TECBD ConferenceNovember, 2006

Howard S. Muscott, Ed.D.Co-Director, NH CEBIS

hmuscott@rivier.edu; 206-6891www.nhcebis.seresc.net (handouts)

Teaching Schoolwide Behavioral Expectations in Non-Classroom

Settings in PBIS-NH Schools

To Our PARTNERS, We Thank You!

NH Department of Education Virginia Irwin, Robert Wells, Deb GrabillNH Department of Health and Human Joe PerryServices, Bureau of Behavioral HealthAPEX Initiative JoAnne MalloyAlliance for Community Supports Gail CormierGranite State Federation of Families Kathleen Abate, Linda ThomasNAMI-NH Michael CohenDevelopmental Disabilities Council Alice PorembskiSERESC, Inc. Antonio Paradis & Becky BerkRivier College Charles MitsakosUniversity of New Hampshire,Keene State College, Plymouth State University Granite State College Mary FordPBIS Center, University of Oregon George Sugai, Rob HornerIllinois EBD Network Lucille EberNew Hampshire Connections Dawn MarquisMaryland PBIS Susan Barrett

Agenda

1. Problem Behavior in Non-Classroom Settings

2. Data-Based Decision Making

3. Features of Supervision on the Playground

1. Move, Scan, Interact

2. Focus on Active Supervision

4. Supervision Self-Assessment Scale

Nonclass

room

Setting S

ystems

ClassroomSetting Systems

Individual Student

Systems

School-wideSystems

School-wide PositiveBehavior Support

Systems

PBIS Big Idea

Problem behavior in non-classroom settings (hallways, cafeteria, playground, common areas) accounts for 50% of all problem behavior in schools.

Source: Colvin, Sugai, Good, & Lee (1997)

Non-Classroom Settings

50% of all problem

behavior in school

Common Areas

Playground Recess

Hallways

Cafeteria

Buses

Transitions

Nonclassroom SettingsAdapted from Sugai & Colvin, 1996

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 typically available Where ratio of adults to students is typically lower

than in classrooms (lightly staffed) Where supervision is typically shared or staffed by

non-certified staff

Decision-Making and Problem-Solving is Thoughtful and Calculated

(Mann & Muscott, 2005)

Utilize an action-oriented decision-making system that can apply to all levels of behavior Begin with Outcomes (What do we want to achieve?)

or Key Questions (What do we want to know?) Identify the scope a Problem (scope and context)

through the use of Data (Where we are now?) Identify Action items to get to the outcomes (What do

we want to do?) (Strategic Plan) which creates Structure so that follow through is an expectation

Monitor and Evaluate progress – Use Data to assess your progress (Did it work?)

Adapted from Horner (2003)

Goals of Playground Supervision

1. To provide an opportunity for physical exercise, social development, and fun

2. To keep students safe3. To provide an opportunity for students to learn

and engage in appropriate playground behavior that increases the likelihood it will occur in the future

4. To get students on and off the playground in an efficient and effective manner and back to class ready to learn

5. To respond to problem behavior in a way that decreases the likelihood it will occur in the future

PBIS-NH Supervision on the Playground: Activity 1

1. What do you want to achieve on your playground during recess next year?

2. What do you want to know?3. How will you know if you have

achieved success?

Data from PBIS-NH Schools2003-04

PBIS-NH elementary schools show playground as second most common area for problem behavior after classroom.

PBIS-NH middle schools show hallways as second most common area for problem behavior after classroom.

PBIS-NH high schools show hallways and office as tied for second most common areas for problem behavior after classroom.

PBIS-NH multi-level schools show hallways , playground and cafeteria as tied for second most common area for problem behavior after classroom.

Tag Gone Bad!Thorntons Ferry Elementary School

Playground was the location where most of the ODR referrals come from

Aggression/Fighting was the biggest problem behavior by far

Referrals were coming from many students rather than a few

SWIS data revealed highest levels of problem behavior was coming from 1st and 2nd graders on the playground at recess (214 ODRs August 03 through May 10, 2004)

Observation and reflection discerned it was primarily “tag gone bad” or lack of skills and appropriate games

Reducing Aggression on the Playground Thorntons Ferry Elementary School

8/01/04 – 5/10/058/01/03 – 5/10/04

Thorntons Ferry ESMerrimack NH

September 2004 vs. September 2003 SWIS Data adjusted for number of students

Physical Contact 11 per 100 reduced to 6 (46%)

Defiance/Disrespect/Noncompliance 18 per 100 reduced to 5 (73%)

Why the Improvement?

