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Day 4!!!

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

GOAL

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

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…

Connecting with Students

• Use non-verbal greetings

• Using verbal greetings

• Persisting

Connecting with Students

• Using effective positive feedback

• 3-to-1 ratio

Correcting Misbehavior

An effective supervisor corrects

misbehavior

consistently.

This means…

similar behaviors receive similar treatment.

If you see it

Make a call!

How should we respond?

Calmly

RemindersQTIP

Take a second (or 2!)It’s teaching

How can I keep myself calm?

What’s expected of the supervisor?

Respect toward others

More tips…

AttentionExplanation

Stance

What’s on your Correction

Menu?

The One-Liner

A brief statement of

the positive

expectation

Walking! What are some

One liners

you use?

Instructional reprimand

When a student needs

more information

Humorous reprimandsAvoids direct conflict

if part of the supervisor’s style

Relationship reprimandwhen you have a relationship with student

Brief delay

Stay where you are and think about

(the particular) expectation.”

Positive Practice

Go back and walk

Restitution

Fix it - make it right

and apologize

Change in Location

student moves to a different location or

operates within a restricted space

Give Careful Directions

•Go to the student

•Not giving direction from a

distance

Clear and Simple

• Use clear and simple language

• State the direction positively

• Brief• Only 1 or 2

directions at a time

What to Avoid….

But they still don’t respond!

Supervisory Skills Checklist

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

Staff should help define what the expected behaviors look and sound

like.

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…

Time to launch?

It’s “more than

words”

Schoolwide

party

Assemblies

Monthly Themes

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

Implementation Schedule

Include specific tasks,

individuals responsible and

timelines.

Staff Handbook

Creates consistency among staff and contributes to

“buy-in”

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

Success

Team Time

What to do next?

Keep your

hands busy!

Please clean up

your area

Thank you !

Have a great week!!!