1. Chapter 3 School-wide Practices and Systems in Non-Classroom Settings
Step 4: Procedures for Teaching School-Wide Expectations
Cohort 12
November 2016

2. SWPBS
Subsystems
SWPBS Subsystems

3. Purpose
Development and implementation of a formal, consistent, and continuous system of SW-PBIS in non-classroom settings. To review critical features & essential practices of active supervision.
Point out the key feature of improving student behavior in non-classroom settings is to involve all school personnel in Active Supervision, emphasizing ALL school staff. *

4. Outcomes
Teams will update their Action Plan to include a method, materials, personnel etc. needed to train staff on the use of Active Supervision.

5. Nonclassroom Settings
Particular times or places where supervision is emphasized:
Cafeteria, hallways, playgrounds, bathrooms
Buses & bus loading zones, parking lots
Study halls, library, “free time”
Assemblies, sporting events, dances
Wherever instruction is not available as behavior management tool *

6. Examples (Manual page 76 )
An elementary school principal found that over 45% of their behavioral incident reports were coming from the playground.
First slide in a series that points out incidents outside of the classroom. Emphasize using ODR data and the location of incidents. *

7. Examples
High school assistant principal reports that over 2/3 of behavior incident reports come from “four corners.” *

8. Examples
A middle school secretary reported that she was getting at least one neighborhood complaint daily about student behavior on & off school grounds *

9. Examples
High school nurse lamented that “too many students were asking to use her restroom” during class transitions. *

10. Examples
At least 2 times a month, police are called to settle arguments by parents & their children in parking lot. *

11. Over 50% of referrals occurring on buses during daily transitions.
Examples
Over 50% of referrals occurring on buses during daily transitions.
Often bus referrals are more prevalent in elementary and middle schools than they are in the high schools. *

12. Positive Behavior Support Logic

13. SYSTEMS FEATURES School-wide implementation All staff
Direct teaching 1st day/week
Regular review, practice, & positive reinforcement
Team-based identification, implementation, & evaluation
Data-based decision making *

14. Classroom vs. Non-Classroom

15. Non-Classroom Basics

16. Teach Expectations in the Setting
Point out that many PBIS schools – particularly at the elementary level – use a checkoff system where expectations are taught in each setting by different staff – and students have their list “checked off” for each non-classroom setting. *

17. Lesson
TEACH - Overview of the lesson: “Today we are going to talk about how ‘we are kind, responsible, and safe in the restroom.”
Show the Teaching Poster of Expectations with pictures and walk through the expectations.
Discuss the details of the expectations with students.
MODEL – Adults demonstrate examples of not following expectations.
Choose a couple of students to “show” examples of following the expectations.   
Discussion. “Tell me what “Kind, Responsible, and Safe look like, feel like, or sound like in the restroom.”
PRACTICE
Have all students line up outside the restroom, and two at a time come into the restroom to show the following of the restroom expectations with an adult monitoring.
Debrief with students any questions. “Are there any questions you have about being Kind, responsible, and safe behavior in the restroom?”

18. Expected behaviors are visible*

19. Kind Responsible Safe

20. Non-Classroom Basics

21. Why does everyone need to be involved?
Staff outnumbered
Unified Front/Same page
Adult presence
Prompts desired behavior
Deters problem behavior
“Being a good citizen”
Contribute to school climate *

22. Management Features (adaptable)

23. 4:1

24. “Good morning, class!”
Teachers report that when students are greeted by an adult in morning, it takes less time to complete morning routines & get first lesson started. *

25. 2. Did I move continuously throughout the area?
Obvious
Positive
Interactive
Unpredictable

26. 3. Did I scan frequently? Head up Make eye contact Open body posture
Head/Body orientation
Varied type/form
Predictable vs unpredictable

27. Positive Interactions

28. Smile & Nod

29. 5. Did I handle minor rule violations efficiently?
Quickly Reinforce rule-following
Privately Neutral, Business-like
Follow-up with positive
Culturally, contextually developmentally appropriate
Culturally, contextually developmentally appropriate

30. Follow SW procedures

31. Major-Minor Flowchart

32. Schoolwide Expectation fluency

33. Schoolwide Matrix Be Kind Be Responsible Be Safe Playground Cafeteria
Playground
Cafeteria
Hallway/Lockers
Restrooms
Assembly
Be Kind
Share equipment
Include others
Take turns
Say “Please” and “Thank you” to adults
Friendly conversations
Help others
Greet others with a smile or a wave
Close locker gently and quietly
Voice level green
Be private
Flush
Keep hands and feet to self
Clap appropriately
Be Responsible
Follow adult directions
Play by the rules
Pick up equipment
Clean up your area
Raise your hand if you need help
Keep locker area clean
Go to destination and return promptly
Always have hall pass
Report a problem to an adult
Listen to the speaker
Look at the speaker
Take care of needs before program
Be Safe
Keep body to self
Follow rules for each piece of equipment
Stay in your seat
Walk
Body to self
Feet always under table
Walk on tape on the right side
Eyes Forward
Hands at your sides
Keep the space clean
Wash your hands
Sit flat on the floor
Stay seated during program
Listen to teacher to dismiss

