tending the garden in non-classroom settings
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Tending the Garden in Non-Classroom Settings
Mark TateosianAnoka-Hennepin SchoolsNovember 18, 2013Metro SW-PBIS Winter Training
Outcomes
1. Be able to articulate the main features of PBIS and how “managing non-classroom settings” fits in.
2. Be able to identify non-classroom settings and explain how they differ from classroom settings.
3. Be able to describe at least specific 3 strategies for managing non-classroom settings.
Outcomes (cont.)
4. As a team, be able to develop and implement procedures for managing non-classroom settings with respect to:
• the Basic Management Considerations and Practices listed on p.80 of the workbook,
• the Guidelines on p. 81 of the workbook.
How will we get there?
1. A metaphor and review2. Non-classroom definition and
examples3. Managing non-classroom
settings4. Supported planning
A metaphor for the work:
How is managing non-classroom settings like tending a garden?
Garden Logic
(Modified from Zins & Ponti, 1990)
Successful plants
are linked to
gardens
Systems Logic
(Zins & Ponti, 1990)
Successful Behaviors
Effective
School Climate
RelevantDurable
Efficient
Laying the foundation for PBIS (managing non-classroom settings, for example) is like
fertilizing a garden.
Garden/ Systems Logic
How does “managing non-classroom settings” fit in with
the features of PBIS?
SupportingStaff Behavior
SupportingStudent Behavior
OutcomesD
ata
Syst
ems
Prac
tices
How do we
approach our
work?
SupportingDecision Making
Non-Classroom
Family
StudentSchool-wide
Classroom
5 Systems
All
Some
Few
Tiers of Interventions Strategies
Outcomes
1. Be able to articulate the main features of PBIS and how “managing non-classroom settings” fits in.
2. Be able to identify non-classroom settings and explain how they differ from classroom settings.
3. Be able to describe at least specific 3 strategies for managing non-classroom settings.
Outcomes (cont.)
4. As a team, be able to develop and implement procedures for managing non-classroom settings with respect to:
• the Basic Management Considerations and Practices listed on p.80 of the workbook,
• the Guidelines on p. 81 of the workbook.
Non-classroom Problem Behavior Examples
• Crowding at stairs and in hallways• Fighting at lunchtime• Teasing on the playground• Pushing in the halls before school• Leaving a mess in the lunchroom
• 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
• Where instruction is not available as a behavior management tool
Non-classroom Settings
Classroom vs. Non-classroom
• Classroom– Teacher directed– Instructionally focused– Small # of predictable
students
• Non-classroom– Student focused– Social focus– Large # of unpredictable
students
Workbook p.80
At your table can you agree and explain you position?
Classroom or Non-classroom?1. Lunchtime in the cafeteria
2. Class field trip to the theater
3. School library with 3 teachers and their students
4. Bus loading
Outcomes
1. Be able to articulate the main features of PBIS and how “managing non-classroom settings” fits in.
2. Be able to identify non-classroom settings and explain how they differ from classroom settings.
3. Be able to describe at least specific 3 strategies for managing non-classroom settings.
Outcomes (cont.)
4. As a team, be able to develop and implement procedures for managing non-classroom settings with respect to:
• the Basic Management Considerations and Practices listed on p.80 of the workbook,
• the Guidelines on p. 81 of the workbook.
Managing Non-classroom
Settings
Workbook p.80
Basic Management Considerations
Basic Management Practices
• Physical/environmental arrangements
• Routines and expectations
• Staff behavior and practices
• Student behavior
• Teach directly expected behaviors and routines in context
• Actively supervise (scan, move, interact)
• Pre-correct and remind
• Positively reinforce expected behavior
Considerations(What can be changed?)
Physical environmen
t
Routines & expectation
s
Staff behavior
Student behavior
Practices
Supervise Actively (Scan, Move, Interact)
Pre-correct (Remind Early)
Positively Reinforce
Teach Expectations &
Routines
Physical / Environmental Arrangements
Serving Area
Lunch Line
Hungry Students
Serving Area
Lunch Line
White Space
What Physical / Environmental Arrangements can you make that
would help your school?
Routinesand
Expectations
Students are ready to leave when buses are called.
Stay with the class until bus is called.
Walk quietly with staff to bus.
Sit in assigned seat quietly.
Keep hands and feet to yourself.
Follow all staff instructions.
Dismissal Routine
Entering the Cafeteria
• Each class is assigned a specific time to go the cafeteria (e.g. 11:00, 11:04, 11:08). This eliminates long lines and substantially reduces disruptive behaviors.
• An enter and exit traffic pattern is followed. Students bringing their own lunch go directly to their assigned table.
• All students are assigned seats.
• A cup is placed on the table for the first 5 minutes, indicating no talking to ensure lunch is eaten. Aides keep time so cups are removed after 5 minutes.
• 5 minute timers are also placed on the tables, so students can monitor how long they need to stay quiet.
Routine1.Walk into assembly quietly.2.Stay with your class.3.Sit in one spot during assembly.4.Keep hands and feet to yourself.5.Quiet mouth6.Clap appropriate.7.Leave quietly with your class.
Assembly Routine
Where could routines help your school?
Teach directly expected
routines in context
1.Discuss steps to routine and guide students through each.
2.Write the steps as discussed.3.Review sequence of routine.4.Copy icons and have the students
write a sentence to form a book of routines. (maybe a guided writing activity?)
Teaching ExamplesExample:
• A student follows the steps to the cafeteria routine.
Non examples: • A student goes in the “out”
door.• A student jumps ahead of
others in line.• A student is loud in the
cafeteria.
After the LessonRemind the students of the routine before leaving the classroom and while in the cafeteria.
