1.  Identifying and Teaching Expected Behavior In a school-wide system of behavioral support, the school identifies a minimum of three to five expectations across the school environment. Our matrix provides some examples of school-wide expectations, including expectations for the cafeteria. Part of teaching the expectations involves posting the expectations throughout the building including, hallways, classrooms, cafeteria, the main office, gyms, auditoriums, and media rooms. Basically everywhere students go, expectations are posted.  Teaching the expectations involves identifying what the expectations look like in various locations and situations across the school day. To do this, the school PBIS team, develops a teaching matrix, which includes the expectations and what it looks like to follow those expectations across the day. Take the expectation of respect for example.  The teaching matrix would include details on what respect looks like in the hall, classroom, bus, cafeteria, etc.  Consider the lunchroom and recess example described above. The entire staff including the lunchroom and recess staff would teach the students these expectations through lessons, role-playing, and practice.  Rather than punishing students for not following the expectations, staff would acknowledge expected behaviors through a reinforcement and reward system.  
 
2.  Positively Reinforcing and Rewarding Expected Behaviors When students engage in the school-wide expectations, they would be acknowledged with some form of positive reinforcement such as bonus bucks, lottery tickets, or caught in the act coupons. These acknowledgements could be utilized to purchase items, entered in a weekly drawing for rewards, permit a special privilege, allow the student’s name to appear on a wall on honor, or be recognized during an assembly.  All staff including administration, teachers, lunchroom personnel, bus drivers, librarians would be supplied with these tools for acknowledgement.
 
3.  Enforcing Consequences for Violations In addition, the school would identify a consistent meaningful way to respond to problem behavior when it occurred.  Procedures for responding to challenging behavior should be designed to communicate to and teach students, staff, and parents what specific behaviors violate the school-wide expectations. Typically these violations fall under minor or major problems. To develop these procedures, the SW-PBIS team needs to work with the administration and staff to develop clear distinctions between behaviors that fall under each category. One of the main distinctions between these types of behaviors is that minor behaviors are dealt with by building staff or the classroom teacher and major violations are managed by administrative staff.  At minimum, this process should be communicated with families in the school discipline handbook.