Focused on teaching the playground expectations rather than punishment

Universal Team taught playground monitors active supervision

Universal Team developed and taught the monitors and children Rules and Games for the Playground

Classroom teachers pre-corrected students by reminding students of expectations before leaving their classrooms each day for recess

PBIS-NH Supervision on the Playground: Activity 2

1. Identify any data source you have for playground/ recess behavior for the 2005-06 school year.

2. How many instances of problem behavior are there? (year, average per day, etc.)

3. What types of problem behaviors are more prevalent?4. Are there patterns for who exhibits the most problem

behavior? (grades, individual students, gender)5. Are there certain times when more problem behavior

occurs?6. Are there certain activities or games where more

problem behavior occur? (dodgeball, 4-square, tag, swings, etc.)

Do You Need to Gather More Information?

An observation is planned for recess What should we be looking for?

Interviews with the supervising staff are planned What should we be asking them?

More SWIS reports are availableWhich ones should we generate?

Features of Effective Behavior Support

in Nonclassroom Settings1. Environmental Arrangements2. Teaching Routines and Activities based on

Expectations from the Teaching Matrix 3. Active Monitoring and Supervision by adults

1. Move2. Scan3. Interact

1. Positive Contacts2. Positive Acknowledgements3. Precorrections 4. Corrections for rule violations

4. Self-Assessment

1. Environmental Arrangements

1. Create visuals and other arrangements to support expected behavior

1. Behavior Matrix for location posted

2. Posted rules that go beyond the matrix on equipment

3. Painted lines to line up

4. Green light on right side of hallway

5. Posters with procedure for lunch line

6. Storage spaces for equipment with visual cues

Playground ExpectationsAmherst Street Elementary School

Playground Follow adult directions

Be a good sport

Use kind words

Play fair

Follow your Pledge

Return everything you borrowed

Walk quietly into the building

Use playground equipment properly

Report unsafe behavior

Stay in the playground area

PBIS-NH Supervision on the Playground: Activity 3

1. Review your playground/recess environment to determine whether physical arrangements support your program and develop an action plan for addressing any that are lacking?

1. Is the Behavior Matrix posted so students and faculty can see it?2. Is there a need to posted rules or procedures that go beyond the

matrix on or nearby specific equipment or activity areas?3. Are there visual supports such as painted lines to help with

procedures like lining up, playground boundaries, or a safety line for standing near swings?

4. Are there storage spaces for equipment with visual cues that help students keep equipment such as balls, jump ropes, etc. organized?

2. Teaching Expectations from Matrix for Routines and Activities

1. Transition Routines1. Lining Up 2. Entering and exiting3. Putting materials away4. Signal for attention

2. Activity Routines1. Games2. Activities (Get food, take out a book, etc.)

3. Special Routines1. Bus evacuation2. Applause3. Emergencies

Team Data-Based

Decision Making

Schoolwide Teaching

Schoolwide Recognizing

Assessing Effectiveness

Schoolwide Outcomes

PBIS-NH Supervision on the Playground: Activity 4

1. Review your teaching matrix for the key expected playground/recess behaviors?

2. Does it include positive behaviors that are replacements for the problem behaviors identified by your data as most significant?

3. If so, identify the specific behaviors that should be highlighted in the teaching rollout.

4. If not, create replacement behaviors that address those problem behaviors, adapt your teaching matrix and get it ratified by the universal team and faculty.

5. Design a teaching rollout for playground following PBIS-NH guidelines.

3. Active Supervision by Adults

Active supervision is a critical yet under-utilized skill by adults in nonclassroom settings

Involves 3 sub-skills: Scan, Move, Interact Scan: Visually examine the entire environment

frequently noticing both appropriate and problem behavior

Move: Physically move around the entire area in an unpredictable pattern while visiting the problem areas frequently

Interact: Elicit conversations with most of the students while providing precorrections and reminders as well as positive recognition

Tips for Scanning Be Constant and Strategic

Scanning Should Be Constant Constantly scan the environment with both your eyes and

ears by looking at each area for a few seconds Look at the big picture frequently Look at student behavior specifically

Scanning Should Be Strategic Practice identifying actions and sounds that signal

problems Learn to recognize signs that precede problem behavior Students with sad or scared facial expressions or concerned

looks Games breaking up for no apparent reason Quick violent movements

Tips for MovementBe Constant, Random and Strategic

Movement Should be Constant Constantly move around to all areas of the playground

or those you have responsibility to supervise Movement Should be Random

Movement patterns should be unpredictable so that students can’t gauge when you will be in an area

Movement should be Strategic Identify trouble spots on playground and move to them

more frequently Identify students or combinations of students who

engage in either more problem behavior or more behaviors that are likely to result in more conflicts and visit them more frequently

