Enhancing Active Supervision in School Settings for Improved Student Behavior

1. 8 Active Supervision George Sugai Center on Positive Behavior Interventions & Supports www.pbis.org January 8, 2006

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

3. Purpose To review critical features & essential practices of active supervision

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

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

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

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

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

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

10. 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

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

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

13. Basics “Active Supervision: Self-Assessment” YES or NO

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

15. ~10 positive : 1 correction

17. Did I move continuously throughout area? • Obvious • Positive • Interactive • Unpredictable

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

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

20. “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.

21. McCormick Elementary School, MD Monitoring Dismissal

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

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

24. Considerations • Have I taught & reinforced compliance? • What are “costs” of compliance? • Can I follow-through with consequences? • Am I willing to accept responsibility for “other” consequences? Disengage quickly

25. Do I know my school-wide expectations? • Positively stated & visible • Small in number • Easy • Comprehensive • Defined

26. Redesign Learning & Teaching Environment School Rules NO Food NO Weapons NO Backpacks NO Drugs/Smoking NO Bullying

27. OMMS Business Partner Ticket 6 7 8 Date: ________________Student Name __________________________________For Demonstrating: Safety Ethics Respect (Circle the trait you observed)Comments: ___________________________________________Authorized Signature: ____________________________________Business Name: ________________________________________ Minnesota 5/06

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

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

30. SYSTEMS FEATURES • School-wide implementation • All staff • Direct teaching 1st day/week • Regular review, practice, & positive reinforcement • Team-based identification, implementation, & evaluation • Data-based decision making

31. 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

32. CL Example

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

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

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

38. 1-Way Cones At least 2 times/month, police are called to settle arguments by parents & their children in parking lot

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

40. 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

41. Attention Please 11 minute activity 1 Minute New Spokesperson • Identify problematic nonclassroom setting(s) (data?) • 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