PBIS Classified staff TRAINING active supervision Active Supervision Definition. Effective and efficient supervision techniques which support appropriate student behavior in both nonclassroom and classroom settings. Evidence base. Active supervision has a positive impact on student behavior in different settings including classroom and non-classroom areas. Within a general education classroom, the introduction of active supervision produced a classroom-wide decrease in minor behavioral incidents (De Pry & Sugai, 2002). Colvin and colleagues (1997) have found that the degree of active supervision – and not the supervisor to student ratio – accounted for the most variance in problem behavior in non-classroom transition settings. In addition, a significant inverse relationship was identified between the number of supervisor-to-student interactions and the instances of problem behavior.

Outcome The purpose of this training is to develop classified staff members’ understanding of how to actively supervise students in all settings in alignment with PBIS.

What is PBIS? Positive Behavior Interventions and Supports (PBIS) is a system for creating positive cultures in schools.

Insert School-Wide Expectations Here….. Talk about Tier 1 implementation at your school: Expectations selected, taught, reinforced, using data to make decisions, active supervision etc

FEATURES of PBIS active supervision Main Menu FEATURES of PBIS active supervision Moving Scanning Interacting Frequently

Elements of Active Supervision Movement Scanning Visual Head up Make eye contact with students in more distant locations of the room/ playground Look for and acknowledge appropriate behaviors Monitor problem areas and behaviors Look for students who are withdrawn or bullying others Auditory Listen for words or sounds associated with appropriate and inappropriate behaviors Listen for unusual sounds Pay attention to the surroundings- focus on several different areas at a time by listening and looking in different directions Be proactive Constant Make presence known and obvious Proximity to all students More frequent proximity to noncompliant students Move an average of 30 feet per minute Move from one supervision area to another covering each at least twice Random Vary the path taken, planned Unpredictable to students Purposeful All students observed on a regular basis Target known areas, activities, groups, and individuals

Crack the active supervision Code Main activity Crack the active supervision Code

Crack the code (affirmative) (conduct) (result) (encouragement) Crack the Code Anagram Definitions of anagrams: a game whose object is to form words from a group of randomly chosen letters Directions: Working groups use the code (synonym) to rearrange bold letters to form the word. Letters in the circle will spell a word at the bottom of the worksheet. ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ Optional: Have groups great a list of opposite word pairs from their anagram list. Post pairs on chart. Answer Key: ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ CLICK ON MAGNIFYING GLASS TO RETURN TO MAIN MENU (encouragement) (in motion) (glance over) (come together)

Let’s Practice :What does this look like in non-classroom settings? script Moving and Scanning Examples Non-examples Yard duty Cafeteria

Interacting Frequently Features Interacting Frequently Positive contact Reinforcement ratio 5:1 highlight RESPONDING RESPONSE SEQUENCE Interacting Frequently Interacting Frequently increases opportunities for high rates of positive contact, reinforcing appropriate behavior and correcting inappropriate student behaviors. Positive Contact Research: High rates of positive contact with individuals or groups of students can be expected to significantly reduce student problem behavior for up to 90% of all students. To be efficient and effective: Short (5 to 10 seconds in duration) Involve groups over individuals (so that more kids are affected) Use Matrix option for examples/non-examples. Reinforcement Ratio http://pbis.ocde.us/Assets/PBIS/PIE+R2+The+Area+of+a+Circle.pdf http://pbis.ocde.us/Assets/PBIS/downloads/Positive+$!26+Negative+Ratio.pdf Nonclassroom Setting 4:1 Classroom Setting 5:1 Target Group/Individual: 6-8:1 Delivery should be: 1. immediate, consistent, contingent (practice: example and nonexample) III. RESPONDING General Response to Problem Behavior Respectful and calm Specific to behavior Systematic = correct, model, practice, reinforce Delivering CORRECTIVE consequences Take student aside. Avoid embarrassing the student in front of others Review what you saw with the student in a calm, businesslike, impersonal manner Arguments allow you to be drawn into the function of the student’s behavior (avoiding or obtaining) Define the inappropriate behavior – state the rule or expectation violated Ask the student to state the appropriate, expected behavior for the situation (assist them if they can’t) Remind student of prescribed consequences for the particular behavior (refer to active flow chart) Follow school guidelines (active flow chart)

Positive Contact Positive Contact Research: High rates of positive contact with individuals or groups of students can be expected to significantly reduce student problem behavior for up to 90% of all students. To be efficient and effective: Short (5 to 10 seconds in duration) Involve groups over individuals (so that more kids are affected) Use Matrix option for examples/non-examples.

Reinforcement Ratio Positive comment : Negative comment Non-classroom Setting 4:1 Classroom Setting 5:1 Target Group/Individual: 6-8:1

Positive contact Positive contact ACTIVITY TWO: Interacting Frequently Examples Non-Examples Friendly Helpful Open demeanor Proactive High Rates of delivery Non-Specific in content (“Good Morning , Its good to see you!”) Interacting Frequently Positive Contact Examples are EFFICIENT and EFFECTIVE Non-Examples would be INEFFICIENT and INEFFECTIVE OPTIONS: solicit non-examples from the audience or Print out Matrix and have them complete in groups/individual *responses are opposites of examples

Central Unified Yard Duty Expectations Positive Attitude On time Cell phones put away (unless emergency) Active Supervision (Scanning, Movement, Positive Interactions) Promptly report to locations (zones) as assigned Separated during yard duty Understand outside referral form process (minor & major) Give out positive caught you being good tickets during yard duty Know all the school wide behavior expectations in all assigned yard duty settings Provide corrective feedback to students Monthly yard duty meetings with Administration Have fun Enjoy the students

create a definition for active supervision. Processing Match book EXIT TICKET create a definition for active supervision. 2. To accomplish this, you may use only 8-12 words. 3. You have 5 minutes to complete this task. Following the introduction of a topic, groups craft a “matchbook” definition. Like a matchbook, very few words can be used (8–12). Groups have 5 minutes to craft and post the definition. ALTERNATIVES Use this strategy to check understanding by summarizing conclusions from a discussion or dialogue. TIPS Set something aside. Save it for a different task. Keep the definitions posted for later reference. Use quarter sheets of chart paper or sticky notes to encourage short definitions.

Thank you