Berrien Springs Positive Behavior Support Day 2

Berrien Springs Positive Behavior Support Day 2
March 6, 2012 Bob McLaughlin Nov-18

CHAMP for Today Conversation Help Activity Movement Participation
Reminders: Attention Signal, Recorder, Cell Phones Nov-18

Activity: STOIC Review via a Common Area
Review Independently the STOIC Common Area Assessment (Handout). Structure and Teach Sections and #3 in Observe Discuss as a Team. Identify and questions or concerns. Report Out. Nov-18

Effective Supervision---Part 1
Protect, Expect, and Connect (M2 P4) Nov-18

4. Ensure Effective Supervision
Adult presence increases rule-following behavior Increases consistency More feedback and correction Implications for staff: Need to know who, when, and how Clarify any Emergency Procedures. NOTE: How will supervision expectations be taught? Nov-18

Introduction Reasons for focusing on staff behavior (i.e., supervision) in common areas Adult presence prompts rule-following Student rule-following has a positive affect on safety and civility A friendly adult presence Promotes an invitational school climate Promotes a spirit of cooperation Promotes a sense of adult availability Invites students to make contact Nov-18

Introduction Pre-requisites to providing effective supervision
Making arrangements for adequate supervision (e.g., number of supervisors) Ensuring adequate supervision is covered in Module 2, Presentation 2----Part of Structure Discussion Providing lessons on behavioral expectations to students Teaching responsible behavior in common areas Nov-18

Introduction Focus of this presentation—preventative supervision practices: Practices to protect students. Practices to expect responsible behavior. Practices to connect with students NOTE: Next presentation covers how to correct misbehavior fluently and correctly. Nov-18

Protecting Students An effective supervisor will “be there.” On time
In the common area, and ready to supervise, before students arrive. Committed. Right place—physically Coordinates “assignments” with others Greets students as they enter common area Spends more time in trouble spots Circulates unpredictably throughout assigned area “Works the line” when students required to wait. Nov-18

Protecting In the right place—mentally Supportive of other supervisors
Looking alert and being interactive Supportive of other supervisors Willing to investigate or ask for help with any safety/emergency situations Knowledgeable about procedures for requesting help Nov-18

Protecting Effective supervisor will “be aware”: Uses visual scanning
Continually “sweeping” the setting/situation Primarily scanning assigned area and others as needed Focusing “sweep” on known trouble spots Watching for unusual crowds, and investigates when something “feels” or looks wrong Listening Being sensitive to “sounds” in the area Things getting too quiet A surge of noise A gradual, low level increase in noise Nov-18

Protecting ACTION STEPS/SUGGESTED ACTIVITIES Watch Videos 1, 3, and 2
1. Arrange for supervisors to view and discuss all topics in Module 2, Presentations 4 and 5 2. Have supervisors use checklist to self assess their skills---identifying strengths and improvement areas Watch Videos 1, 3, and 2 NOTE: Supervisory Skills Checklist can be found in Appendix 1 of M2 P5-----In today’s Handouts. Nov-18

Activity: Supervision
Discuss Videos. Review and Discuss Supervisory Skills Checklist (Handout, M2P5A1): Protect Component (7 skills). Discuss How To Protect Your Students. Any concerns or issues? Report Out. Nov-18

Expecting Responsible Behavior
Effective supervisors know the behavior expectations for the common area. How students are expected to enter the setting How students are expected to behave in setting Rules and procedures------clear For checking out equipment and paying for lunch Civility expectations Treating other students/adults/dress code How students are expected to exit the setting. Nov-18

Expecting Effective Supervisors:
Actively communicate high expectations for student behavior Creating an assumption of cooperation and compliance: Body Language and Voice Tone Intervene early with low-level misbehavior Proximity, Information Make early and positive contact with potential (known) challenging students Nov-18

Expecting ACTION STEPS/SUGGESTED ACTIVITIES:
1. Supervisors to view and discuss all the topics in Module 2, Presentations 4 and 5. 2. Common area supervisors use self assessment checklist to identify strengths and challenges/needs. Watch Videos 5, 7, 6, and 8. Nov-18

Discuss videos. Review and Discuss Supervisory Skills Checklist: Expect Component (6 skills). Discuss how to clarify common area expectations for your students. Ideas and/or concerns? REPORT OUT. Nov-18

5. Identify Procedures to Encourage Responsible Behavior
Provide Positive feedback: As important as corrective procedures Develop menu of ideas for your Policy Praise and attention in area or activity Contingent Non-contingent Nov-18

