Active Supervision Center on Positive Behavior Interventions & Supports 8

Nonclassroom Setting Systems Classroom Setting Systems Individual Student Systems School-wide Systems School-wide Positive Behavior Support Systems

Purpose To review critical features & essential practices of active supervision

Examples An elementary school principal found that over 45% of their behavioral incident reports were coming from the playground.

High school assistant principal reports that over 2/3 of behavior incident reports come from “four corners.”

A middle school secretary reported that she was getting at least one neighborhood complaint daily about student behavior on & off school grounds.

An high school nurse lamented that “too many students were asking to use her restroom” during class transitions.

At least 2 times/month, police are called to settle arguments by parents & their children in parking lot

Over 50% of referrals occurring on “buses” during daily transitions.

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

5 minute activity Pick 1 problematic nonclassroom setting you have experienced Identify 2-3 features of problem Identify 2-3 possible solutions Report (<1 min.) main features of your example Attention Please 1 Minute Spokesperson

SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Decision Making Supporting Student Behavior Positive Behavior Support OUTCOMES Social Competence & Academic Achievement

Classroom v. Nonclassroom Classroom –Teacher directed –Instructionally focused –Small # of predictable students Nonclassroom –Student focused –Social focus –Large # of unpredictable students

MANAGEMENT FEATURES Physical/environmental arrangements Routines & expectations Staff behavior Student behavior

Basics “Supervision Self-Assessment” YES or NO

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

~10 positive : 1 correction

Did I move continuously throughout area? Obvious Positive Interactive Unpredictable

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

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

“Good morning, class!” Teachers report that when students are greeted by an adult in morning, it takes less time to complete morning routines & get first lesson started.

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

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

Considerations What are “costs” of compliance? Can I follow-through with consequences? Have I taught & reinforced compliance? Disengage quickly

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

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

“Readers’ Digest” Guide 7-8 “yes” = Super Supervision 5-6 “yes” = So-So Supervision <5 “yes” = Improvement Needed

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

Colvin, G., Sugai, G., Good, R. H., III, & Lee, Y. (1997). Using active supervision and precorrection to improve transition behaviors in an elementary school. School Psychology Quarterly, 12,

Talk, Walk, Squawk An elementary school principal found that over 45% of their behavioral incident reports were coming from the playground.

Neighborhood Watch A middle school secretary reported that she was getting at least one neighborhood complaint daily about student behavior on & off school grounds.

Adopt-a-Bathroom An high school nurse lamented that “too many students were asking to use her restroom” during class transitions.

Music, Mags, Munchies Over 50% of referrals occurring on “buses” during daily transitions.

Other examples Recess then lunch Numbers instead of alphabet Movement between hallway & classroom “Trash-Trays-n-Travel” & “Whisper While you Walk” “Game Rule” cards Participation in assembly

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

15 minute activity Identify problematic nonclassroom setting(s) Identify factors that contribute to problem Review Self-Assessment & identify possible strategies for addressing problem If needed, build into Action Planning Provide 1 minute report Attention Please 1 Minute New Spokesperson

Example Supervisors’ Activities For each item on Self-Assessment share one specific strategy you try to use. 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.

Active Supervision 15 minutes Review “Active Supervision Self- assessment” (8) & discuss possible practices/systems applications to your identified (or new) problem setting Report 2-3 “big ideas” from your team discussion (1 min. reports) Attention Please 1 Minute Spokesperson