1. SCHOOL-WIDE POSITIVE BEHAVIORAL INTERVENTIONS AND SUPPORT: ADDRESSING THE BEHAVIOR OF ALL STUDENTS Classroom PBIS: Active Supervision KENTUCKY CENTER FOR INSTRUCTIONAL DISCIPLINE

2. Expectation Participation at In-service Activities and Assignment Completion Peer Collaboration Action Planning and Follow Through Activities Be Respectful Listen, process and ask reflective questions Reflect on each staff member’s experience and expertise Support your colleagues by offering your best ideas Consider the benefits of completing activities and seeking peer coaching Be ResponsibleContribute to learning of all Follow through with assignments Be a peer coachUtilize the activities and seek to apply your learning Training Matrix

3. Training Objectives Define supervision Understand the components of active supervision Reflection and planning

4. Agenda (60 minutes) Opening/Overview (10 minutes) Components of Supervision (30 minutes)  Activity #1: Supervision Components  Activity #2: Interact Frequently Summary/Next Steps (20 minutes)  Activity #3: Enhancing Supervision

5. Pre-Assessment Prior to this training session, your classroom has been observed and you have been given information about your supervision practices Through today’s training, consider how you can enhance classroom supervision – moving, scanning, and/or frequently interacting with students

6. What is Active Supervision? Monitoring procedure that uses 3 components 1. Moving 2. Scanning 3. Interacting Frequently DePry & Sugai, 2002

7. Why Provide Active Supervision? Decreases in problem behavior were found when there was: o Active teaching of expected behaviors o Active supervision o Use of pre-correction for prevention o High rates of positive reinforcement Lewis, Colvin, & Sugai, 2000; Lewis & Garrison-Harrell, 1999; Lewis, Powers, Kelk, & Newcomer, 2002; Lewis, Sugai, & Colvin, 1998

8. Why Provide Active Supervision? ● Use of active supervision (moving, scanning, interacting with students) resulted in : o A decrease in minor behavioral incidents (DePry & Sugai, 2002) The higher the number of positive interactions between adults and students, the lower the number of problem behaviors (Colvin, Sugai, Good, & Lee, 1997).

9. Active Supervision: How? Moving Effectively Constant – Make presence known and obvious – Proximity to all students – More frequent proximity to noncompliant students Randomized Targets Problem Areas

10. Active Supervision: How? Scanning Effectively All students observed on a regular basis Make eye contact with students in more distant locations of the room Look and listen for signs of a problem

11. Active Supervision: How? Interacting Frequently Positive contacts  Friendly, helpful, open demeanor  Proactive, non-contingent  High rate of delivery Positive reinforcement  Immediate and contingent on behavior  Delivered at high rates and consistently

12. Active Supervision: How? Interacting Frequently Corrective response  Non-argumentative, noncritical  Specific to behavior  Systematic = correct, model, practice, reinforce Deliver consequence  Neutral, businesslike demeanor  Fair, non-arbitrary

13. Activity #1: Supervision Components “The teacher Ms. Hailey directed the class to finish writing a paragraph by themselves. She then moved slowly down the aisles looking from side to side quietly acknowledging the students for starting quickly. She stood beside Enrico for a moment, as he usually does not do well with independent work, and praised him for getting started. Ms. Hailey then stopped, turned around, and watched the front half of the class. She continued to loop around the class, checking students’ work and making compliments here and there.” (Colvin, 2009, p.46)

14. Activity #2: Interact Frequently Read the student scenarios Decide what type of interaction is most appropriate 1. Positive Contact 3. Corrective Response 2. Positive Reinforcement 4. Deliver consequence Use your school-wide matrix to identify expectation and rule language Record a possible interaction statement

15. Activity #3: Enhancing Supervision Think about what has been discussed in terms of moving, scanning and interacting. Consider and record your current practices during whole group instruction, small group instruction, independent work times and transition times. How could the use of movement, scanning and frequent interaction be enhanced in your classroom?

16. Next Steps Take time to practice and apply the strategies from today’s session Use the Active Supervision Classroom Practices worksheet to guide you in the process of improving classroom supervision

17. Post-Assessment Post-assessment will occur in approximately 4 weeks During that time, someone will visit your classroom during instructional time and record the frequency of your supervision practices – moving, scanning, and interacting with students. Data will be recorded regarding the overall frequency of supervision.

18. References Colvin, G. (2009). Managing noncompliance and defiance in the classroom: A road map for teachers, specialists, and behavior support teams. Thousand Oaks, CA: Corwin Press. Colvin, G., Sugai, G., Good, R., & Lee, Y. (1997). Using active supervision and pre-correction to improve transition behaviors in an elementary school. School Psychology Quarterly, 12, 344-355. 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, 255-267. Lewis, T. J., Colvin, G., & Sugai, G. (2000). The effects of pre-correction and active supervision on the recess behavior of elementary students. Education and Treatment of Children, 23, 109-121. Lewis, T. J., & Garrison-Harrell, L. (1999). Effective behavior supports: Designing setting- specific interventions. Effective School Practices, 17(4), 38-46. Lewis, T. J., Powers, L. J., Kelk, M., & Newcomer, L. (2002). Reducing problem behaviors on the playground: An investigation of the application of schoolwide positive behavior supports. Psychology in the Schools, 39, 181-190. Lewis, T. J., Sugai, G., & Colvin, G. (1998). Reducing problem behavior through a school-wide system of effective behavioral support: Investigation of a school-wide social skills training program and contextual interventions. School Psychology Review, 27, 446-459. 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.