1. Dec-151 PBIS/Foundations: Creating Safe, Civil, and Productive Schools Welcome Riverview Gardens Secondary Schools! May 3 and 4, 2012 Presented by Bob McLaughlin boblaughs@yahoo.com

2. Dec-152 Riverview Gardens Foundations Teams Module II: Common Areas

3. CHAMP for Today!! Conversation Help Activity (and Objectives) Movement Participation Dec-153

4. Team Homework for May 1. Review and discuss Team Effectiveness Document. Make changes to team as needed. – Identify who represents whom---KEY. 2. Discuss Surveys and Develop Plan to use. 3. Start on Time: Discuss and Decide. 4. Discuss Guidelines for Success Plan. 5. Update faculty/staff as to what you are about and what you are working on. 6. Prepare a brief report/update for May. Dec-154

5. Team Time: Review and Report Review Homework Tasks. Update progress to date. Prepare Team Agenda for Team Time during sessions. Report Out. Dec-155

6. 6 Remember Improvement Cycle The Foundations Improvement Cycle Review Prioritize Revise or Create Adopt Implement

7. Dec-157 Common Areas: Introduction M2 P1 Introduction and Overview

8. Dec-158 Introduction Good Foundations starting place for most schools – Important part of a safe, civil, and productive school influence climate of entire school common area behavior affects classroom behavior Improving one problematic common area can energize and unify staff

9. Dec-159 What is a Common Area? Lots of Supervisors some Paras

10. Dec-1510 Understanding Common Areas – Other Examples: Assemblies, Field trips, guest speakers, substitutes – Non Examples: Classrooms, Library, ISS room

11. Dec-1511 Understanding Common Area Misbehavior Contributing Factors – Structural variables physical setting, organization, procedures supervision arrangements – Expectations for student behavior are not well-defined – Supervision practices Lack of active supervision – Not enough scanning, listening to, circulating among, or interacting with students

12. Dec-1512 Misbehavior Factors Inconsistent responses to student misbehavior Adversarial, emotional responses to student misbehavior Failure to communicate expectation of compliance and cooperation Students not respecting Para Professionals

13. Dec-1513 How to Improve Common Areas? – Purpose and goal – Structural variables Includes supervision arrangements and how organized – Defining and teaching student expectations – Effective supervision practices Includes correction and encouragement

14. Dec-1514 Process to Improve a Common Area 1) Identify purpose and create “ goal statement ” – “ What do we want this setting to be like? ” 2) Structure the Areas for Success (P2) 3) Teach Responsible Behavior (P3) 4) Provide Effective Supervision (P4) 5) Train Effective Correction Procedures (P5) 6) Identify Encouragement Procedures

15. Dec-1515 Improvement Process – Develop a preliminary proposal for improving the common area (observations/surveys/other data---rationale for area selected) – Present to staff for feedback Revise as needed and use Improvement Cycle – Present revised proposal for adoption If rejected implement procedures for getting an alternate proposal approved – Use the Improvement Cycle!

16. Dec-1516 Improvement Process Once a proposal has been adopted – Develop and execute an “ implementation plan ” that details: Revised structural variables, supervision arrangements How training will be provided to supervisors Emergency procedures How behavioral expectations will be taught – Lessons developed and presented---How? How effective supervision strategies will be communicated to all

17. Dec-1517 Implementation Plan How and when re-teaching will occur (e.g., for new students and/or students who are having continuing problems) Procedures for assisting staff members and students in the initial stages of implementation Foundations Recommendation: At least two task force members available in the common area for the first few days of implementation to answer questions and work out any pressing problems

18. Dec-1518 Implementation Plan How impact of proposal will be evaluated If staff members are not implementing the proposal as designed, provide staff members with encouragement/motivation/additional training – Document the proposal in writing Foundations Recommendations: – Prepare detailed descriptions of all policies and procedures for inclusion in the Foundations Team Comprehensive Notebook. – Prepare summaries of essential information for inclusion in the staff handbook. – Samples of written documentation for hallways, playground, cafeteria, and assemblies can be found in Appendix 3 (pages 17 to 25)-----Review and Discuss.

19. Dec-1519 Policy Outline---6 Areas 1. Clear Goal Statement for Area or Activity 2. Student Behavior Expectations 3. Teaching Expectations 4. Supervision Responsibilities 5. Encouragement Procedures 6. Correction Procedures

20. Dec-1520 Team Time What Common Area Needs Attention Soon? – Based on What Data or information? Where are you in the cycle with this Common Area? REPORT OUT.

