Chapter 3 School-wide Practices and Systems in Non-Classroom Settings Step 4: Procedures for Teaching School-Wide Expectations Cohort 12 November 2016

SWPBS Subsystems SWPBS Subsystems

Purpose Development and implementation of a formal, consistent, and continuous system of SW-PBIS in non-classroom settings. To review critical features & essential practices of active supervision. Point out the key feature of improving student behavior in non-classroom settings is to involve all school personnel in Active Supervision, emphasizing ALL school staff. *

Outcomes Teams will update their Action Plan to include a method, materials, personnel etc. needed to train staff on the use of Active Supervision.

Nonclassroom Settings Particular times or places where supervision is emphasized: Cafeteria, hallways, playgrounds, bathrooms Buses & bus loading zones, parking lots Study halls, library, “free time” Assemblies, sporting events, dances Wherever instruction is not available as behavior management tool *

Examples (Manual page 76 ) An elementary school principal found that over 45% of their behavioral incident reports were coming from the playground. First slide in a series that points out incidents outside of the classroom. Emphasize using ODR data and the location of incidents. *

Examples High school assistant principal reports that over 2/3 of behavior incident reports come from “four corners.” *

Examples A middle school secretary reported that she was getting at least one neighborhood complaint daily about student behavior on & off school grounds *

Examples High school nurse lamented that “too many students were asking to use her restroom” during class transitions. *

Examples At least 2 times a month, police are called to settle arguments by parents & their children in parking lot. *

Over 50% of referrals occurring on buses during daily transitions. Examples Over 50% of referrals occurring on buses during daily transitions. Often bus referrals are more prevalent in elementary and middle schools than they are in the high schools. *

Positive Behavior Support Logic

SYSTEMS FEATURES School-wide implementation All staff Direct teaching 1st day/week Regular review, practice, & positive reinforcement Team-based identification, implementation, & evaluation Data-based decision making *

Classroom vs. Non-Classroom

Non-Classroom Basics

Teach Expectations in the Setting Point out that many PBIS schools – particularly at the elementary level – use a checkoff system where expectations are taught in each setting by different staff – and students have their list “checked off” for each non-classroom setting. *

Lesson TEACH - Overview of the lesson: “Today we are going to talk about how ‘we are kind, responsible, and safe in the restroom.” Show the Teaching Poster of Expectations with pictures and walk through the expectations. Discuss the details of the expectations with students.   MODEL – Adults demonstrate examples of not following expectations. Choose a couple of students to “show” examples of following the expectations.    Discussion. “Tell me what “Kind, Responsible, and Safe look like, feel like, or sound like in the restroom.” PRACTICE Have all students line up outside the restroom, and two at a time come into the restroom to show the following of the restroom expectations with an adult monitoring. Debrief with students any questions. “Are there any questions you have about being Kind, responsible, and safe behavior in the restroom?”

Expected behaviors are visible *

Kind Responsible Safe

Non-Classroom Basics

Why does everyone need to be involved? Staff outnumbered Unified Front/Same page Adult presence Prompts desired behavior Deters problem behavior “Being a good citizen” Contribute to school climate *

Management Features (adaptable)

4:1

“Good morning, class!” Teachers report that when students are greeted by an adult in morning, it takes less time to complete morning routines & get first lesson started. *

2. Did I move continuously throughout the area? Obvious Positive Interactive Unpredictable

3. Did I scan frequently? Head up Make eye contact Open body posture Head/Body orientation Varied type/form Predictable vs unpredictable

Positive Interactions

Smile & Nod

5. Did I handle minor rule violations efficiently? Quickly Reinforce rule-following Privately Neutral, Business-like Follow-up with positive Culturally, contextually developmentally appropriate Culturally, contextually developmentally appropriate

Follow SW procedures

Major-Minor Flowchart

Schoolwide Expectation fluency

Schoolwide Matrix Be Kind Be Responsible Be Safe Playground Cafeteria   Playground Cafeteria Hallway/Lockers Restrooms Assembly Be Kind Share equipment Include others Take turns Say “Please” and “Thank you” to adults Friendly conversations Help others Greet others with a smile or a wave Close locker gently and quietly Voice level green Be private Flush Keep hands and feet to self Clap appropriately Be Responsible Follow adult directions Play by the rules Pick up equipment Clean up your area Raise your hand if you need help Keep locker area clean Go to destination and return promptly Always have hall pass Report a problem to an adult Listen to the speaker Look at the speaker Take care of needs before program Be Safe Keep body to self Follow rules for each piece of equipment Stay in your seat Walk Body to self Feet always under table Walk on tape on the right side Eyes Forward Hands at your sides Keep the space clean Wash your hands Sit flat on the floor Stay seated during program Listen to teacher to dismiss

