1. Back for more Day 4!!!

2. Working on the Critical Elements PBIS TEAM STAFF COMMITMENT EFFECTIVE PROCEDURES FOR DEALING WITH DISCIPLINE DATA ENTRY AND ANALYSIS PLAN ESTABLISHED GUIDELINES FOR SUCCESS AND EXPECTATION REWARD/RECONGITION PROGRAM ESTABLISHED LESSON PLANS FOR TEACHING GUIDELINES FOR SUCCESS AND EXPECTATIONS IMPLEMENTATION PLAN CRISIS PLAN EVALUATION

3. GOAL Everyone in your school knows the information on the next 3 slides!

5. DEFINE the behavior you want… what does it look and sound like? Define Teach Encourage SuperviseCorrect TEACH the behavior you want... to STAFF AND STUDENTS! ENCOURAGE the SUPERVISE student behavior. Protect, expect, connect! CORRECT student behavior. Calm, brief, respectful! from STAFF AND STUDENTS! behavior you want…

6. Review Prioritize Revise/Develop Adopt Implement Continuous Improvement Process The Improvement Cycle! Your Team Will Drive an Ongoing Improvement Process:

7. What have you done? Presented to staff? Adoption? Reviewed data? GFS Matrix Selected a common area?

8. Team Time 1. Analyze your data. How are you going to present it back to your staff? What are your priority areas? How are you going to have staff decide on first area to address? 2. Have you presented to your faculty on your guidelines? Matrix? 3. Do you have your encouragement system? Have you presented that to faculty? 4. Start developing Lesson Plans and get a time line to teach staff and students for your launch.

9. Why Supervise in the Common Areas? Your presence prompts student rule- following Your positive presence will promote: –A–An invitational school climate –A–A spirit of cooperation –A–A sense of adult availability

10. Effective Supervision Protecting Students Expecting Responsible Student Behavior Connecting with Students

11. Protecting Students Means “BE THERE” Physically – On time – In the right place- Mentally – supportive of other supervisors – willing to investigate – knowledgeable about procedures for requesting help

12. Protection includes being Aware Be sound sensitive – Things getting too quiet – A surge in noise – A gradual, low level increase in noise Visual scanning “Sweep” the area Check in with other supervisors Focused “sweep” on known trouble spots Watching for unusual crowds Investigating furtive looks

13. Expecting Responsible Student Behavior An effective supervisor understands the behavior expectations for students in the common area. – Rules and procedures – Civility expectations

14. Communicate Expectations High expectations for student behavior by: – Creating – Intervening – More importantly…

15. Connecting with Students Use non-verbal greetings Using verbal greetings Persisting

16. Connecting with Students Using effective positive feedback 3-to-1 ratio

17. Correcting Misbehavior An effective supervisor corrects misbehavior consistently.

18. This means… similar behaviors receive similar treatment. If you see it Make a call!

19. How should we respond? Calmly

20. Reminders QTIP Take a second (or 2!) It’s teaching How can I keep myself calm?

21. What’s expected of the supervisor? Respect toward others

22. More tips… Attention Explanation Stance

23. What’s on your Correction Menu?

24. The One-Liner A brief statement of the positive expectation Walking ! What are some One liners you use ?

25. Instructio nal repriman d When a student needs more information

26. Humorous reprimands Avoids direct conflict if part of the supervisor’s style

27. Relationship reprimand when you have a relationship with student

28. Brief delay Stay where you are and think about (the particular) expectation.”

29. Positive Practice Go back and walk

30. Restitution Fix it - make it right and apologize

31. Change in Location student moves to a different location or operates within a restricted space

32. Give Careful Directions Go to the student Not giving direction from a distance

33. Clear and Simple Use clear and simple language State the direction positively Brief Only 1 or 2 directions at a time

34. What to Avoid….

35. But they still don’t respond!

36. Supervisory Skills Checklist

37. Problem Occurs Supervisor defines problem and gives the student a direction, a correction and/or a consequence Student is compliant Student is non-compliant Supervisor acknowledges cooperation (Thanks, praise, reward) Supervisor redirects and gives student choices for compliance Supervisor refers student or problem to prearranged alternate support setting Student is again non-compliant or escalates 2 Minute Flowchart

38. Effective Supervision of Common Areas Then train the staff--- encourage them and review and practice at faculty meetings, staff development days, department/grade level meetings!!!

