Snapshot: Develop Lesson Plans for Teaching Expectations and Rules Benchmarks of Quality: 29-34 What is it? Lessons are developed to teach expectations and rules Lessons include examples and non-examples and a variety of instructional methods and are embedded with academic instruction Benchmarks of Quality (BoQs): Implementation Products and Outcomes: A behavioral curriculum includes concept and skill level System to support staff to teach school-wide instruction expectations Lessons include examples and non-examples Collaboratively developed lesson plans for initial Lessons use a variety of teaching strategies instruction, on-going booster sessions for reminding Lessons are embedded into subject area curriculum and re-teaching, embedded instruction within Faculty/staff and students are involved in development & academic instruction delivery of lesson plans Strategies to reinforce the lessons with families/community are developed and implemented Supporting Implementation: Role of District Coordinator: Role of Team: Provide connections to community and school division Review sample lesson plans and lesson planning resources (e.g., technology for creating school videos) formats for best contextual fit for your school With coach and administrative support, draft action Role of Administrator: plan to provide initial instruction, on-going Include time during staff or grade level/core/department instruction, and opportunities/examples of meetings to allow coach and team to facilitate teaching embedding with academic curriculum acknowledgement Develop a schedule for initial, on-going, and Include lesson plans as part of “look for” of walk through embedded instruction to teach expectations Allocate resources (e.g., team meeting time, time for team Plan for ways to teach students and adults new to the to work with staff/students) building (e.g. video models) Arrange for time to teach expectations to ALL students, Role of Staff: school-wide Participate in staff development to learn about Review implementation outcomes and products for developing lesson plans for teaching expectations and alignment with strategic planning goals and rules social/behavioral needs Contribute to developing lesson plans Review academic and social/behavioral data with school Commit to teaching expectations to ALL students leadership teams Serve as a model to demonstrate expectations Working with colleagues during grade Role of Coach: level/core/department meetings or other times to Provide examples of lesson plans and lesson planning identify contextual fit for embedding instruction and formats for specific behaviors and expectations. practice for expectations into academic instruction Resources: , , State Coaching activities (workshops, Role of Students, Family, and Community professional learning communities, etc.) Model what is taught in the schools Provide feedback as necessary Research Created by Susan Barrett, Maryland PBIS
Snapshot: Develop Lesson Plans for Teaching Expectations and Rules Benchmarks of Quality: 29-34 What is it? Lessons are developed to teach expectations and rules Lessons include examples and non-examples and a variety of instructional methods and are embedded with academic instruction Benchmarks of Quality (BoQs): A behavioral curriculum includes concept and skill level instruction Lessons include examples and non-examples Lessons use a variety of teaching strategies Lessons are embedded into subject area curriculum Faculty/staff and students are involved in development & delivery of lesson plans Strategies to reinforce the lessons with families/community are developed and implemented Implementation Products and Outcomes: System to support staff to teach school-wide expectations Collaboratively developed lesson plans for initial instruction, on-going booster sessions for reminding and re-teaching, embedded instruction within academic instruction Supporting Implementation: Role of District Coordinator: Provide connections to community and school division resources (e.g., technology for creating school videos) Role of Administrator: Include time during staff or grade level/core/department meetings to allow coach and team to facilitate teaching acknowledgement Include lesson plans as part of “look for” of walk through Allocate resources (e.g., team meeting time, time for team to work with staff/students) Arrange for time to teach expectations to ALL students, school-wide Review implementation outcomes and products for alignment with strategic planning goals and social/behavioral needs Review academic and social/behavioral data with school leadership teams Role of Coach: Provide examples of lesson plans and lesson planning formats for specific behaviors and expectations. Resources: , , State Coaching activities (workshops, professional learning communities, etc.) Role of Team: Review sample lesson plans and lesson planning formats for best contextual fit for your school With coach and administrative support, draft action plan to provide initial instruction, on-going instruction, and opportunities/examples of embedding with academic curriculum Develop a schedule for initial, on-going, and embedded instruction to teach expectations Plan for ways to teach students and adults new to the building (e.g. video models) Role of Staff: Participate in staff development to learn about developing lesson plans for teaching expectations and rules Contribute to developing lesson plans Commit to teaching expectations to ALL students Serve as a model to demonstrate expectations Working with colleagues during grade level/core/department meetings or other times to identify contextual fit for embedding instruction and practice for expectations into academic instruction Role of Students, Family, and Community Model what is taught in the schools Provide feedback as necessary Research Created by Susan Barrett, Maryland PBIS