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Active Supervision: Strategies for non-classroom settings
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Training Behavioral Expectations
EXPECTATION TRAINING SITE
BE RESPONSIBLE Make yourself comfortable & take care of your needs
Address question/activity in group time before discussing “other” topics
BE RESPECTFUL Turn cell phones, beepers, and pagers “off” or to “vibrate”
Write and pass notes
BE PREPARED Follow up on tasks for next training day
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6 Components of School-wide Behavior
Support 1) Select and define expectations & routines (Observable,
Acknowledgeable, & Teachable)
2) Teach behavior & routines directly 3) Actively monitor behavior (MIS)
4) Acknowledge appropriate behaviorPredictable/Intermittent/Long-term
5) Review data to make decisions6) Correct behavioral errors
Pre-correction/Boosters/De-escalation/FBA
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ACTIVITY: SWBS Status & Planning
• Directions: Please review the 6 components of an effective school-wide behavior support. Then answer how each of the components has been addressed in your school. If the item has not been addressed, identify what steps your team will take to develop that component. If the component has been developed and implemented, try to identify ways that it can be strengthened.
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Round Robin
Following up from Training Day 1 • Sharing with full staff
– Present overview of PBS systems approach to staff– Distribute & collect EBS survey, aggregate & report back– Ask for other feedback re: behavior, discipline, teams, etc.
• Review existing teams (IST, CST, Character Ed., etc.)– Complete “Working Smarter” worksheet (if helpful)– Form leadership/PBS team (or decide on existing team)– Designate 1 or 2 members to be Coach (& Co-Coach if desired)
• Select 3-5 positively-stated behavioral expectations – Define the expected behaviors (rules) for each setting in the school
(Matrix)– Write lesson plans for teaching the expected behaviors - drafted– Make a plan for when, who, and how the lessons will be taught - drafted
• Review current data systems– Review/Design a new office discipline referral form– Discuss what questions you need answered– Brainstorm what data sources may answer those questions
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Objectives
• Evaluate what type of acknowledgment is used primarily at your school.
• Determine the effectiveness of existing acknowledgement system(s).
• Explore ways to improve acknowledgment of students & staff in order to create a positive learning culture.
• Learn about valuable strategies that can be shared with your entire staff.
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6 Components of School-wide Behavior
Support 1) Select and define expectations & routines
(Observable, Acknowledgeable, & Teachable)
2) Teach behavior & routines directly 3) Actively monitor behavior (MIS)
4) Acknowledge appropriate behaviorPredictable/Intermittent/Long-term
5) Review data to make decisions6) Correct behavioral errors
Pre-correction/Boosters/De-escalation/FBA
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Purpose
To review critical features & essential practices of active supervision
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Example # 1
An elementary school principal found that over 45% of their behavioral incident reports were coming from the playground.
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Example # 2
Over 50% of office referrals are occurring on buses.
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Example # 3
A high school reported they had to close their bathrooms due to vandalism.
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At least 2 times/month, police are called to settle arguments by parents & their children in parking lot
Example # 4
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What is your Example?
• Please consider what non-classroom setting is currently causing the greatest amount of behavior challenges?
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Non-classroom 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
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Classroom v. Nonclassroom
• Classroom– Teacher directed– Instructionally
focused– Small # of
predictable students
• Nonclassroom– Student focused– Social focus– Large # of
unpredictable students
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MANAGEMENT FEATURES
• Physical/environmental arrangements
• Routines & expectations
• Staff behavior
• Student behavior
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Basics
“Supervision Self-Assessment”
YES or NO
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Strategy #1 Did I positively interact with
most students?• Variety of interaction types
– Social positives & SW acknowledgements
• Variety of students• Quick• Noticeable• Age & publicly appropriate
– Not embarrassing or regarding personal things.
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“Think Wal-Mart Greeter”
Teachers report that when students are greeted by an adult in morning, it takes less time to complete morning routines & get first lesson started.
(Witt, et al 2002)
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Strategy #2Did I move continuously
throughout area?• How to make your movement even
more effective;– Obvious– Unpredictable– High rates of positive interactions
(Sprague & Smith, 2004)
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Strategy #3Did I scan frequently ?