39. Effective Supervision Positive Your behavior sets a tone – High expectations, cooperation, and respect -vs- – Hostility, negative expectations, and antagonism Keep your focus on the positive--smile and be friendly. PROFESSIONAL POSITIVE PERSISTENTPATIENT PLANFUL

40. How To Do It! Positive Interactions Set a positive tone with greetings and positive feedback as students enter a common area. – Attention for behaving vs. attention for misbehaving. – Contributes to a positive climate. – Builds relationships. – Lets students know that adults are present to enforce guidelines and provide help if needed. Do not embarrass students with praise Acknowledge individuals in private. EXAMPLES: “Jamal, how are you today? Gina, Elkie, Beth, thanks for walking as you come into the cafeteria. Theresa, it’s good to see you.” GROUP Praise: “Everyone here is playing with cooperation and respect. Great job, folks! “It’s good to see all of you. Thanks for keeping the noise level down at this table.” Smiles, nods, thumbs up Individuals: Quietly and privately tell student, “You are being respectful of others by keeping your hands, feet, objects to yourself. Thank you.”

41. How To Do It! ESTABLISH POSITIVE EXPECTATIONS First contact should be positive. This reduces the potential for misbehavior. Make a special effort to seek out and greet students who have had previous problems in that setting. EXAMPLES: Smile and provide a friendly greeting to as many students as possible as they arrive. Use student names--“Hi John. Great to see you today.” Spend a moment and talk to the student about one or more of the student’s interests.

42. Effective Supervision Persistent Everyday is a new day when it comes to student behavior! – Stay active – Cover the area – Watch for situations that need intervention – Remain vigilant at all times PROFESSIONAL POSITIVE PERSISTENTPATIENT PLANFUL

43. Effective Supervision Patient Students will make errors and will occasionally break the rules. – You will be a much better supervisor if you are patient when correcting. – Treat misbehavior as an error in learning. – Behavior change is difficult. Look for and acknowledge small steps toward mastery. PROFESSIONAL POSITIVE PERSISTENT PATIENT PLANFUL

44. How To Do It! Actively Monitor Keep your attention focused on students the entire time. Be “in touch” with what is going on in all locations and with all students. Constantly visually scan the area. Circulate throughout the area. Anticipate potential trouble spots. “Work the line” or circulate up and down the line and between multiple lines. Do NOT let other adults distract. EXAMPLES: No single event or person should have your full and undivided attention. “Excuse me a second,” and visually scan the area. Spend more time in areas that you know tend to be more problematic. Notice noise levels, giggling, or other signs that trouble is brewing. Avoid being predictable as you circulate. While “working the line,” use this time to interact with students--building relationships Say, “Hello,” Quickly, say, “Good bye!”

45. Effective Supervision BE ON TIME Supervisors – If late, more likely to be corrective toward students. – Principals: Make sure your common area supervisor’s schedule permits them to be in area “on-time.” Teachers/Classes If teachers/classes are late, this causes other classes to back-up, more students to be in an area, and frustration by common area supervisors! PROFESSIONAL POSITIVE PERSISTENTPATIENT PLANFUL

46. How To Do It! Model the Behaviors Don’t just tell the students what to do; all staff should model it! If you expect students to treat you with respect, they should see you treating them with respect. EXAMPLES: If you want students to use a quiet voice in the cafeteria, use a quiet voice yourself when you greet students, when you give positive feedback, when you correct misbehavior, and even when you speak to other adults. If you are using a booming voice, student will be more likely to use a booming voice!

47. Effective Supervision Increase staff awareness of their role in setting the tone Ratio of interactions Non-contingent attention Correcting behaviors Errors viewed as teachable moments Nonverbal (tone, volume, body language) Alpha vs. Beta (Start vs. Stop) Commands Implement and celebrate a clear mission and “guidelines for success” PROFESSIONAL POSITIVE PERSISTENT PATIENT PLANFUL

48. Ratios of Interaction Plan to interact at least three (3) times more often with each student when he or she is behaving appropriately than when he or she is misbehaving (3:1 ratio). Students are starved for attention Form of attention doesn’t matter Behavior that receives your attention happens more often.