21. Dec-1521 Structuring Common Areas for Success M2 P2

22. Dec-1522 Introduction Big picture: – Supervision arrangements – Evaluate structures organization, schedules, procedures – Evaluate expectations for students – Sample plan for managing hall behavior and reducing tardiness---Start On Time

23. Dec-1523 Introduction Importance of structure—poor structure increases student misbehavior – Crowding, Poor traffic flow, Long/unproductive time periods Difficulties in considering the structure of common areas – “Existing regularities” – Requires time—for creative thought – Requires setting aside “that can’t work” mentality

24. Dec-1524 Ensuring Adequate Supervision Adequate supervision a structural consideration because it must be arranged in advance Consider number of supervisors – Size, complexity, specific situations – History, time of year---begin, breaks, new policy Schedule Placement Emergency communication

25. Dec-1525 Supervision: Action Steps Evaluate current supervision for each common area priority: 1.Identify number of supervisors needed. Do we have? 2.Determine if supervision schedule is sufficient. 3.Identify location of supervisors: strategically placed throughout the setting. 4.Ensure supervisors circulate unpredictably throughout setting. 5.Identify or develop clear emergency communication procedures for supervisors to use. 6.Provide supervisors training in established emergency communication procedures.

26. Team Time Reflect on and Discuss all six action steps for evaluating Common Area Supervision as a Structural Variable Report Out Dec-1526

27. Dec-1527 Analyzing Structural and Organizational Variables Structural and organizational features of common areas should be designed to enhance student productivity and facilitate effective adult supervision – Physical setting and materials Layout of cafeteria tables/playground equipment – Entry and exit Supervision going to and coming from a common area Having a single entrance/exit into a common area

28. Dec-1528 Structure and Organization – Schedule considerations Too many or not enough recesses Too much unstructured time Passing periods too long – Crowding considerations Too many students in space – Procedures Emergency procedures Equipment check-out procedures “Quiet-down” procedures Clean-up and dismissal procedures

29. Dec-1529

30. Dec-1530

31. Dec-1531

32. Team Time Reflect on and Discuss Organization and Structure of the Common Area. What might be changed? Report Out Dec-1532

33. How To Improve: Next Steps Develop a written, comprehensive policy for each priority Common Area – Include all 6 components Dec-1533

34. Dec-1534 1. Clear Goal Statement Identify expectations Easier to teach Helps determine need Examples provided

35. Dec-1535 2. Clear Student Behavior Expectations Complexity requires clarity Age appropriate Focus on GFS Detailed Include civility Reasonable Known by all staff and students

36. Dec-1536 Team Time Discuss your Priority Common Area Begin developing a Comprehensive Policy or Fine Tuning a current one – Address Goal and Expectation components – NOTE: Use samples to help but make it your own. REPORT OUT

37. Dec-1537 Teaching Responsible Behavior in Common Areas M2 P3

38. Dec-1538 3. How will Expectations be Taught? Teach expectations/rules for the Common Area and how to meet them. Teach expectations during the first week of school, then as needed. Develop clear lessons and a plan to implement them.

39. Dec-1539 Introduction Reasons for comprehensive lessons on common area behavioral expectations: – Common areas complex settings/situations Students need to be taught how to function in those settings/situations – Some common area settings/situations may be prone to particularly problematic behaviors Hallways/Locker areas Playground transitions – Problematic student behavior in common areas tends to negatively affect classroom behavior

40. Dec-1540 Introduction Additional considerations – Ensuring supervision that is consistent with the lessons on behavioral expectations – Arranging for the re-teaching of lessons, as needed – Ensuring that comprehensive lessons are taught, in instructional settings, to all students

41. Dec-1541 Organizing to Ensure Expectations are Taught Identify who will be responsible for designing lessons Considerations when designing lessons – Making lessons age-appropriate – Including an adequate/appropriate amount of detail Lessons for youngest students and/or students new to a school (e.g., 9 th graders at a high school) should include more detail

42. Dec-1542 Considerations When Designing Lessons – Distributing prioritized content across days Common areas that are especially complex (e.g., cafeteria and playground) are likely to require multiple lessons – Spread information out as needed – Covering needed content The “ goal ” of the common area Any written rules (as well as more detailed expectations) Procedures used in the common area “ Civility ” expectations Responding to adults in authority/consequences

43. Dec-1543 Considerations When Designing Lessons – Using effective lesson organization Two sample lesson templates, for organizing lessons, can be found in Appendix 1. – Varying lesson activities Skits Whole group practice Rubrics (using Guidelines for Success) T-Charts

44. Dec-1544 Launching and Implementing Lessons on Common Areas A coordinated plan for introducing lessons on common areas will address – Who will teach the lessons – A schedule for teaching the lessons – Launching new expectations for common areas – Re-teaching lessons

45. Dec-1545 Launching and Implementing Lessons on Common Areas Options for who will teach the lessons: – Classroom teachers – Lessons presented via live feeds – Older students teaching younger students – Lessons presented via videotape – Lessons presented during assemblies – Roving presenters NOTE: View videos 1 and 2 for some examples (M2P3V1V2).

46. Dec-1546 Launching New Expectations for Common Areas Ensure that supervision is consistent with the expectations/lessons Double the number of supervisors in the setting during the first week Arrange for at least two follow-up observations in the setting Celebrate! Re-prioritize as needed

47. Dec-1547 Organizing for Re-teaching Lessons To students new to the school – Videotaped lessons – Peer/buddy system – Newcomers Club To the entire student body – Before major vacations – After major vacations – Preparing for special days – Before, during and after major school-wide testing – Any time the situation appears to be breaking down

48. Dec-1548 For Students Demonstrating Chronic Problems Videotaped lessons Using something like – Alternative recess – Re-teaching opportunity for class

49. Dec-1549 Team Time Discuss your Common Area Policy in Terms of How Lessons will Get Developed and Taught, Component 3. Continue working on Components 1 and 2 (goal and expectations). Use information from samples to help but make your own. NOTE: Sample Policies and Sample Lessons provided. REPORT OUT.

