1. 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
School Year
Funded by IDEA -Part B
in participation with NJDOE OSEP and funded by IDEA funds - Part B (or C)

2. 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

3. 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

4. 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

5. 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

6. In partnership with NJDOE OSEP funded by IDEA funds - Part B 2016-17
Resources
Video example:
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),
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
Sprick, R., Knight, J., Reinke, W. & McKale, T. (2006). Coaching classroom management: Strategies and tools for administrators and coaches. Eugene, OR: Pacific Northwest Publishing.
for books and videos using systematic supervision techniques
In partnership with NJDOE OSEP funded by IDEA funds - Part B

7. Resources on Classroom Management Strategies
Supporting and Responding to Behavior: Evidence Based Classroom Management Strategies that Work
ReThink Discipline Resource Guide
Addressing the Root Causes of Disparities in Education
In partnership with NJDOE OSEP funded by IDEA funds - Part B