• Head up
• Make eye contact
• Overt body position
• Listen for unusual sounds
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Strategy #4Did I have at least four positive for
each negative student contact?
• Have more positive student contacts than negative
• Use variety of contact forms– Verbal & gestures
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~10 positive : 1 correction
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2002-2003 Thumbs Up, Level 1, & AARF per Day per Month
0102030405060708090
100
Sep Oct Nov Dec Jan Feb Mar Apr May Jun
Months
# per Day
Thumbs UpLevel 1AARF
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Strategy #5Did I handle minor rule violations efficiently?
• Quickly• Privately• Neutrally• Follow-up with positive
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Strategy #6 Did I follow school-wide procedures for handling
major rule violations?• Quick
• By the book
• Business like
• Disengage
• Precorrect for next occurrence
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Considerations
• What are “costs” of compliance?
• Can I follow-through with consequences?
• Have I taught & reinforced compliance?
Disengage quickly
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Strategy #7Do I know my school-wide
expectations?
• Positively stated
• Small in number
• Easy
• Comprehensive
• Defined
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Strategy #8Did I positively acknowledge at least 5 different students
for displays of SW expectations?
• Individualized
• Informative
• Sincere
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Self-Assessment Scoring
• 6-8 “yes” = Proactive Supervision
• 3-5 “yes” = So-So Supervision
• <3 “yes” = Reactive Supervision
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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
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Move, Interact, & Scan (MIS)
An elementary school principal found that over 45% of their behavioral incident reports were coming from the playground.
Will train all staff on use of movement, interaction, and scanning. Principal will observe playground supervisors and give feedback on their use of the MIS strategies.
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Adopt-a-BathroomAn high school reported they had to close their bathrooms due to vandalism.
Each staff member agreed to increase supervision by adopting and agreeing to visit one bathroom each day. Set-up a 3 point criteria for clean bathroom that the custodial staff judged. No paper/debris on floor, floor dry, and all toilets flushed. Staff members whose adopted bathrooms meet criteria were acknowledged.
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Music, Mags, Munchies
Over 50% of office referrals are occurring on buses.
Students waiting in parking lot to be released from bus had music selected by raffle. Names of interested students put into a box, drivers pulls name and that student can select from one of 3 radio stations. Box of old magazines available for reading, pick-up on way in and drop-off on way out. Allowed to have snack on way home.
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Greet, Discreet, & Treat
At least 2 times/month, police are called to settle arguments by parents & their children in parking lot.
At beginning of year offered coffee & tea to meet with parents and discuss parking lot behavior. When a problem is occurring, staff introduce themselves, ask the parent their name, them politely ask them to move to designated parking lot to wait.
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Example Supervisors’ Activities
• 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 administrative supervisor.
• Supervisor will conduct an observation and provide feedback on supervision skills.
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BASIC MANAGEMENT PRACTICES
• Pre-corrections• Proximity through Active supervision
– Movement– Visual and auditory scanning– High frequency positive interactions
• Positive acknowledgement of expected behavior
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FEATURES OF EFFECTIVE SCHOOL-WIDE SUPERVISION
• School-wide implementation– All staff– Direct teaching 1st day/week– Regular review, practice, & positive reinforcement
(boosters)
• Team-based identification, implementation, & evaluation
• Data-based decision making– Use of office referrals– Keep a log of minor incidents
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Web Resources
Back to School Safety Tips• http://www.nsc.org/mem/youth/8_school.htm
Info regarding school bus supervision & safety
National PTA: Playing it safe• http://www.pta.org/parentinvolvement/helpchild/oc_playingsafe.asp
National Action Plan for the Prevention of Playground Injuries, developed by the National Program for Playground Safety under the sponsorship of the Centers for Disease Control and Prevention
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Action Plan1. What new strategies will you use based on
today’s training?
2. Who will be implementing this strategies?
3. How will you determine if your new strategies are effective?
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Contact Info
Effective Educational Practices, LLC
PO Box 21570
Boulder, CO 80308
Phone: 303-442-6789
Email: [email protected]