Connecting with Students
Effective supervisors provide students with non-contingent attention Verbal and non-verbal greetings Addressing students by name Showing an interest in students, without being too nosy or personal Avoiding being overly friendly or “hyping things up” Persisting even when students are unresponsive Watch Video 9 Nov-18

Connecting Effective supervisors provide positive feedback to students when they are meeting expectations. Using effective positive feedback Quick and Specific Contingent Age-appropriate Reasonably private Watch Video 10 Nov-18

Connecting Effective supervisors strive for a 3-to-1 ratio of interactions with every student. Three “positive” interactions (catching student being good or just being) with students for every one “negative” interaction (correction of misbehavior). Not how we interact (we are always positive and professional) but when (not just when students misbehave). Nov-18

Connecting ACTION STEPS/SUGGESTED ACTIVITIES
1. Common area supervisors view and discuss all topics in M2, P4 and 5 2. Common area supervisors use checklist to self assess—identifying strengths and challenges/areas needing improvement NOTE: Skills Checklist in Appendix 1 of M2 P5 Nov-18

Review and Discuss Supervisory Skills Checklist: Connect Component (4 skills). Work on your Common Area Policy: Components 4 and 5----Supervision Expectations and Encouragement Procedures. Use the sample policies for help, but make the Policy your own. REPORT OUT. Nov-18

Effective Supervision---Part 2
Correcting Misbehavior (M2 P5) Nov-18

6. Identify Procedures to Correct Misbehavior in Common Area
Develop menu for your Policy Provide a range of options when possible Be brief, calm, and very consistent Respond as immediately as possible THE KEY: Pre-planned responses as part of your Policy Nov-18

Introduction Proactive strategies that increase responsible student behavior: Structuring common areas for student success (M2P2) Teaching students to behave responsibly in common areas (M2P3) Supervisors in common areas that use essential proactive supervision skills of protect, expect, and connect (M2P4) Nov-18

Introduction Even when proactive strategies are well-implemented, students will still misbehave Focus of this presentation—responding effectively to student misbehavior Correcting misbehavior consistently, calmly, and respectfully Using productive corrections Preventing and dealing thoughtfully with student non-compliance Nov-18

Consistent Corrections
Effective supervisors are consistent What it means Ensuring that every observed misbehavior receives a response Ensuring that responses to similar misbehaviors are the same student to student, day to day, and supervisor to supervisor Nov-18

Consistent Why important? Tip: No response = expectation not important
Misbehavior potentially reinforcing to students Inconsistency = intermittent rewards May result in fairness issues Tip: DO SOMETHING!----some response better than no response Watch videos 1 and 2 Nov-18

Calm Corrections Respond unemotionally Provides a good model
De-escalates Decreases power struggles Emotion can reinforce Nov-18

Calm Watch Videos 4 and 3 Tips:
Remind yourself, “I am the adult in this situation” Don’t take it personally Think before respond and Preplan responses Consider misbehavior a teaching opportunity Watch Videos 4 and 3 Nov-18

Respectful Corrections
Dignity and Respect Tone, Body, Volume Words, Private Model for students Positive climate Compliance and Cooperation Save face with peers Nov-18

Respectful Tips: Watch Video 5
Get attention--quietly say “I need to speak to you.” When other students around, go to misbehaving student and tell that you need to speak When correcting a student, position yourself in a non-confrontational way That allows you to continue supervising other students That keeps the misbehaving student from making eye contact with other students. Watch Video 5 Nov-18

Corrections ACTION STEPS/SUGGESTED ACTIVITIES
1. Common area supervisors view and discuss topics in M2, P4 and P5 2. Common area supervisors use checklist to self assess strengths and needs. Nov-18

Activity: Corrections in the Common Area
Review Supervisory Skills Checklist: Correct Component (8 skills). Discuss Corrections in Your Common Area---and work on component 6 of Policy. Are they Consistent, Calm, and Respectful? Use Sample Policies to help (make own). Report Out Nov-18

The Top Ten Supervision Skills
As I describe them: Write an “S” next to the skill if you do it well (on Study Guide). Write an “I” next to the skill if you feel it could use some improvement. Now the staff needs to determine one (1) behavior on which to start improving beginning tomorrow. Give the participants the directions to select that behavior and then share it with a partner. Remind the partner to ask the staff member how they did with improving that specific supervision behavior. Nov-18

Top Ten Supervision Skills
#10--Be There… An effective supervisor will “be there.” On Time Ready to supervise, before students arrive. May require resolving scheduling conflicts. If you rotate supervisors, remember to strive for consistency so adults know the students. Nov-18