Teaching Strategies Description and Critical Features What key strategies can I use to support behavior in the cafeteria? Examples How can I use this practice in the cafeteria? Non-Examples What should I avoid when I’m implementing this practice? Mustang Slips What do I do with them? Verbal statement that names the behavior explicitly and includes a statement that shows approval   Names the school or classroom expectation that was met/observed May be directed toward an individual or group Praise should be provided soon after behavior, understandable, meaningful,and sincere Deliver approximately five praise statements for everyone corrective statement Consider student characteristics (age, preferences) when delivering behavior-specific praise, and adjust accordingly (e.g.,praise privately versus publicly) When the students move quietly through the line and to their seat, the supervisor can say, “You did a great job getting to your seat safely today.” When student raises her hand. The supervisor can say, “Thank you for raising your hand. You met our expectation for being responsible. How can I help you?” You notice a student helping another student get a package open. The supervisor can whisper,“Thank you for helping him get that open. That was kind.” “Great job! Super! Wow!” (These are general, not specific, praise statements.) “Brandi, I like how you raised your hand.” (Two minutes later) “Brandi, that was a nice thing you did.” (This is praising the same student over and over again while ignoring other students.) A supervisor says “Nice hand raise.” After yelling at 20 students in a row for talking too loud, leaving their seat etc. (This is not maintaining a five praises to one correction ratio.) “Thank you for trying to act like a human.” (This, at best, is sarcasm, not genuine praise.) PBIS supports but does not mandate simultaneously giving a token (Mustang Slip) and specific verbal praise. Attach a packet of Mustang Slips to your lanyard (or somehow to your person). Set a goal to give out a packet (100) of Mustang Slips in a certain number of school days (i.e. 5-7 school days). There will be a cafeteria Mustang Slip challenge in March. The grade level which earns the most Mustang slips in the cafeteria that month will get special recognition at the monthly assembly.

Positive acknowledgment of 5 different students

Positive Recognition

Active Supervision –Video! Use one of the Systematic Supervision videos – Show clips of elementary, middle, or high school. *

Basics Supervision: Self-Assessment Manual page 79 *

Purpose of the Self-Assessment Determine the extent effective non-classroom management practices are in place. Teach best practices. Develop an action plan for enhancing or maintaining practices – what, when, how, by when? Evaluate impact of changes in practice. Can be completed as a self-assessment or by an observer.

Non-Classroom Management: Self-Assessment Name______________________________ Date_____________ Setting □ Hallway □ Entrance □ Cafeteria □ Playground □ Other_______________ Time Start_________ Time End _________ Tally each Positive Student Contacts Total # Ratio of Positives to Negatives: _____: 1 Tally each Negative Student Contacts

Non-Classroom Management: Self-Assessment Items Did I have at least 4 positive for 1 negative student contacts? Yes No 2. Did I move throughout the area I was supervising? 3. Did I frequently scan the area I was supervising? 4. Did I positively interact with most of the students in the area? 5. Did I handle most minor rule violations quickly and quietly? 6. Did I follow school procedures for handling major rule violations? 7. Do I know our school-wide expectations (positively stated rules)? 8. Did I positively acknowledge at least 5 different students for displaying our school-wide expectations? Overall active supervision score: 7-8 “yes” = “Super Supervision” 5-6 “yes” = “So-So Supervision” <5 “yes” = “Improvement Needed” # Yes______

Rating

Using data from the Self-Assessment with supervisors For each item on Self-Assessment share one specific strategy you try to use. Observe colleague. Video tape & assess. Agree on one item that everyone will emphasize next week and tell all staff. Complete Self-Assessment for one setting next week and turn into team on Friday. COLLECT DATA Optional exercise for team leaders to assign to their team members. *

Time for planning!

Action Plan: Action Plan for teaching your staff about Active Supervision – Who needs training? What non-classroom settings should be focus in your school? Action Plan for teaching/re-teaching expectations in non-classroom settings. Manual page 81.