1.4 Teaching Expectations

Resource: Tiered Fidelity Inventory Version 2.1

1.4 Teaching Expectations

Expected academic and social behaviors are taught directly to all students in classrooms and across other campus settings/locations.

Date Sources

• TFI Walkthrough Tool
• Professional development calendar
• Lesson plans
• Teaching Matrix

Scoring Criteria

0 = Expected behaviors are not taught

1 = Expected behaviors are taught informally or inconsistently

2 = Formal system with written schedules is used to teach expected behaviors directly to students across classroom and campus settings AND at least 70% of students can list at least 67% of the expectations

Main Idea

Behavioral expectations need to be taught to all students in order to be effective.

Guiding Questions

1. What is the system for teaching behavioral expectations to all students?
2. Does the behavioral curriculum include teaching expectations and rules?
3. Do lessons include examples and non-examples (student/staff practice examples only)?
4. Do lessons use a variety of teaching strategies?
5. Are lessons embedded into subject area curriculum?
6. Are lessons taught and re-taught throughout the school year?
7. Are staff and students involved in the development & delivery of behavioral curriculum?
8. Are the behavioral expectations taught to all students across all school settings (i.e., cafeteria, hallways, classrooms, etc.)?
9. Are strategies to share key features of PBIS with families/community developed and implemented?
10. Have identified dates on the school’s professional development calendar been identified for when the expectations will be formally taught to all students?

Surface Level to meet criteria

• Are regularly scheduled times identified for teaching expectations at least once per school year?
• Is there a documented teaching schedule?
• Are the behavioral expectations taught to all students across all school settings (i.e., cafeteria, hallways, classrooms, etc.)?

Deeper Level for a stronger program

• Expectations are reviewed first two weeks of school, and after breaks
  • Rationale: Students are reminded immediately upon starting the school year about the expectations, also introduces new students to the expectations.
• Expectations are taught with examples and non-examples, non-examples are provided by adults only.
  • Rationale: What it looks like, and what it doesn't look like. To avoid confusion non-examples are always provided by adults.
• Expectations are taught using a variety of teaching strategies
  • Rationale: To be best effective teaching strategies should be grade level appropriate.
• Staff and students are involved in delivery of behavior curriculum (older students teach younger students),
  • Rationale: Students who know the system can be extremely effective in teaching younger students about the expectations and culture of the school.
• Classroom behaviors and routines are taught
  • Rationale: Beyond school-wide expectations, each teacher should explicitly teach their classroom procedures and routines.
• Expectations are reviewed with staff annually
  • Rationale: The staff as a whole can have input as to what is working and what is not, and to review all expectations for appropriateness as school demographics change.

Resource: 30 Classroom Procedures to Head Off Behavior Problems (Scholastic Website)

Resource: Secondary Lesson Plan: Character Traits

Resource: Teaching Expected Behaviors

Resource: Active Supervision

Resource: Sentence Stems for delivering Acknowledgement

Resource: Routines and Procedures Checklist