34. Teaching Strategies Description and Critical Features
What key strategies can I use to support behavior in the cafeteria?
Examples
How can I use this practice in the cafeteria?
Non-Examples
What should I avoid when I’m implementing this practice?
Mustang Slips
What do I do with them?
Verbal statement that names the behavior explicitly and includes a statement that shows approval
Names the school or classroom expectation that was met/observed
May be directed toward an individual or group
Praise should be provided soon after behavior, understandable, meaningful,and sincere
Deliver approximately five praise statements for everyone corrective statement
Consider student characteristics (age, preferences) when delivering behavior-specific praise, and adjust accordingly (e.g.,praise privately versus publicly)
When the students move quietly through the line and to their seat, the supervisor can say, “You did a great job getting to your seat safely today.”
When student raises her hand. The supervisor can say, “Thank you for raising your hand. You met our expectation for being responsible. How can I help you?”
You notice a student helping another student get a package open. The supervisor can whisper,“Thank you for helping him get that open. That was kind.”
“Great job! Super! Wow!” (These are general, not specific, praise statements.)
“Brandi, I like how you raised your hand.” (Two minutes later) “Brandi, that was a nice thing you did.” (This is praising the same student over and over again while ignoring other students.)
A supervisor says “Nice hand raise.” After yelling at 20 students in a row for talking too loud, leaving their seat etc. (This is not maintaining a five praises to one correction ratio.)
“Thank you for trying to act like a human.” (This, at best, is sarcasm, not genuine praise.)
PBIS supports but does not mandate simultaneously giving a token (Mustang Slip) and specific verbal praise.
Attach a packet of Mustang Slips to your lanyard (or somehow to your person).
Set a goal to give out a packet (100) of Mustang Slips in a certain number of school days (i.e. 5-7 school days).
There will be a cafeteria Mustang Slip challenge in March. The grade level which earns the most Mustang slips in the cafeteria that month will get special recognition at the monthly assembly.

35. Positive acknowledgment of 5 different students

36. Positive Recognition

37. Active Supervision –Video!
Use one of the Systematic Supervision videos – Show clips of elementary, middle, or high school. *

38. Basics
Supervision:
Self-Assessment
Manual page 79 *

39. Purpose of the Self-Assessment
Determine the extent effective non-classroom management practices are in place.
Teach best practices.
Develop an action plan for enhancing or maintaining practices – what, when, how, by when?
Evaluate impact of changes in practice.
Can be completed as a self-assessment or by an observer.

40. Non-Classroom Management: Self-Assessment
Name______________________________
Date_____________
Setting □ Hallway □ Entrance □ Cafeteria
□ Playground □ Other_______________
Time Start_________
Time End _________
Tally each Positive Student Contacts
Total #
Ratio of Positives to Negatives: _____: 1
Tally each Negative Student Contacts

41. Non-Classroom Management: Self-Assessment Items
Did I have at least 4 positive for 1 negative student contacts?
Yes No
2. Did I move throughout the area I was supervising?
3. Did I frequently scan the area I was supervising?
4. Did I positively interact with most of the students in the area?
5. Did I handle most minor rule violations quickly and quietly?
6. Did I follow school procedures for handling major rule violations?
7. Do I know our school-wide expectations (positively stated rules)?
8. Did I positively acknowledge at least 5 different students for displaying our school-wide expectations?
Overall active supervision score:
7-8 “yes” = “Super Supervision”
5-6 “yes” = “So-So Supervision”
<5 “yes” = “Improvement Needed”
# Yes______

42. Rating

43. Using data from the Self-Assessment with supervisors
For each item on Self-Assessment share one specific strategy you try to use.
Observe colleague.
Video tape & assess.
Agree on one item that everyone will emphasize next week and tell all staff.
Complete Self-Assessment for one setting next week and turn into team on Friday.
COLLECT DATA
Optional exercise for team leaders to assign to their team members. *

44. Time for planning!

45. Action Plan:
Action Plan for teaching your staff about Active Supervision – Who needs training? What non-classroom settings should be focus in your school?
Action Plan for teaching/re-teaching expectations in non-classroom settings.
Manual page 81.