedule should be structured enough to allow time for teachers to plan in advance, but also flexible enough to allow for change, e.g., discipline data indicates a specific location/skill should be taught and/or re-taught.
Recycling the Expectations, Procedures, and Social Skills throughout the year, allows for first instruction with new students/staff and on-going re-teaching with practice for others.
Team Presentation: Creating a School-Wide Instruction Schedule
Teaching Expectations, Procedures &. Social Skills
The Team's role is to provide staff with sample lesson plans and templates capable of supporting two levels of instruction:
Acquisition Stage (Tell/Show/Practice): This level consists of explicit instruction at a designated (emotionally neutral) time, which includes - modeling, role-playing examples/non-examples, and providing opportunities to practice with specific feedback.
Fluency Stage (Booster/Maintenance): This level consists of pre-correcting expected behaviors, actively supervising, provide specific feedback, and re-teaching, as needed. Fluency stage instruction encourages students to generalize previously taught skills.
Reading: Teaching at Fluency, Maintenance, Generalization and Adaptation Levels. This reading provides an overview of Pre-Correction, Active Supervision, Feedback, Re-Teaching and Booster Lessons. (MO SWS-PBS Handbook)
PowerPoints: Lesson Planning for Behavior Instruction, Jeopardy Game - Survival Skills Review
Teaching Classroom Expectations
Teaching Expectations by Location
Navigating Common Areas
Teaching Expectations by Locations provides students the opportunity to learn and practice what successful behavior looks like in the context of the school's common areas.
It is the Team's responsibility to support staff in establishing a method to teach the Expectations by Location. This may include facilitating a sub-committee to develop a bank of sample lessons which are applicable across multiple grade levels. When developing sample lessons, the sub-committee should consider both levels of instruction - acquisition and fluency.
Note: some grade levels/months may require acquisition lessons while other grade levels will require fluency lessons.
Teaching Procedures & Routines
Teaching Procedures provides students opportunities to learn and practice what successful behavior looks like in the context of the classroom(s).
It is the Team's responsibility to support staff in establishing a method to teach the procedures. This may include facilitating a sub-committee to develop a bank of sample lessons to teach the district-adopted procedures, which are applicable across multiple grade levels. When developing sample lessons, the sub-committee should consider both levels of instruction - acquisition and fluency.
When procedures are taught to fluency, they help students form routines to efficiently and smoothly accomplish tasks.
Strategies to Teach Expectations by Location in Context
In accordance with the TFI, each year the Expectations by Location should be taught in context (Cafeteria, Hallways, Office, Library etc.) by the staff who oversee those locations. Conducting this annual activity provides non-teaching staff the opportunity to be seen as the instructional leader(s) of their designated area. It also provides students the opportunity to learn and practice what the expected behaviors look, sound and feel like within each designated area.
When planning a school-wide event/activity to Teach the Expectations by Location in Context the Team should:
a) ensure each location has a speaker to present the content,
b) create a schedule so every classroom has an opportunity to rotate through each location, and
c) establish a process for orienting new students who may have missed the initial activity due to a late start.
Four Approaches to Teaching SEL - Explicit Instruction
The first level of teaching SEL is explicit instruction. This type of instruction occurs at a dedicated time and taught by dedicated staff. It is here where students are introduced to key SEL concepts and vocabulary, provided examples and non-examples, given time for practice, and encouraged to discuss the concept.
K-8 Second Step - SEL Curriculum
Schools who commit to providing explicit SEL instruction may utilize the Second Step Curriculum. Contact the site administrator for more information on logging in to the resources.
The Second Step® Elementary digital program includes four full units of weekly, age-appropriate lessons for each grade. Lesson plans include scripting and support for teachers to guide student conversations, as well as downloadable handouts to promote student engagement.
The interactive, teacher-led units include five 15 to 30-minute lessons. The last lesson of each unit is a performance task in which students demonstrate evidence of their learning.
K-5 Units (5 lessons per unit) - K-5 Pacing Guide
Growth Mindset & Goal Setting
Emotion Management
Empathy & Kindness
Problem-Solving
Elementary Second Step
Program Walkthrough
Middle School
Program Walkthrough
The Second Step® Middle School digital program also includes four full units of weekly, age-appropriate lessons for 6th, 7th & 8th grade. A number of Advisory Activities are also available to supplement the weekly lessons.
6-8 Units (5 lessons per unit) - K-8 Pacing Guide
Mindsets & Goals
Recognizing Bullying & Harassment
Thoughts, Emotions & Decisions
Managing Relationships & Social Conflict.
School Connect - SEL Curriculum
The interactive School Connect high school curriculum includes 80 lessons organized into four modules. Each lesson includes a 2 page lesson outline, PPT slides, student handouts and lesson extensions.
High School Learning Modules
Creating a Supportive Learning Community
Developing Self-Awareness and Self Management
Building Relationships & Resolving Conflict
Preparing for College & the Workplace
High School
