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Nonclassroom Settings

Develop and implement a formal system of SW-PBIS in non-classroom settings to improve student behavior management. Review critical features of active supervision with outcomes to update action plans and provide training. Address behavior incidents in common areas like playgrounds, halls, and buses with positive reinforcement and structured play.

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Nonclassroom Settings

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  1. Nonclassroom Settings

  2. My Story • T. J. Larson • Barack and Michelle Obama Elementary School

  3. SWPBS Subsystems School-wide Classroom Family Non-classroom Student

  4. Purposes 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.

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

  6. Examples (SWPBS Workbook page 79 )

  7. Examples (SWPBS Workbook page 79 ) An elementary school principal found that over 45% of their behavioral incident reports were coming from the playground.

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

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

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

  11. At least 2 times/month, police are called to settle arguments by parents & their children in parking lot

  12. Over 50% of referrals occurring on “buses” during daily transitions.

  13. 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

  14. Social Competence & Academic Achievement Positive Behavior Support OUTCOMES Supporting Decision Making DATA Supporting Staff Behavior SYSTEMS PRACTICES Supporting Student Behavior

  15. Classroom v. Nonclassroom • Classroom • Teacher directed • Instructionally focused • Small # of predictable students • Nonclassroom • Student focused • Social focus • Large # of unpredictable students

  16. Active Supervision –Video!

  17. Basics “Active Supervision: Self-Assessment” YES or NO

  18. Non-Classroom Management: Self-Assessment

  19. “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.

  20. Douglas County S.D., CO 4-08

  21. Teach Expectations in the Setting

  22. Expected behaviors are visible Sirrine Elementary June 8, 2004 SC

  23. Positive Recognition

  24. 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

  25. Structured Play An elementary school principal found that over 45% of their behavioral incident reports were coming from the playground.

  26. Video!

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