PBS Team Training Cohort E

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PBS Team TrainingCohort E

• Common Area Policies
• June 23, 20009

Beth Woody
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Welcome to Cohort E Team Training

• Please put on a name tag.
• Help yourself to refreshments.

Mon. vs. Fri.
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Details

• Registering PD registration must be by 1000
  today.
• Stipend Roster
• Notebooks/Materials
• Team Role each team member select a different
  team role for today.
• Feedback

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Sources

• PBS information from National Center on PBIS for
  more information go to www.pbis.org.
• Materials and information on Common Area Policies
  adapted from Foundations materials developed by
  Randy Sprick of Safe and Civil Schools
  www.safeandcivilschools.com and from RDP Coaches
  in the Guilford County Schools.

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Agenda for Today

• Common Area Policies - Beth
• Work time
• Behavior Matrices - Beth
• Work time
• Lesson Plans Sherry

Expectations Defined
Expectations Taught
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Our CHAMPs EXPECTATIONS of You During Direct
Instruction by Trainer

• C--CONVERSATION
• Side comments--on topic and so quiet only the
  person next to you can hear
• Limit side comments to 10 seconds
• Turn off your cell phone or put on vibrate!
  Please go to the hallway to talk.
• H--HELP
• Questions are GOOD!
• Raise hand or pass us a note
• Use the Parking Lot
  
• Ask during a break

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• A--ACTIVITY
• Lecture and reporting out time
• M--MOVEMENT
• Stand, stretch, use restroom, get refreshments
  as needed
• P--PARTICIPATION
• Be on time in the morning and when you return
  from lunch and breaks

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CHAMPs EXPECTATIONS of YouDuring Team Activities
Work Time

• C--CONVERSATION
• Use soft voices at your table
• Everyone stay on topic for designated
  time
  period
• H--HELP
• See if someone at your table can help
• Raise hand

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• A--ACTIVITY
• Process information
• Share information and ideas
• Produce team products
• M--MOVEMENT
• Stand, stretch, use restroom, and
  get
  refreshments as a group after the task is done
• P--PARTICIPATION
• Fulfill the team roles as requested
• Everyone participates by talking and writing
• Complete your assignments on time

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What is a Common Area?

• Examples are
• Hallways
• Restrooms
• Cafeteria
• Courtyards or commons
• Playground

• Field trips
• Arrival (bus, cars, and walkers)
• Dismissal
• Buses
• Assemblies

Adapted from Foundations, Randy Sprick and from
RDP materials in GCS
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What Is a Common Area Policy?

• A policy for a common area is comprised of five
  parts
• Goal
• Rules/Procedures for Student Behavior
• Supervision Responsibilities
• Encouragement Procedures
• Consequences for Infractions

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Big Picture for Implementing a Common Area Policy

• Developing Common Area Policies
• Policies written
• Behavior matrices developed
• Lesson plans written
• Staff trained
• Policy is implemented
• Monitoring, data collection and feedback
• Revisions

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Continuum of Positive Behavior Support Systems
INTENSIVE 1-3 of students Tertiary
Prevention Specialized Individual Systems for
Students with High-Risk Behaviors
TARGETED 3 - 7 of students Secondary
Prev Specialized Group Systems for Students with
At-Risk Behavior
Common Area Policies
UNIVERSAL 80 95 of students Primary
Prevention School wide systems for all
students, staff and settings. Classroom system
designed by the individual teacher (classroom
management plan).
Adapted from www.pbis.org
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How Many Policies Will Your Team Develop?

• At least 4 this week
• Additional polices
• Turn effective procedures into policies
• Goal Have a written policy for every common
  area in your school by the end of 1st semester.

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Why Develop a Policy to Improve Student Behavior
in a Common Area?

• Student behavior
• influences the climate in the whole school.
• impacts classroom behavior.
• can have a huge impact on staff commitment and
  energy towards changing student behavior.

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Possible Reasons for Misbehavior in a Common Area

• Structural variables
• Supervision arrangements
• Expectations for student behavior

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• A middle school in Oregon was faced with a unique
  problem. A lot of the girls were beginning to
  use lipstick and would put it on in the
  bathroom. That was fine, but after they put on
  their lipstick they would press their lips to
  the mirror, leaving dozens of little lip
  prints.
• Finally, the principal decided that something had
  to be done. She called all the girls to the
  bathroom and met them there with the custodian.
  She explained that all these lip prints were
  causing a major problem for the custodian who had
  to clean the mirrors every night. To demonstrate
  how difficult it was to clean the mirrors, she
  asked the custodian to show them how he cleaned
  them.
• He took out a long-handled squeegee, dipped it in
  the toilet, and then cleaned the
  mirror with it. Since
  then there have been NO lip prints on the
  mirror.

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Possible Reasons for Misbehavior in a Common Area

• Concept of existing regularities

HS hallway
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Possible Reasons for Misbehavior in a Common Area

• Supervision practices arent effective
• Lack of active supervision
• Inconsistent supervisor responses

Sup. outside
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Possible Reasons for Misbehavior in a Common Area

• Supervision practices arent effective (cont)
• Failure to convey an assumption of student
  cooperation and compliance.
• Adversarial and/or emotional supervisor
  responses.

queen
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• If we do not change where we are going, we are
  likely to end up where we are heading.
• Ancient Chinese Proverb

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What Is Done Before Writing a Policy?

• Look at Existing Procedures/Policies
• Examine current written policy or procedures.
• Ex Tardy Policy
• Examine unwritten policies and procedures.
• Ex procedures for morning arrival or dismissal

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What Else Is Done Before Writing a Policy?