50. Dec-1550 Effective Supervision---Part 1 Protect, Expect, and Connect (M2 P4)

51. Dec-1551 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?

52. Dec-1552 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

53. Dec-1553 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 – Providing lessons on behavioral expectations to students Teaching responsible behavior in common areas is covered in Module 2, Presentation 3

54. Dec-1554 Introduction Focus of this presentation—preventative supervision practices: – Practices to protect students. – Practices to expect responsible behavior. – Practices to connect with students – NOTE: M2, P5 covers correction practices—what supervisors should do in response to student misbehavior.

55. Dec-1555 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.

56. Dec-1556 Protecting – In the right place—mentally 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

57. Dec-1557 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

58. Dec-1558 Protecting ACTION STEPS/SUGGESTED ACTIVITIES – 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

59. Dec-1559 Team Time Discuss Videos. Review Supervisory Skills Checklist: Protect Section. Discuss How To Protect Your Students. Any concerns or issues? Report Out.

60. Dec-1560 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.

61. Dec-1561 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

62. Dec-1562 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/Use Videos [5, 7, 6, and 8]---only if helpful—all elementary examples. NOTE: Skills Checklist Appendix 1 of M2 P5

63. Dec-1563 Team Time Review Supervisory Skills Checklist: Expect Section. Discuss how to clarify common area expectations for your students. Ideas and/or concerns? REPORT OUT.

64. Dec-1564 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

65. Dec-1565 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

66. Dec-1566 Connecting Effective supervisors provide positive feedback to students when meeting expectations. Contingent Feedback – Using effective positive feedback Quick and Specific Contingent Age-appropriate Reasonably private Watch Videos 9 (non-contingent) and 10 (contingent)

67. Dec-1567 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).

68. Dec-1568 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

69. Dec-1569 Team Time Review Supervisory Skills Checklist: Connect Section. – Discuss. REPORT OUT.

70. Dec-1570 Effective Supervision---Part 2 Correcting Misbehavior (M2 P5)

71. Dec-1571 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

72. Dec-1572 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)

73. Dec-1573 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

74. Dec-1574 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

75. Dec-1575 Consistent – Why important? 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 video 2. (1 is an elementary example)

76. Dec-1576 Calm Corrections Respond unemotionally Provides a good model De-escalates Decreases power struggles Emotion can reinforce

77. Dec-1577 Calm – 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

78. Respectful Corrections Dignity and Respect – Tone, Body, Volume – Words, Private Model for students Positive climate Compliance and Cooperation Save face with peers Dec-1578

79. Dec-1579 Respectful – Tips: 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 (elementary but on point!)

80. Dec-1580 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 NOTE: Supervisory Skills Checklist in M2P5 Appendix 1

81. Dec-1581 TEAM TIME Review Supervisory Skills Checklist: Correct Section. Discuss Corrections in Your Common Area--- component 6 of Policy – Are they Consistent, Calm, and Respectful? – Use Sample Policies to help (make own) Report Out

82. Dec-1582 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.

83. Dec-1583 #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.

84. Dec-1584 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.

85. Dec-1585 #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.

86. Dec-1586 #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.

87. Dec-1587 #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!

88. Dec-1588 #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.

89. Dec-1589 #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.

90. Dec-1590 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.

91. Dec-1591 Be Proactive Connecting… Positive Feedback  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.

92. Dec-1592 #6--Be Proactive… Connect – Positive Feedback Effective feedback has five characteristics: 1.Quick and accurate—don’t over-talk 2.Specific—don’t just say “good job” 3.Contingent—based on behavior 4.Age-appropriate for the student 5.Reasonably private

93. Dec-1593 #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).

94. Dec-1594 #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.

95. Dec-1595 #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

96. Dec-1596 #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.

97. Dec-1597 #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

98. Dec-1598 #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!

99. 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. Dec-1599

100. Dec-15100 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

101. Dec-15101 Corrections Humorous 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

102. Dec-15102 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

103. Dec-15103 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

104. Dec-15104 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

105. Dec-15105 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

106. Dec-15106 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

107. Dec-15107 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

108. Dec-15108 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

109. Dec-15109 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)

110. Dec-15110 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

111. Dec-15111 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

112. Dec-15112 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 NOTE: Supervisory Skills Checklist in Appendix 1 of M2 P5

113. Dec-15113 TEAM TIME Discuss noncompliance issues and concerns in your Common Areas and Productive Corrections slides. – 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

114. Homework for Fall 2012 Guidelines For Success: Plan Implemented. – Bring a copy of plan. One Comprehensive Common Area Policy with all Six Components. – Bring one written Policy for one Common Area Be prepared to report out on these two areas, and Start on Time. Dec-15114