<p> General Lesson Format For Teaching School Behavior Expectations (PBIS)</p><p>When introducing expectations, follow three basic steps:</p><p>Step 1: Introduce the Expectation A. Briefly outline what you will focus on during the lesson, what activities you will be engaging in and your expectations for the lesson B. Check for understanding by asking students to tell you what they will be working on and doing during the lesson C. State the rule and the rule definition</p><p>Step 2: Demonstrate the Expectation A. Model at least 2 positive examples and 2 negative examples of the rule 1. Use another adult or student to demonstrate these examples 2. Give students observation tasks such as: a. List all the things I did that showed I was ready b. List all the things I did that showed I was not ready B. Role Plays – Choose 1-3 students to participate 1. Require 1 student to demonstrate the skill in response to an example 2. Coach students on key expectations (skills) needed 3. Refer to the rule and definition of the rule when giving feedback</p><p>Step 3: Provide Monitoring and Feedback A. Discuss the role play, focusing on the targeted skill for the lesson 1. Use key words when discussing the role play (“that’s right, she took out her pen when she sat down so she was ready”) 2. Provide specific feedback to students during the discussion B. Use real situations throughout the day as examples for discussion</p><p>The following 3 pages provide specific lesson plans for each school behavior expectation and a copy of our PBIS matrix. Please refer to the matrix during each lesson as much as possible. BE READY</p><p>Step 1: Introduce the Expectation</p><p>A. Outline the focus of the lesson – “Today we are going to talk about being ready here at school.” B. What does it mean to “Be Ready?” 1. Solicit responses from class, write down all answers on chart paper or chalk board 2. Organize different responses into the different school location categories from the matrix (classroom, hallway, café, gym) C. Define being ready – “Being ready means you are prepared, on time, have what you need and are ready to learn.” Review each specific location definition from the matrix</p><p>Step 2: Demonstrate the Expectation</p><p>A. Divide class into small groups and have each group plan a school trip. Make sure each group decides where to go, when the trip will take place, how the students will get there, and what will need to be brought. B. Have each group present their trip to the class. Other students will write down what demonstrates being ready and not being ready in each plan C. Share group responses with class</p><p>Step 3: Provide Monitoring and Feedback</p><p>A. Discuss the school trip plans, again reviewing what demonstrated being ready B. Use real situations from the matrix as examples during discussion 1. What are other ways you can be ready in the classroom, in the hallway, in the café/yard, and in the gym? 2. What will you do next time you see someone not being ready? BE RESPONSIBLE</p><p>Step 1: Introduce the Expectation</p><p>A. Outline the focus of the lesson – “Today we are going to talk about being responsible here at school.” B. What does it mean to “Be Responsible?” 1. Solicit responses from class, write down all answers on chart paper or chalk board 2. Organize different responses into the different school location categories from the matrix (classroom, hallway, café, gym) C. Define being responsible – “Being responsible means to be dependable and trustworthy at all times.” Review each specific location definition from the matrix</p><p>Step 2: Demonstrate the Expectation</p><p>A. Provide examples of being responsible and examples of not being responsible 1. You copy your homework into your planner on the correct date as soon as sit down at your desk 2. you get a basketball during gym and play 3 on 3 with your friends, half court 3. You finish your lunch in the cafeteria and want to go outside in the yard. You leave your table with your friends, but do not throw out your tray. 4. You leave class without permission and find yourself in the hallway without a pass B. Have each student label each situation as “responsible” or “not responsible” Tally which situation receives which label C. Role play an example form above or think of your own and ask for volunteers</p><p>Step 3: Provide Monitoring and Feedback</p><p>A. Discuss the examples and the role play B. Use additional real situations from the matrix as examples during discussion 1. What are other ways you can be responsible in the classroom, in the hallway, in the café/yard, and in the gym? 2. What will you do next time you see someone not being responsible? Be Respectful</p><p>Step 1: Introduce the Expectation</p><p>A. Outline the focus of the lesson – “Today we are going to talk about being respectful here at school.” B. What does it mean to “Be Respectful?” 1. Solicit responses from class, write down all answers on chart paper or chalk board 2. Organize different responses into the different school location categories from the matrix (classroom, hallway, café, gym) C. Define being respectful – “Being responsible means to be polite and cooperative with others.” Review each specific location definition from the matrix</p><p>Step 2: Demonstrate the Expectation</p><p>A. Read aloud, “Theresa’s Story” and have students write down who in the story acts respectful and how, and who does not B. Ask students to give other examples of being respectful in school, in different locations C. Have students role play some of these scenarios</p><p>Step 3: Provide Monitoring and Feedback</p><p>A. Discuss Theresa’s story in more detail, asking for specific ideas of respect in the story and what feelings it induces in the students B. Use additional real situations from the matrix as examples during discussion 1. What are other ways you can be respectful in the classroom, in the hallway, in the café/yard, and in the gym? 2. What will you do next time you see someone not being respectful?</p><p>Theresa’s Story</p><p>Theresa has been a student in a special education class since third grade due to a learning disability that has made reading and writing especially difficult tasks for her. In the sixth grade, Theresa’s teacher, Ms. Stone, began sending her to a general education class for math, which is her strongest subject. </p><p>On Theresa’s first day in math class, she sat down next to a boy named Adam. Adam asked Theresa is she needed help with anything and if she had the correct kind of calculator. He said, if she didn’t she could borrow his anytime. Theresa began to feel comfortable and excited for her math class. But, as the bell rang, Theresa overheard a group of students refer to her as a “retard.” When Theresa told her new teacher, Ms. Smith, Ms. Smith dismissed Theresa and told her the students would never do that.</p><p>The next day, Theresa heard the kids making fun of her again, saying she’s stupid and doesn’t know how to add. Adam also heard this taunting and told the other kids to mind their own business. When Theresa went back to her special education class and told Ms. Stone, she listened to Theresa, and helped her think of ways to handle the situation, such as ignore the kids, ask to change her seat or even go to a different math class. Theresa felt understood by Ms. Stone and decided to ignore the kids in her math class and ask Adam for help if she needed it.</p><p> Adam is respectful by asking Theresa is she needs help and letting her borrow his calculator.  Adam is also respectful by sticking up for Theresa  The student sin the math class are not respectful b/c they make fun of Theresa  Ms. Smith is not respectful b/c she dismisses Theresa without hearing her out  Ms. Smith is respectful by listening to Theresa and helping her try to solve the problem</p>