• Look at specific concerns about STUDENT behavior
  in the common area
• students concerns
• staff concerns
• parents concerns
• Consider these factors
• Grade level
• Time of day
• Day of week
• Specific location

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What Else Is Done Before Writing a Policy?

• Look at specific concerns about STAFF behavior in
  the common area
• students concerns
• staff concerns
• parents concerns
• Consider these factors
• Grade level
• Time of day
• Day of week
• Specific location

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Policy Forms
yellow

• Identifying Concerns about a Common Area
• T-Charts for Developing a Policy
• Common Area Policy Rubric
• Common Area Policy

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Common Area Policy Rubric

• Part I Goal
• Example
• The lunch line and cafeteria at Union Hill will
  be a safe, calm, and clean environment where
  people interact with respect and courtesy.
• Can adapt these examples for your use.
• Note each section (parts 1-5) has an explanation
  that can be deleted once youve developed the
  policy.

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Common Area Policy Rubric

• Part 2 Rules/Procedures for Student Behavior
• Rules should be
• Be clear, well-defined, objective, and
  observable.
• Have sufficient detail.
• Reflect age-appropriate expectations.

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Common Area Policy Rubric

• Part 2 Rules/Procedures for Student Behavior
• Rules should
• Specify how the student behavior should look and
  sound Note General or nonspecific terms must be
  explained!
• Be in positive terms
• Vary for different areas or different situations

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Common Area Policy Rubric

• Part 2 Rules/Procedures for Student Behavior
• Rules should also consider or include
• changes in structure and/or organization
• Physical setting
• entry and exit issues
• scheduling problems
• crowding considerations
• Note procedure vs. rule
• General statement firstcan modify.
• Then list rules.

See examples in rubric
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Common Area Policy Rubric

• Part 3 Supervision Responsibility
• Key behaviors for adult supervisors
• circulate
• interact
• scan
• diffuse
• motivate
• How will supervisors communicate high
  expectations
• How should staff behavior look sound

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Common Area Policy Rubric

• Part 3 Supervision Responsibilities cont
• General statement to begin-can modify.
• How (encourage responsible behavior)
• How (correct irresponsible behavior)
• Tip Consider using these statements in all
  policies for consistency.
• Also consider the following details
• who/where/when
• Note these details dont have to be written
  into the policy but must be decided.

See examples in rubric
See examples in rubric
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Common Area Policy Rubric

• Part 4 Encouragement Procedures
• General statement to begin-can modify.
• Specify (give examples) how will school staff
  will promote responsible behavior by
• Initiating friendly interactions
• Giving positive verbal and non-verbal feedback
• Telling other teachers
• Tip Consider using the same or similar
  statements for all policies to promote
  consistency.

See examples in rubric
41 Ratio
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Common Area Policy Rubric

• Part 5 Consequences for Infractions
• General Statement to begincan modify.
• Specify (give examples)how staff is to handle
  misbehavior in the common area. Key points
• Positive interventions first
• Mild consequences
• fit the nature and severity of the misbehavior.

See examples in rubric
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Common Area Policy Rubric

• Part 5 Consequences for Infractions
• Very important avoid touching students when
  correcting
• Suggestion add how staff should handle an
  emergency Note more later.
• Tip Consider keeping this section similar across
  policies so staff will be clear on how to handle
  misbehavior in common areas.

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Common Area Policy Rubric

• Part 5 Consequences for Infractions cont
• Hierarchy of consequences - not recommended
• Recommended a menu teachers should select the
  mildest consequence that fits that situation.
  Note can add more after info on Possible Teacher
  Responses.
• Office referral (from common area).
• Note Sample statements 7, 8, and 9 address
  student noncompliance.

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Seeking Staff Input While Developing Policies

• Getting Staff Feedback
• E-mail or distribute draft
  policies to all staff members for feedback.
• Ask each staff member to respond to
  their PBS team representative.
• Once policy is finalized, update
  and teach staff.
• Can follow this plan/schedule
  for each policy developed.
• Staff feedback should also be gathered after a
  policy has been in place for a while.

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Common Area Policies

• Questions?
• Look at some examples of Policies
  developed by some of our PBS schools.
• Note Some of these examples have 6 sections, not
  5.

Blue
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Team Activity to Identify Common Areas for
Policy Development

• Decide as a team what 4 common area policies (see
  list below) you will develop first. Note Buses
  are not included.
• Tip Pick the 4 areas where you will get the
  biggest bang for your buck!
• Hallways, Restrooms, Cafeteria, Courtyards
  or Commons, Playground, Field trips, Arrival
  (bus, cars, and walkers), Dismissal, Assemblies.

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Team Activity Common Area Policy Development

• Select one common area and complete Identifying
  Concerns about a Common Area form either
  individually or as a group. Discuss and come to a
  consensus.
• T-Chart After identifying your concerns,
  complete (as a group) the T-chart to specify what
  student behavior should look and sound like and
  what staff behavior should look and sound
  like.
• Note After completing these two forms, begin
  writing the policy (instructions on next slide).

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Team Activity Common Area Policy Development

• Develop a complete common area policy (Parts 1-5)
  using the blank Common Area Policy or the Common
  Area Policy Rubric.
• Note Both of these forms can be found in the
  folder labeled Policies. The forms Identifying
  Concerns about a Common Area and the T-Chart can
  also be found in this folder. All of these forms
  can be used whenever you develop/revise a policy.
  

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Work Time

• Finish your first Policy.
• Then begin working on 3 additional policies,
  completing Parts 1, 2 3 now you can complete
  remaining sections as time allows. Before you
  begin, complete the Identifying Concerns form and
  the T-Chart for those 3 common areas.
• Tip Have team work in pairs developing 2nd
  4th policies, then share with whole team.
• Add what is not completed to your Goal Plan.