NonClassroom Settings: Active Supervision

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Non-Classroom SettingsActive Supervision

• George Sugai
• Center on Positive Behavior Interventions
  Supports
• www.pbis.org
• September 25, 2007

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SWPBS Subsystems
School-wide
Classroom
Family
Non-classroom
Student
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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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• Over 50 of referrals occurring on buses
  during daily transitions.

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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

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5 minute activity
Attention Please
1 Minute Spokesperson

• Pick 1 problematic nonclassroom setting you have
  experienced
• Identify 2-3 features of problem
• Identify 2-3 possible solutions
• Report (lt1 min.) main features of your example

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Social Competence Academic Achievement
Positive Behavior Support
OUTCOMES
Supporting Decision Making
DATA
Supporting Staff Behavior
SYSTEMS
PRACTICES
Supporting Student Behavior
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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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BASIC MANAGEMENT PRACTICES

• Expected behaviors/routines taught directly
• Active supervision
• Movement
• Scanning
• Interact
• Precorrections
• Positive reinforcement of expected behavior

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Basics

• Active Supervision
• Self-Assessment
• YES or NO

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Non-Classroom Management Self-Assessment
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(No Transcript)
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Did I have at least 4 positive for each negative
student contact?

• Have more positive student contacts than negative
• Use variety of contact forms

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10 positive 1 correction
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Did I move continuously throughout area?

• Obvious
• Positive
• Interactive
• Unpredictable

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Did I scan frequently ?

• Head up
• Make eye contact
• Overt body position

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Did I 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!

• 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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Monitoring Dismissal
McCormick Elementary School, MD
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Did I handle 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
major rule violations?

• Quick
• By the book
• Business like
• Disengage
• Precorrect for next occurrence

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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

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Do I know my school-wide expectations?

• Positively stated visible
• Small in number
• Easy
• Comprehensive
• Defined

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Douglas County S.D., CO 4-08
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Douglas County S.D., CO 4-08
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Douglas County S.D., CO 4-08
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Redesign Learning Teaching Environment
School Rules NO Food NO Weapons NO Backpacks NO
Drugs/Smoking NO Bullying
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OMMS Business Partner Ticket
6 7 8 Date ________________Stud
ent Name __________________________________For
Demonstrating Safety Ethics Respect
(Circle the trait you observed)Comments
___________________________________________Autho
rized Signature _________________________________
___Business Name ______________________________
__________
Minnesota 5/06
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Did I positively acknowledge at least 5 different
students for displays of SW expectations?

• Individualized
• Informative
• Sincere

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Readers Digest Guide

• 7-8 yes Super Supervision
• 5-6 yes So-So Supervision
• lt5 yes Improvement Needed

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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

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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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CL Example
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(No Transcript)
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(No Transcript)
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Franzen, K., Kamps, D. (2008).
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Allday Pakurar (2007)
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Talk, Walk, Squawk

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

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Neighborhood Watch

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

46
Adopt-a-Bathroom

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

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1-Way Cones

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

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Music, Mags, Munchies

• Over 50 of referrals occurring on buses
  during daily transitions.

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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

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Example Supervisors Activities

• For each item on Self-Assessment share one
  specific strategy you try to use.
• Observe colleague.
• Video tape assess.
• 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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11 minute activity
Attention Please

• 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

1 Minute Spokesperson