Tier 1 Clarifying Expected Behavior

This course provides information necessary for the development of a schoolwide encouragement system. The content provided will focus on the practices needed to build a comprehensive system to encourage and motivate students as they are learning the expected behaviors, and then to maintain those skills as students become more fluent in their use.

• Understand the importance and impact of positive consequences on student behavior and school climate.
• Use preferred adult behaviors
• Teach staff to effectively use positive specific feedback.
• Develop a schoolwide system to encourage students’ use of expected behaviors (your matrix)
• Develop and use a classwide system to encourage students’ use of expected classroom rules and procedures and teachers’ use of positive specific feedback (This outcome is addressed in ETLP #3).
• Develop strategies to encourage staff and families to use positive specific feedback
• Develop methods to monitor staff’s use of encouragement strategies with students.

• Read Overview of a Systems Approach to SW-PBS: MO SW-PBS Handbook.
• Read Course 5 Encouraging Expected Behavior: MO SW-PBS Tier 1 Implementation Guide
• Complete Course 4 Teaching Expected Behavior.
• Use as a reference the Tier 1 Implementation Guide, Course 4 > Teaching Expected Behavior

• What are the benefits of having a standardized social behavioral curriculum?
• How can having consistent expectations and behaviors/rules across your building provide positive support for students and teachers?

Algozzine, B., Wang, C., & Violette, A. S. (2011). Reexamining the relationship between academic achievement and social behavior. Journal of Positive Behavior Interventions, 13(1), 3–16.

Brophy, J.H. (1981). Teacher praise: A functional analysis. Review of Educational Research, 51(1), 5-32.

Colvin, G. (2007). 7 steps for developing a proactive school discipline plan: A guide for principals and leadership teams. Thousand Oaks, CA: Corwin.

Decker, D.M., Dona, D.P., & Christenson, S.L. (2007). Behaviorally at-risk African American students: The importance of student–teacher relationships for student outcomes. Journal of School Psychology, 45, 83–109.

Florida Positive Behavior Support Project Website (2006). Retrieved from: http://www.flpbs.fmhl.usf.edu

Jones, V. F., & Jones, L. S. (1998). Comprehensive classroom management (2nd ed.). Boston: Allyn and Bacon.

Lane, K. L., Kalberg, J. R., & Menzies, H. M. (2009). Developing schoolwide programs to prevent and manage problem behaviors: A step-by-step approach. New York: Guilford.

Lewis, T. (2018). Keynote. Missouri Schoolwide Positive Behavior Support Summer 2018 Institute. (Timothy J. Lewis, 2002)

Maag, J. (2001). Management of surface behavior: A new look at an old approach. Counseling and Human Development. Love Publishing Co. . High Beam Research

Noguera, P. (1995). Preventing and producing violence: A critical analysis of responses to school violence. Harvard Educational Review, 65, 189–212.

Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54–67.

Scott, T. M. (2017). Teaching behavior: Managing classrooms through effective instruction. Sage: Thousand Oaks, CA.

Sprick, R., Knight, J., Reinke, W., & McHale, T. (2006). Coaching classroom management: Strategies and tools for administrators and coaches. Eugene, OR: Pacific Northwest.

Sutherland, K. S., Wehby, J. H., & Copeland, S. R. (2000). Effect of varying rates of behavior-specific praise on the on-task behavior of students with EBD. Journal of Emotional and Behavior Disorders, 8, 2–8.

Wong, H. K., & Wong, R. T. (2005). The first days of school: How to be an effective teacher (4th ed.). Mountain View, CA: Harry K. Wong Publications, Inc.