Be There In the Right Place—Physically Go to your assigned location In the Right Place—Mentally Look “alert” and engaged—don’t be grading papers, talking to another adult or simply staring into space! Be interactive with the students. Nov-18

#9 Look & Listen… An effective supervisor will “be aware.” Using Visual Scanning Continually “sweep” the whole area, especially your assigned area, but occasionally scan other supervisors’ areas. Focus your ”sweep” on known trouble spots. Watch for unusual grouping or crowds of students. Investigate sneaky/guilty looks. Nov-18

#9--Look & Listen Listening Be sensitive to the “sounds” in your assigned area— things getting too quiet, a surge of noise, or a gradual low level increase in noise. Nov-18

Nov-18

#8--Be Mobile Greet students as they enter or exit. Spend more time in known trouble spots. If possible, circulate unpredictably throughout assigned area. “Work the line” when students are required to wait in a line—helps you connect with students! Nov-18

#7--Know What Is Expected
Top Ten Supervision Skills #7--Know What Is Expected An effective supervisor needs to knows how the students are supposed to behave for the area he/she is supervising. Know the rules for when entering, while in and when exiting the common area. Convey the expectation that students will comply. Nov-18

#6--Be Proactive… Interact intentionally within the first 5 minutes with those students (targeted and intensive kids) who often have problems in that setting. Connect by smiling, acknowledge appropriate behavior and talk about something of interest. Nov-18

Be Proactive—Connecting… Deliver Non-contingent Attention!
Top Ten Supervision Skills Be Proactive—Connecting… Deliver Non-contingent Attention! What is it? It is communicating positively to a student without regard to what he/she is doing. Benefits of noncontingent attention: Students feel more connected. Adults provide a model of pleasant social interaction. Student behavior will improve. Tone and school climate is pleasant, friendly and invitational. Non-contingent attention is quick, powerful and easy to use. Nov-18

Connect… Non-contingent Attention—it is done in two ways.
Top Ten Supervision Skills Connect… Non-contingent Attention—it is done in two ways. #1—Give Nonverbal Attention: Eye contact Smiling Wink Head nod Pat on shoulder Thumbs up Wave hello/goodbye Nov-18

Connect – … Non-contingent Attention
Top Ten Supervision Skills Connect – … Non-contingent Attention #2--Verbal Attention: Addressing students by their names. Greeting students when you first see them in the morning. Showing an interest in all students. Avoid being overly friendly or “hyping things up.” This means you want to learn the names of students you don’t teach. Work on it every day while you supervise. Introduce yourself to students and ask their name. The video clip shows a bus driver who shows how the staff member should verbally connect with the students and then how NOT to do it. Use Module 2, Presentation 4, Vignette #9. Nov-18

Be Proactive Connecting… Positive Feedback
Top Ten Supervision Skills An effective supervisor provides positive feedback to students when they are behaving, especially when you start your new hallway policy. Positive feedback is a powerful way to encourage students to demonstrate responsible behavior—students typically like the adult attention. Appropriate positive feedback tells the student that he/she is on the right track and encourages the student to continue making responsible choices in the future. Positive feedback is easier said than done but it is another skill you need to use when supervising. Remember, when you supervise, you will need to still teach sometimes and providing positive feedback allows you to tell the students what they are doing right! Nov-18

Positive Feedback Must Be Given For Something Important…
Top Ten Supervision Skills Positive Feedback Must Be Given For Something Important… There are 3 situations where positive feedback needs to be given: a skill or behavior that is new for student--needs to hear what was done correctly because he/she is less likely to evaluate him/herself. a skill or behavior that remains difficult for student--without positive feedback, the student is more likely to give up. anything the student is proud of and shares with you--student values your attention and feedback Nov-18

#6--Be Proactive… Connect – Positive Feedback
Top Ten Supervision Skills #6--Be Proactive… Connect – Positive Feedback Effective feedback has five characteristics: Quick and accurate—don’t over-talk Specific—don’t just say “good job” Contingent—based on behavior Age-appropriate for the student Reasonably private This video clip shows a staff member giving appropriate positive feedback and inappropriate positive feedback. If there is time, ask the staff to identify what the bus driver did right in the first vignette and then what he did wrong in the second vignette. Use Module 2, Presentation 4, Vignette #10. OPTIONAL ROLE PLAY—have teachers role play the scenario where they are giving positive feedback to a student who used and then quietly closed his locker for the first time in months. Nov-18