Tips for Interacting with Students Be Positive, Specific and Brief

Interactions Should Be Positive Provide positive contacts Provide positive recognition Provide frequent recognition for students exhibiting expected

behaviors Interactions Should Be Specific

Use specific language from the teaching matrix when recognizing students

Use precorrections to support positive behavior Focus on student behavior, not individual students

Interactions Should Be Brief Keep interactions short and to the point so that you can interact with

most students during the period Continue to visually scan the environment during interactions

Provide Positive ContactsSmith & Sprague (2004)

Be friendly and helpful in generalConstantly smile and wave at students as

you move and scanBe proactiveProvide at high rateShort in duration (5-10 seconds)Non-conditional for specific behaviorsDelivered mostly to groups not

individuals

Positively Recognize Expected Behaviors

Provide specific, verbal recognition using words from the teaching matrix

Provide recognition at a 4:1 ratio or better of positive to corrective contacts

Provide a recognition as quickly after the expected behavior as possible

Focus positive attention on problem routines Recognition as many students as possible Provide additional recognition based on your

schoolwide plan

Recognition SystemsMuscott & Mann (2006)

Step 1: Specific verbal praise paired with visible acknowledgement given at high rates.

Step 2: Specific verbal praise paired with visible acknowledgement given intermittently.

Step 3: On-going random verbal praise connected to broad expectations and designed to enhance climate and

Highly visible periodic “attention grabbing: celebrations of success

SW Recognition Planning MatrixMuscott & Mann (2006)

1. In which strategic location will the behaviors be recognized? 2. What specific behaviors will be recognized in that location? 3. What is the visible acknowledgement? 4. How often should it be given?5. Who will be recognizing the students? 6. When should the recognition start? 7. When should the next step begin? 8. What, if anything, happens to the visible recognition after it

is earned?9. How will we ensure that staff practice giving out recognition

prior to implementation? 10. How will we know staff is implementing according to the

plan? 11. Are there any special circumstances?

Use Precorrections to Support Positive Behavior

Quick reminders of expected behaviors that occur prior to the expected behavior Group or Individual

Focus on key errors to pre-alert students Only one line leader please 5 minute reminder prior to the end of recess Go up the ladder on the slide only

Use visuals and concrete examples in addition or verbal reminders

Responding to Problem Behavior: Consequences or Corrections for

Minor Rule Violations Follow schoolwide procedures Handle minor rule violations quickly, quietly,

neutrally, and with positive follow-up Respectful, non-critical, non-argumentative Resolve privately if possible Focus on behavior, not student Use 2-minute rule – If the issue cannot be

resolved in 2-minutes, refer to support staff or follow school procedure

Responding to Problem Behavior: Consequences or Corrections for

Major Rule Violations Follow school procedures for major rule

violations Be businesslike, neutral, disengage Resolve privately if possible Focus on behavior, not student Follow 2-minute rule, refer or get help If successfully resolved, acknowledge student Precorrect for next time

Follow group and individual plans when they exist

Supervision Self-Assessment ScaleSugai & Colvin, 2004

Informal self assessment regarding critical features of non-classroom management with action plan

Available on www.pbis.org website

Features of Active Supervision for Playground Monitors

Muscott (2006)1. Playground monitors know the schoolwide and

playground expectations and can state them.2. Playground monitors contribute to the teaching of

playground expectations to students in rollout or booster activities.

3. Playground monitors contribute to the teaching of the safe use of equipment to students in rollout or booster activities.

4. Playground monitors help new students learn the playground expectations and safe use of equipment.

5. Playground monitors move continuously and unpredictably throughout area making their movements obvious, positive, and interactive.

Features of Active Supervision for Playground Monitors

Muscott (2006)6. Playground monitors scan the playground frequently with your

head up, maintaining eye contact and with an overt body position.

7. Playground monitors engage in frequent and varied positive interactions with most of the children on the playground. These quick, noticeable, public and developmentally appropriate interactions should include social positives and schoolwide acknowledgements. They should be individualized, informative, and sincere.

8. Playground monitors provide at least 4 positive for each negative student contact.

9. Playground monitors handle minor rule violations quickly, privately, neutrally, then follow-up with a positive interaction.

10. Playground monitors handle major violations quickly, by the book using school procedure, and in a business-like manner. They disengage quickly and precorrect for the next occurrence if possible.

PBIS-NH Supervision on the Playground: Activity 5

1. If you have supervisory responsibilities on the playground or other non-classroom environment, rate yourself on the Supervision Self-Assessment Scale and identify areas in need of further skill development.

2. If you don’t list the people who have supervisory responsibility on the playground and develop an action planning for how you might proceed to help them gain the knowledge and skills of systematic supervision.