The document discusses positive behavior support systems for non-classroom settings in schools. It emphasizes active supervision by staff, teaching and encouraging positive expectations and routines, precorrecting to remind students of rules, and providing positive reinforcement. Key components of non-classroom setting systems include staff having more positive than negative interactions with students, students being able to describe expectations, and implementing features like school-wide implementation and data-based decision making.

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

3. 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 Where instruction is not available as behavior management tool

4. Positive expectations & routines taught & encouraged Active supervision by all staff Scan, move, interact Precorrections & reminders Positive reinforcement Nonclassroom Setting Systems STAFF has at least 4 positive for each negative contact with students STAFF has continuous positive interactions w/ variety of students >80% STUDENTS can describe what SW expectation looks like in specific setting

10. non classroom\VIDEO_TS\VTS_01_1.VOB Active Supervision Positive Reinforcement Teach and Encourage in Context

20. High School Hallways D:\ powerpoint files\HS videos prize pratrol \HS Hallways\VIDEO_TS\VTS_01_1.VOB

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23. Irrelevant Transition Slide

24. Active Supervision VTS_01_1.VOB

25. Did I have at least 4 positive for each negative student contact? Have more positive student contacts than negative Use variety of contact forms

26. Did I move continuously throughout area? Obvious Positive Interactive Unpredictable

27. Did I scan frequently ? Head up Make eye contact Overt body position

28. Did I positively interact with most students? Variety of interaction types Social positives & SW acknowledgements Variety of students Quick Noticeable Publicly appropriate

29. Did I handle minor rule violations efficiently? Quickly Privately Neutrally Follow-up with positive

30. Did I follow school-wide procedures for handling major rule violations ? Quick By the book Business like Disengage Precorrect for next occurrence

31. Do I know my school-wide expectations? Positively stated & visible Small in number Easy Comprehensive Defined

32. Did I positively acknowledge at least 5 different students for displays of SW expectations? Individualized Informative Sincere

33. SYSTEMS FEATURES School-wide implementation All staff Direct teaching 1 st day/week Regular review, practice, & positive reinforcement Team-based identification, implementation, & evaluation Data-based decision making

34. Why does everyone need to be involved? Staff outnumbered Adult presence Prompts desired behavior Deters problem behavior “Being a good citizen” Contribute to school climate

35. Example Supervisors’ Activities For each item on Self-Assessment share one specific strategy you try to use. Observe colleague. Video tape & assess. Agree on one item that everyone will emphasize next week, & tell all staff. Complete Self-Assessment for one setting next week, & turn into Tom on Friday.

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