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PBIS/Foundations: Creating Safe, Civil, and Productive

Schools

Welcome Riverview Gardens Secondary Schools!

May 3 and 4, 2012

Presented by Bob McLaughlinboblaughs@yahoo.com

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Riverview GardensFoundations Teams

Module II: Common Areas

CHAMP for Today!!

• Conversation• Help• Activity (and Objectives)• Movement• Participation

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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.

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Team Time: Review and Report

• Review Homework Tasks. Update progress to date.

• Prepare Team Agenda for Team Time during sessions.

• Report Out.

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Remember Improvement Cycle

• The Foundations Improvement Cycle

ReviewReview

PrioritizePrioritize

Revise or Create

Revise or Create

AdoptAdopt

ImplementImplement

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Common Areas: Introduction

M2 P1 Introduction and Overview

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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

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What is a Common Area?

• Lots of Supervisors some Paras

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Understanding Common Areas

– Other Examples: Assemblies, Field trips, guest speakers, substitutes

– Non Examples: Classrooms, Library, ISS room

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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

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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

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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

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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

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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!

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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

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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

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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.

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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

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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.

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Structuring Common Areas for Success

M2 P2

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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

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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

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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

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Supervision: Action StepsEvaluate 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.

Team Time

• Reflect on and Discuss all six action steps for evaluating Common Area Supervision as a Structural Variable

• Report Out

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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

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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

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Team Time

• Reflect on and Discuss Organization and Structure of the Common Area. What might be changed?

• Report Out

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How To Improve: Next Steps

• Develop a written, comprehensive policy for each priority Common Area– Include all 6 components

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1. Clear Goal Statement

• Identify expectations• Easier to teach • Helps determine need• Examples provided

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2. Clear Student Behavior Expectations

• Complexity requires clarity• Age appropriate• Focus on GFS• Detailed• Include civility• Reasonable• Known by all staff and students

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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

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Teaching Responsible Behavior in Common Areas

M2 P3

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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.

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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

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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

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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., 9th graders at a high school) should include more detail

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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

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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

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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

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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 presentersNOTE: View videos 1 and 2 for some examples (M2P3V1V2).

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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

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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

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For Students Demonstrating Chronic

Problems

• Videotaped lessons• Using something like

– Alternative recess– Re-teaching opportunity for class

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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.

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Effective Supervision---Part 1

Protect, Expect, and Connect

(M2 P4)

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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?

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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

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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

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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.

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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.

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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

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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

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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 2NOTE: Supervisory Skills Checklist can be found in

Appendix 1 of M2 P5

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Team Time

• Discuss Videos.• Review Supervisory Skills Checklist: Protect

Section.

• Discuss How To Protect Your Students. Any concerns or issues?

• Report Out.

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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.

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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

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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

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Team Time

• Review Supervisory Skills Checklist: Expect Section.

• Discuss how to clarify common area expectations for your students. Ideas and/or concerns?

• REPORT OUT.

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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

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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

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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)

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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).

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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

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Team Time

• Review Supervisory Skills Checklist: Connect Section.– Discuss.

• REPORT OUT.

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Effective Supervision---Part 2

Correcting Misbehavior

(M2 P5)

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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

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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)

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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

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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

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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)

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Calm Corrections

• Respond unemotionally• Provides a good model• De-escalates• Decreases power struggles• Emotion can reinforce

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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

Respectful Corrections

• Dignity and Respect– Tone, Body, Volume– Words, Private

• Model for students• Positive climate• Compliance and Cooperation• Save face with peers

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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!)

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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

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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

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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.

The Top Ten Supervision Skills Keys to Being an Effective Supervisor in Your School’s Common

Areas #10 BE THERE--Arrive at our assigned location on time everyday, and be

there both physically and mentally.

#9 LOOK and LISTEN—Scan constantly both your assigned location and the general area for how it looks and sounds.

#8 BE MOBILE—Move continuously throughout your assigned location without establishing predictable pattern.

#7 KNOW WHAT’S EXPECTED—Know the rules, procedures, and basic civilities that students are expected to use when entering the setting, while in the setting and when leaving the setting.

#6 BE PROACTIVE—Interact intentionally within the first 5 minutes with those students who often have difficulty in that setting. Connect positively by smiling, making positive comments about appropriate behavior and/or briefly talking about something that interests the student.

#5 ALWAYS RESPOND—Respond to all misbehavior, even low-level misbehavior, with good intentions.

#4 RESPOND QUICKLY—Step in at the onset of potential student problems and also be available to assist a colleague who is dealing with a problem situation.

#3 MAXIMIZE YOUR DELIVERY—Communicate and deliver corrections calmly and respectfully by getting the student’s attention without creating an audience, talk quietly and slowly, deliver short and clear directions, keep your cool, be aware of personal space and don’t glare/stare at the student.

#2 CHOOSE CORRECTIONS WISELY—Assign a mild correction that logically fits the misbehavior (e.g., verbal reminder for talking too loud, brief delay for running, positive practice for slamming locker doors, proximity management when students are starting to get rowdy, and restitution of writing a formal apology for disrespectful comments.)

#1 REACH OUT AND CONNECT—Greet all students everyday in a welcoming and positive manner as they enter the setting (be positive, smile, and call students by name) and give students specific, descriptive feedback when they follow the expectations.

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#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.

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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.

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#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.

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#9--Look & ListenListening

• 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.

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#8--Be MobileGreet 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!

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#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.

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#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.

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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.

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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.

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#6--Be Proactive…Connect – Positive Feedback

Effective feedback has five characteristics:1. Quick and accurate—don’t over-talk2. Specific—don’t just say “good job”3. Contingent—based on behavior 4. Age-appropriate for the student5. Reasonably private

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#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).

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#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.

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#3 Maximize Your Delivery… How best to give directions when correcting:

Get student’s attention--use nameGet 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

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#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.

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#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

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#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!

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.

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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

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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

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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

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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

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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

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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

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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 assessNOTE: Supervisory Skills Checklist can be found

in Appendix 1 of M2 P5

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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

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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

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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)

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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

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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

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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

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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

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.

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