49. Ratios of Interaction- Suggestions For each negative interaction with student, tell yourself you owe that student three (3) positive interactions. Identify specific times during each day that you will give students positive feedback on some aspect of their individual behavior (e.g., releasing kids to enrichment, walking to cafeteria, dismissal). Schedule individual conference times to compliment students on their behavioral or academic performance. Constantly scan, specifically “searching” for students who are doing what you want.

50. Ratios of Interaction - Example Negative Interaction- Doing what you don’t want. “I’ve told you a thousand times to get in your seat!” Positive Interaction- Doing what you want. “Thank you for sitting in your seat. You are doing a great job following the cafeteria guidelines.”

51. Cafeteria “One-Liners” “work the line” Keep your hands, feet, and objects to yourself Pick up your tray and walk with me Voice levels are too loud. Bring them down, please. Stand (or sit) here. I’ll talk to you as soon as I can. Say ‘please’ when you ask someone to pass something to you. Your food choice for today is…. Please decide now. Use an attention signal (hand up with number of fingers for voice level). Say, ‘Clean your tray’ or ‘dispose of the waste’

52. Recess “One-Liners” Tell me (or show me) the right way to…. This game is off-limits for the remainder of recess. Take a time-out/break and when I get back, be ready to tell me what you need to do. At this time, either play responsibly or move to another game. It looks like you’re having fun, but you need to find something else to do. Tattling: “I am glad you know the rules. I will monitor the situation.” Bullying: “Stay away from him/her or stay closer to me so that I can monitor the situation.”

54. Hallway Tips and “One-Liners” Adult presence in hallway will deter many problems. Stand in the middle of the hallway. Interact with students--greetings, nods, and eye contact help establish a positive tone and communicate that you are aware. Intervene early--pushing, loud voices, disrespect--or with low level misbehaviors. “It’s time to go to class.” “Keep moving, please.” “Hands, feet, and objects to yourself.” “Class begins in about 30 seconds” “Walk and Talk”

55. Take Action Review your Common Area Observations. What needs further work (I.e., ratio of interactions, “one liners,” staff follow through with expectation in lesson plans, etc ?) What “one-liners” could you generate and include in your staff curricula or student lesson plans? What training issues are appearing? What content will be included? Who (e.g., coach or staff) will do the training and who should attend (e.g., paraprofessionals, all school staff, substitutes)?

56. Common Areas Structuring for Success Teaching Responsible Behavior Lesson Plans for Students Effective Supervision Training for Staff Launch

57. Staff should help define what the expected behaviors look and sound like.

58. Organizing and Implementing Who will teach them? When? Scheduling it… How? Lesson format… When we will we review? After a holiday…

59. The Launch Double the # of supervisors during the first week. Do at least 2 follow-up observations in the CA…what’s working? Yet to work? Organizing for re-teaching new students, etc…

60. Time to launch?

61. It’s “mor e than words ” Assembli es

62. Monthly Themes

63. Common Area Lesson Plan Template Introduction/Objective: Tell Phase a)Teach specific expectations for that setting in a creative way b)Provide rationale on why this is important; make sure reasons are student-centered and relevant to them Show/Practice Phase a)Students practice and review expectations to show they understand and can apply them in this setting b)Be creative—act out or discuss scenarios, watch a video and discuss right and wrong examples Conclusion a)Review main points of lesson Follow-up a)Include review schedule for this Common Area and include activities for teachers to use b)Include related topics that will be addresses c)Describe encouragement procedures to students

64. Implementation Schedule

65. Include specific tasks, individuals responsible and timelines.

66. Staff Handbook

67. Creates consistency among staff and contributes to “buy-in”

68. Ensuring Ongoing, Innovative and Effective Use of Your School’s Guidelines For Success

69. Team Time

70. What to do next? Keep your hands busy!

71. Thank you ! Have a great week!!!