Similar to teaching academic behaviors, teaching school-wide expectations is enhanced by using specific scaffolds during the initial learning of the expected behaviors. These scaffolds can include setting-specific posters of the expected behaviors. These posters provide a visual prompt to students for the expected behaviors in each setting. They also provide an opportunity for staff to use the scaffold to review expectations and provide examples of expected behavior in the particular setting. The use of the posters may fade over time such that staff only needs to point to the poster as a reminder and eventually the posters hanging on the wall in each setting are the only scaffold provided to students.
Another way to provide scaffolded support to students is to use the school-wide expectations as labels to describe a student’s behavior. For example, rather than saying “Good job” to a student, a staff member could say “Good job being safe by walking in the hallway and following directions as we went to art class.” By specifically linking the positive verbal acknowledgment to the behavior demonstrated, not only do the students know what behavior is being acknowledged and are more likely to demonstrate the behavior in the future, the feedback also explicitly links the behavior to a specific school-wide expectation.