1. 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.

2. 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.

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

4. 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

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

6. 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Look for students who are withdrawn or bullying others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

7. Crack the active supervision Code
Main
activity
Crack the active supervision Code

8. 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)

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

10. 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
Nonclassroom Setting :1
Classroom Setting :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)

11. 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.

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

13. 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

14. 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

15. 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.

16. Thank you