#6--Be Proactive… Connect –3:1 Ratio
Top Ten Supervision Skills #6--Be Proactive… Connect –3:1 Ratio An effective supervisor strives for a “3-to-1” ratio of interactions with a student for every one negative interaction (i.e., staff corrective response to student misbehavior): For each negative interaction you need to deliver 3 positive interactions as soon as you can. These positive interactions include non-contingent attention and positive feedback. Research shows that most teachers and school staff members attend primarily to inappropriate behavior displayed by students. In turn, they ignore appropriate behavior. Some research shows the ratio of 12:1 to 15:1 for adults attending to inappropriate behavior. What staff members often don’t realize is that non-contingent attention is the easies way to build up your ratio in favor of attending to appropriate behavior. Just establishing eye contact and smiling is one positive connection! Nov-18

#6--Be Proactive Understanding the 3:1 Ratio
Top Ten Supervision Skills #6--Be Proactive Understanding the 3:1 Ratio Think of it as being the RELATIONSHIP PIGGY BANK You have a bank for every student. Think of your ratio of interactions as being your interest rate for the bank: If ratio is 1:1 or worst, you aren’t earning any interest and may actually run out of money (e.g., influence factor). 3:1 is your base rate to earn some interest. Your goal is to have a 5:1 or 10:1 ratio which is where you earn the big payoff! Research shows that most teachers and school staff members attend primarily to inappropriate behavior displayed by students. In turn, they ignore appropriate behavior. Some research shows the ratio of 12:1 to 15:1 for adults attending to inappropriate behavior. What staff members often don’t realize is that non-contingent attention is the easies way to build up your ratio in favor of attending to appropriate behavior. Just establishing eye contact and smiling is one positive connection! Nov-18

#5--Always Respond An effective supervisor responds to all misbehavior, even the low-level misbehavior. Better to respond with good intentions than to ignore misbehavior. Research shows that it is not the severity of the consequence that will stop misbehavior--it is the certainty or CONSISTENCY of a consequence that will stop behavior (especially if using a mild consequence). Nov-18

#4--Respond Quickly An effective supervisor is proactive and intervenes early. Be proactive and interact positively with students (who are known to have difficulty) before they have problems. Get to them early! Do not ignore misbehavior – Need to do something! If another supervisor is having problems, walk over and be available but let him/her deal with it. Nov-18

#3 Maximize Your Delivery…
Top Ten Supervision Skills #3 Maximize Your Delivery… How best to give directions when correcting: Get student’s attention--use name Get closer, but not too close Avoid “squaring off.” Avoid an audience. Be aware of personal space Avoid touching the student if he/she is upset Don’t take misbehavior personally Nov-18

#3 Maximize Your Delivery…
Top Ten Supervision Skills #3 Maximize Your Delivery… ALSO: Use clear and simple language State directions positively. Do not frame them as a question. Be brief. Talk slowly and quietly Give no more than 1 or 2 directions at a time. Give student time to respond. Avoid staring down the student. Nov-18

Watch you don’t fall into the trap by losing control by yelling and exhibiting negative body language. Some students love to see you lose it… Arguing with a student is like mud wrestling with a pig. You both get dirty and the student loves it!... Nov-18

They can’t get your goat if they don’t know where it’s tied! Nov-18

#2 Choose Corrections Wisely…
Top Ten Supervision Skills #2 Choose Corrections Wisely… Respond CONSISTENTLY Strive to respond to similar misbehaviors in the same way: From student to student Supervisor to supervisor Day to day Staff members often look for the “silver bullet” that will guarantee student compliance. Well, if that existed, students would never misbehave because we would use it everyday in every classroom. Module 2, Presentation 5, Vignette 1 illustrates a supervisor being inconsistent from student to student. Module 2, Presentation 5, Vignette 2 illustrates how inconsistent 2 supervisors are in the same area and how that creates problems for the second supervisor. Nov-18

Most misbehavior in a common area really only needs a “parking ticket”, not the firing squad. Nov-18

#1--Reach Out and Connect…
Top Ten Supervision Skills #1--Reach Out and Connect… Students need to be noticed and valued – and when they feel noticed and valued, (i.e. connected), they are more likely to engage in appropriate behavior. Smile, shake hands, wink, thumbs up, etc. Learn and use their names! Nov-18

AND, research shows that . . . The more you connect . . . the less you correct. Nov-18

Activity: TOP 10 Review Review and Discuss your Ss and Is with your team. What are your strengths and challenges? What do you think are your school’s strengths and challenges? Review the Top 10 Supervision Skills Document (Handout). How might you use as part of your Common Area Policy? Report Out. Nov-18

