Using Active / Systematic Supervision The Boggs Center on Developmental Disabilities Rutgers, The State University of New Jersey In Partnership with the Office of Special Education Programs New Jersey Department of Education 2016-2017 School Year Funded by IDEA -Part B 2016-17 in participation with NJDOE OSEP and funded by IDEA funds - Part B (or C) 2015-2016

Active / Systematic Supervision Process of managing environments using positive and proactive practices: Frequently interacting with students and building rapport Continually scanning to quickly identify emerging issues Using physical proximity to cue appropriate and on-task behavior Pair active / systematic supervisor with other key strategies such as: Using a 3:1 praise ratio Pre-correction Prompting strategies Error Correction In partnership with NJDOE OSEP funded by IDEA -Part B 2016-17

Active / Systematic Supervision Principle #1: FREQUENTLY INTERACT Greet students when they enter Check-in during the routine Coach appropriate behavior Tell students what you want them to do Provide praise for cooperation and following expectations Provide encouragement Convey interest in the student’s well-being In partnership with NJDOE OSEP funded by IDEA -Part B 2016-17

Active / Systematic Supervision Principle #2: CONTINUALLY SCAN Routine visual assessment of the area to notice: Who needs assistance Opportunities for praise Changes in mood or disposition Emerging situations In partnership with NJDOE OSEP funded by IDEA -Part B 2016-17

Active / Systematic Supervision Principle #3: KEEP MOVING Physical proximity cues attentive and on-task behavior Continuously move around the area Frequently change up movement path or pattern Pair with scanning and interacting In partnership with NJDOE OSEP funded by IDEA -Part B 2016-17

In partnership with NJDOE OSEP funded by IDEA funds - Part B 2016-17 Resources Video example: https://www.youtube.com/watch?v=rCqIzeU-0hQ De Pry, R. L., & Sugai, G. (2002). The effect of active supervision and precorrection on minor behavioral incidents in a sixth grade general education classroom. Journal of Behavioral Education, 11(4), 255-267. Lampi, A.R., Fenti, N. S., & Beaunae, C. (2005). Makin the three p’s easier: Praise proximity, and precorrection. Beyond Behavior, 15(1), 8-12. Simonsen, B., Fairbanks, S., Briesch, A., Myers, D. & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for research to practice. Education and Treatment of Children, 31(3), pp. 351-380. Sprick, R., Knight, J., Reinke, W. & McKale, T. (2006). Coaching classroom management: Strategies and tools for administrators and coaches. Eugene, OR: Pacific Northwest Publishing. www.irised.com for books and videos using systematic supervision techniques In partnership with NJDOE OSEP funded by IDEA funds - Part B 2016-17

Resources on Classroom Management Strategies Supporting and Responding to Behavior: Evidence Based Classroom Management Strategies that Work https://www.osepideasthatwork.org/evidencebasedclassroomstrategies/ ReThink Discipline Resource Guide http://www2.ed.gov/policy/gen/guid/school-discipline/rethink-discipline-resource-guide-supt-action.pdf Addressing the Root Causes of Disparities in Education https://safesupportivelearning.ed.gov/addressing-root-causes-disparities-school-discipline In partnership with NJDOE OSEP funded by IDEA funds - Part B 2016-17