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Working on the Critical Elements
PBIS TEAMSTAFF COMMITMENTEFFECTIVE PROCEDURES FOR DEALING WITH DISCIPLINEDATA ENTRY AND ANALYSIS PLAN ESTABLISHEDGUIDELINES FOR SUCCESS AND EXPECTATION
REWARD/RECONGITION PROGRAM ESTABLISHEDLESSON PLANS FOR TEACHING GUIDELINES FOR SUCCESS AND EXPECTATIONSIMPLEMENTATION PLANCRISIS PLAN EVALUATION
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…
Review
Prioritize
Revise/DevelopAdopt
Implement
Continuous Improvement Process
The Improvement Cycle!
Your Team Will Drive an Ongoing Improvement
Process:
What have you done?
• Presented to staff?
• Adoption?• Reviewed data?• GFS• Matrix• Selected a
common area?
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.
Why Supervise in the Common Areas?
• Your presence prompts student rule-following
• Your positive presence will promote:– An invitational school
climate– A spirit of cooperation– A sense of adult
availability
Effective Supervision
• Protecting Students
• Expecting Responsible Student Behavior
• Connecting with Students
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
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
Expecting Responsible Student Behavior
• An effective supervisor understands the behavior expectations for students in the common area.– Rules and
procedures– Civility expectations
Communicate Expectations• High
expectations for student behavior by:– Creating– Intervening –More
importantly…
The One-Liner
A brief statement of
the positive
expectation
Walking! What are some
One liners
you use?
Clear and Simple
• Use clear and simple language
• State the direction positively
• Brief• Only 1 or 2
directions at a time
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
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!!!
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
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 upIndividuals:• Quietly and privately tell
student, “You are being respectful of others by keeping your hands, feet, objects to yourself. Thank you.”
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.
Effective SupervisionPersistent
• 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
Effective SupervisionPatient
• 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
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!”
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
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!
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
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.
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.
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.”
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’
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.”
PEASE COMMON LANGUAGE
HALLWAYS CURRICULAR Hello Continuous Assessment Walk and Talk CMS Stay to the Right Focus Groups Staggered Release Benchmarks Grade Level Hallways Reteach Single File Line Collaboration Stay in Motion Warm Ups Pease Hall Pass High Expectations Failure is Not an Option Remediation Tutoring CLASSROOM MANAGEMENT Differentiated Instruction Tiered Lessons CHAMPS Alternate Assessment Transitions Modifications Interventions Accommodations Process Measurable Goals Redirect Grade Level Planning Common Areas Early Intervention 3:1 Positive Responses Data Analysis If you want a Behavior You have to teach it. Proximity Control SLOGANS Non Emotional Responses Brief, Calm, Consistent Responses Pease, Where Every PrePlanned Responses Student Counts! Professional Interventions PEASE Behavior Intervention Plan EXPECTS Function of Behavior ACADEMIC Counselor Action Plan Referral SUCCESS School Wide Systems EVERY Build Relationships DAY!!! Advisory Relationship Voyage to Success-Get on Proactive Board! Behavior is a Skill to be taught Be Respectful Replacement Behavior Be Responsible Change the Behavior Be Safe Restitution Bulldog Pride Deescalate the Behavior Celebrations!!!
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”
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)?
Common Areas
• Structuring for Success• Teaching Responsible Behavior• Lesson Plans for Students• Effective Supervision• Training for Staff• Launch
Organizing and Implementing
• Who will teach them? • When? Scheduling it…• How? Lesson format…• When we will we
review? After a holiday…
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…
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
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