5. Role play routine in class, and practice the routine.
6. Teacher role play and make mistakes so the students can verbally correct.
7. Show icon and have the students label the step.
8. Cut the sentence from the icon, and play memory matching icon to sentence.
9. Make two copies of icons and play memory.
10.Discuss how to be safe, be respectful, and be cooperative in the cafeteria.
11. State expectation and have student state if it is safe, respectful, or cooperative.
Cafeteria RoutineTeaching Activity
Teaching ExamplesExample:
• A student follows the steps to the assembly routine.
Non examples: • A student moves from seat to seat.• A student is loud during the
assembly.
1.Brainstorm steps to routine and guide students to the steps listed.
2.Write the steps as discussed.3.Review sequence of routine.4.Copy icons and have the students
write a sentence to form a book of routines. (maybe a guided writing activity?)
5.Role play routine in class, and practice the routine.
1.Teacher role play and make mistakes so students can verbally correct.
2.Show icon and have the student label the step.
3.Cut the sentence from the icon, and play memory matching icon to sentence.
4.Make two copies of icons and play memory.
5.Discuss how to be safe, be respectful, and be cooperative in the assembly.
6.State expectation and student state if it is safe, respectful, or cooperative.
Assembly RoutineTeaching Activity
After the LessonRemind the students of the routine before leaving the classroom and in the assembly.
The Crazy Stairwell Landing
Video for Staff Training• Hallway, Library (start at 2:00) – Also example
of staff training.
How could you teach non-classroom routines at your
school?
Precorrect and Remind
Precorrection
Identify & analyze setting in which problem behavior is most likely to occur.• Behavior triggers & function of behaviors• Expected & acceptable behaviors
PrecorrectionBefore•Modify setting•Check-in w/ student•(Re)teach & remind•Reinforce•Re-direct
PrecorrectionDuring•Monitor & reinforce•Re-direct
After•Reinforce •Revise, (re)teach, remind
Positively reinforce expected behavior
Polar Table Tunes Is Here!
Do you like music?
Do you like lunch?
Do you like music at lunch?
Try “Polar Table Tunes.”
Here’s how it works.
Each day, after lunch, the cafeteria is checked for clean tables.
After 5 days of 100% clean tables, we get music.
It’s that simple! Let’s show how Polars can take care of their space, and get music, too.
Polar
Earn yours by showing commitment to:
Caring CommunityAcademic Excellence
Personal Integrity
Used to Reward Individual
Students and Tables
“Approximating Results”
• Is your recognition system working?
• What non-classroom location or behavior could be targeted with your recognition system?
• Would a location-specific recognition system help?
• What data can you collect to monitor your recognition efforts?
For Your Consideration
Actively Supervise
Critical features & essential practices
Did I scan frequently ?
• Head up• Make eye contact• Overt body position
Did I move continuously throughout area?
• Obvious• Positive
• Interactive• Be Unpredictable
Active Supervision Training Sample
Did I positively interact with most students?
• Variety of interaction types– Social positives & acknowledging School-wide
behavior expectation• Variety of students• Quick• Noticeable• Publicly appropriate
Teachers report that when students are greeted by an adult in the morning, it takes less time to complete morning routines & get the first lesson started.
“Good morning”
Did I handle minor rule violations
efficiently?• Quickly• Privately• Neutrally• Follow-up with positive
• Individualized• Informative• Sincere
Did I positively acknowledge at least 5 different students for
displays of School-wide expectations?
• Have more positive student contacts than negative
• Use variety of contact forms
• For example: smile, handshake, greeting, etc.
Did I have at least 4 positive contacts for each negative
student contact?
“4 to 1”
Fight Referrals by Month
Month
Sept. Oct. Nov. Dec. Jan. Feb. Mar. Apr. May
Fight Referrals by Month
Month
Sept. Oct. Nov. Dec. Jan. Feb. Mar. Apr. May
Fight Referrals by Month
Sept. Oct. Nov. Dec. Jan. Feb. Mar. Apr. May
Tools
Active Supervision Video Resource Samples of Videos Available for
PurchaseHigh Schoolhttp://www.youtube.com/watch?feature=endscreen&NR=1&v=rCqIzeU-0hQ
Middle Schoolhttp://www.youtube.com/watch?feature=endscreen&v=95YA8mfY-2c&NR=1
High Schoolhttp://www.youtube.com/watch?v=5JB2xSf-S58&list=PLLi08AejqezrLrF4SqZBHKaDOa1bPTp84
• Who needs to get trained?
• Who will do the training?
• When will the training occur?
• How will you train them?
• How will active supervision be monitored to make sure it is occurring?
For Your Consideration
• Individually complete the Supervision Self-assessment (p.82) . Discuss results with your team.
• Update your team action plan to train staff on Active supervision. Please include:• Method of training• Materials needed• Personnel needed to do the training• Any available data (Big 5?) that might
inform you training• Prepare to share your progress with
others
For Your Planning
SWPBS Workbook p.82
SWPBS Workbook p.83
SWPBS Workbook p.81
SWPBS Workbook p.80
What did we do?
1. A metaphor and review2. Non-classroom definition and
examples3. Managing non-classroom
settings4. Supported planning
Outcomes
1. Be able to articulate the main features of PBIS and how “managing non-classroom settings” fits in.
2. Be able to identify non-classroom settings and explain how they differ from classroom settings.
3. Be able to describe at least specific 3 strategies for managing non-classroom settings.
Outcomes (cont.)
4. As a team, be able to develop and implement procedures for managing non-classroom settings with respect to:
• the Basic Management Considerations and Practices listed on p.80 of the workbook,
• the Guidelines on p. 81 of the workbook.
Ready, Set, Grow!
Tending the Garden in Non-Classroom Settings
Mark TateosianMark.Tateosian@anoka.k12.mn.us
Anoka-Hennepin Public Schools
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