Productive Corrections
Effective supervisors use “menu” of corrections for misbehavior in variety of situations: -Gentle corrections---quick/one liner: A brief statement of the positive expectation Useful when time is short, the problem is minor, and/or the supervisor is unsure what else to do -Instructional corrections: An explanative statement (may be more lengthy than a one-liner) Useful when a student needs more information/rationale about the expectation Nov-18

Corrections Humorous correction Relationship correction
A “disarming” response that avoids direct confrontation Useful when humor is a natural part of the supervisor’s interactions with students IMPORTANT—Avoid humiliation, ridicule, sarcasm Relationship correction A brief response based on an established relationship between adult and student Useful when a student is likely to behave “for” the supervisor Nov-18

Corrections Brief delay:
Tell student to stay put and think for a moment Useful when a student is “en route” Positive practice: Student demonstrates the expected behavior “Go back and walk around the game” Useful when there is a physical component Restitution: Student “repairs” damage that has been done student picks up litter that he/she dropped student apologizes to someone Nov-18

Corrections Change in location:
Student moves to a different location or operates within a restricted space student has to move to a different table in the cafeteria student is restricted to a limited area of the playground Useful when the current location may be a contributing factor in the misbehavior Nov-18

Corrections Referral for a more intense misbehavior:
Writing a Level 2 (moderate) referral* on the student student has to go to detention student has to go to the school’s problem-solving room Writing a Level 3 (severe) referral* on the student student has to go to the office *NOTE: Foundations recommendations regarding levels of referrals and when to use them are discussed in M3P3 and P4 Nov-18

Corrections Effective supervisors use corrections based on circumstances: As mild a correction as possible to stop the misbehavior from continuing Increase “severity” of correction gradually as student misbehaves repeatedly Remembering that what is done is less important than doing something consistently Nov-18

Corrections ACTION STEPS/SUGGESTED ACTIVITIES
1.Common area supervisors view and discuss all the topics in M2, P4 and P5 2. Common area supervisors use a checklist to self assess NOTE: Supervisory Skills Checklist can be found in Appendix 1 of M2 P5 Nov-18

TEAM Activity Discuss Corrections in your Common Areas
Continue working on Policy Use Criteria found on previous slides, sample Policies, and Documents (previous handouts) to help (make own). REPORT OUT. Nov-18

Preventing Student Noncompliance
Effective supervisors communicate assumption that students will comply with all expectations and directions: Use body language and tone of voice to demonstrate that he/she “expects” students to follow directions Nov-18

Noncompliance Effective supervisors careful when giving directions:
Get student’s attention first Go to the student-----no distance directions More likely to be ignored or challenged Avoid “squaring off” and “audience” Use clear and simple language: State direction positively, be brief State direction as statement (not a question) Give 1 or 2, time to respond, no stare downs Nov-18

Noncompliance Effective supervisors respond thoughtfully when student initially fails to follow a direction: Will try… Humor/Appeal to Cooperation/Broken Record Technique Offering the student a reasonable choice Inform student of what will happen if direction not followed and if followed (not a threat) Nov-18

Noncompliance Initial noncompliance------ Supervisor avoids: Arguing
Escalating the intensity of the situation Letting the student “get away with it” Physically trying to make the student comply Threatening the student with what will happen---OK to inform but do not threaten Nov-18

Noncompliance Effective supervisors respond thoughtfully if noncompliance continues: Inform student that there will be follow up on the matter Record what has happened Complete a referral form Discuss the situation (and sharing any records) with immediate supervisor and/or Foundations Team representative Nov-18

Noncompliance ACTION STEPS/SUGGESTED ACTIVITIES
1. Common area supervisors view and discuss all the topics M2, P4 and P5 2. Common area supervisors use checklist to self assess strengths and areas of need Nov-18

Activity: TEAM TIME Discuss noncompliance issues and concerns in your Common Areas Discuss methods of Correcting Misbehavior Review and Discuss (on-going) the Supervisor’s Self Assessment Checklist (Handout) [NOTE: M2P5A1] Continue working on all 6 components of Policy REPORT OUT Nov-18

Homework for April 10th, 2012 Session
Bring Copy of Guidelines for Success and DRAFT plan as to how you will use. Bring DRAFT copy of one Common Area Policy---all 6 Components. Be prepared to provide a very brief oral report on both areas----3 to 5 minutes per team. Progress Report NOTE: Bring about 15 copies of each: one for each team (12), facilitator, and RESA. Nov-18

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