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8. Active Supervision. Center on Positive Behavior Interventions & Supports www.pbis.org [email protected] School-wide Positive Behavior Support Systems. Classroom Setting Systems. Nonclassroom Setting Systems. Individual Student Systems. School-wide Systems. Purpose.

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Active supervision l.jpg

8

Active Supervision

Center on Positive Behavior Interventions & Supports

www.pbis.org

[email protected]


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School-wide Positive

Behavior Support

Systems

Classroom

Setting Systems

Nonclassroom

Setting Systems

Individual Student

Systems

School-wide

Systems


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Purpose

To review critical features & essential practices of active supervision


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Examples

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


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


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


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


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



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Nonclassroom Settings transitions.

  • 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


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Social Competence & transitions.

Academic Achievement

Positive

Behavior

Support

OUTCOMES

Supporting

Decision

Making

DATA

Supporting

Staff Behavior

SYSTEMS

PRACTICES

Supporting

Student Behavior


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Classroom transitions.

Teacher directed

Instructionally focused

Small # of predictable students

Nonclassroom

Student focused

Social focus

Large # of unpredictable students

Classroom v. Nonclassroom


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MANAGEMENT FEATURES transitions.

  • Physical/environmental arrangements

  • Routines & expectations

  • Staff behavior

  • Student behavior


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Basics transitions.

“Supervision Self-Assessment”

YES or NO


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Did I have at least transitions.4 positive for each negative student contact?

  • Have more positive student contacts than negative

  • Use variety of contact forms



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Did I transitions.move continuously throughout area?

  • Obvious

  • Positive

  • Interactive

  • Unpredictable


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Did I transitions.scan frequently ?

  • Head up

  • Make eye contact

  • Overt body position


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Did I transitions.positively interact with most students?

  • Variety of interaction types

    • Social positives & SW acknowledgements

  • Variety of students

  • Quick

  • Noticeable

  • Publicly appropriate


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“Good morning, class!” transitions.

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


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Did I handle transitions.minor rule violations efficiently?

  • Quickly

  • Privately

  • Neutrally

  • Follow-up with positive

  • Follow-up


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Did I follow school-wide procedures for handling transitions.major rule violations?

  • Quick

  • By the book

  • Business like

  • Disengage

  • Precorrect for next occurrence


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Considerations transitions.

  • What are “costs” of compliance?

  • Can I follow-through with consequences?

  • Have I taught & reinforced compliance?

    Disengage quickly


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Do I know my transitions.school-wide expectations?

  • Positively stated

  • Small in number

  • Easy

  • Comprehensive

  • Defined


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Did I positively acknowledge transitions.at least 5 different students for displays of SW expectations?

  • Individualized

  • Informative

  • Sincere


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“Readers’ Digest” Guide transitions.

  • 7-8 “yes” = Super Supervision

  • 5-6 “yes” = So-So Supervision

  • <5 “yes” = Improvement Needed


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Why does everyone need to be involved? transitions.

  • Staff outnumbered

  • Adult presence

    • Prompts desired behavior

    • Deters problem behavior

  • “Being a good citizen”

    • Contribute to school climate


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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, 344-363.


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Talk, Walk, Squawk Using active supervision and precorrection to improve transition behaviors in an elementary school.

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


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Neighborhood Watch Using active supervision and precorrection to improve transition behaviors in an elementary school.

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


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Adopt-a-Bathroom Using active supervision and precorrection to improve transition behaviors in an elementary school.

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


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Music, Mags, Munchies Using active supervision and precorrection to improve transition behaviors in an elementary school.

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


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Other examples Using active supervision and precorrection to improve transition behaviors in an elementary school.

  • 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


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SYSTEMS FEATURES Using active supervision and precorrection to improve transition behaviors in an elementary school.

  • School-wide implementation

    • All staff

    • Direct teaching 1st day/week

    • Regular review, practice, & positive reinforcement

  • Team-based identification, implementation, & evaluation

  • Data-based decision making


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Example Supervisors’ Activities Using active supervision and precorrection to improve transition behaviors in an elementary school.

  • 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.


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