Active Supervision of Aids, Volunteers, and Staff

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Active Supervision of Aids, Volunteers, and Staff

• 2009 Illinois PBIS Summer Leadership Conference
• 8/6/09

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Presenters

• Howard W. Atlas, Ed.D., NCSP
• Technical Assistance Coordinator
• Illinois PBIS Network
• howard.atlas_at_pbisillinois.org
• Jeff Kalas
• Behavior Intervention Specialist
• Ridge Family Center for Learning
• Kalas.Jeff_at_ccsd59.org

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Ridge Family Center for Learning

• Located in Elk Grove Village
• CCSD 59 has14 schools with 3 elementary and 3
  junior high schools implementing PBIS
• District committed to PBIS with expansion of 2
  schools for next year
• Ridge is a year-round school

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Ridge

• 315 Students
• K-5
• Attendance rate 95.5
• AYP met in Reading and Mathematics

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Ridge Student Demographics
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ISAT Scores
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Ridge

• 2008-09 was third year implementing PBIS
• Employed behavior specialist at the beginning of
  2007-08 school year
• Behavior specialist is the internal coach
• Family participation is an integral feature of
  the school

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SWIS Location Data 06-07Playground Referrals
260/3388 7.7Cafeteria Referrals 141/3388
4.2
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Problem Behavior on Playground, 2006-07
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Active Supervision Training

• Lunch and Playground Supervisors
• Training date 11/6/07
• Used Systematic Supervision format (Developed by
  IRIS Media Inc., Stephen Smith, M.S. and Jeff
  Sprague, Ph.D of the Institute on Violence and
  Destructive Behavior at the University of Oregon)

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Lunchroom/Playground Supervisors

• Characteristics
• Training Method
• Review of PBIS Expectations
• Review of Active Supervision
• Video

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Purpose

• To review critical features essential
  practices of active supervision

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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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(No Transcript)
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Quick Assessment Draw 3 Columns

• 1 Common Problem Behaviors

• 3 Settings where they occur most often

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What are the behavioral expectations for the

• Cafeteria
• Playground/choice areas
• Hallways
• Arrival dismissal times
• Bathrooms
• Fieldtrips

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What are some student routines/rules for these
settings?

• Playground
• Cafeteria
• Dismissal
• Arrival
• Hallways
• Bathrooms
• Fieldtrips

• Examples
• Getting help
• Communicating with peers adults
• Leaving the area

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Teaching Behavioral Routines

• 1) State behavioral expectations
• 2) Specify student behaviors (rules)
• 3) Model appropriate student behaviors
• 4) Students practice appropriate behaviors
• 5) Reinforce appropriate behaviors

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Pre-Correcting Problem Behavior

• Key Points
• Pre- means before -Correct means after
• Pre-Correction means anticipating problem
  behavior and intervening beforehand
• Problem behavior is prevented
• Expected behavior replaces problem behavior

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4 Major Components of Active Supervision

• Movement and Scanning
• Using positives to support good behavior
• Dealing with inappropriate and challenging
  behavior
• Team based monitoring, analysis, and planning

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Strategies for Systematic Supervision(Smith
Sprague 2004)

• Move through all areas
• Close proximity w/ most students
• Scan more distant areas
• Initiate pro-social contact w/ students engaged
  in appropriate behavior
• 4 to 1 positive to negative contacts
• Consistently use acknowledgement system

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Strategies for Systematic Supervisioncontinued

• 7) Teach behavioral expectations
• 8) Correct problem behavior quickly
  consistently
• 9) Use calm, respectful voice/body language when
  correcting problem behavior
• 10) Recognize/acknowledge cooperation during
  behavioral correction

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Strategies for Systematic Supervisioncontinued

• 11) Record/share behavioral incidents
  correction strategy information (log)
• 12) Attend supervisor team meetings to discuss
  settings, behaviors strategies

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Basics for Preventing Problems MIS or IHUM

• Move around
• Interact
• Scan (look around)

• Interact
• Head Up
• Move

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Active Supervision Tool for Improving
Non-Classroom Settings
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Basics

• Supervision Self-Assessment
• YES or NO

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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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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.
• (Witt, et al 2002)

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2) Did I move continuously throughout area?

• How to make your movement even more effective
• Obvious
• Unpredictable
• High rates of positive interactions

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3) Did I scan frequently ?

• Head up
• Make eye contact
• Overt body position
• Listen for unusual sounds

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4) Did 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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5) Did I handle minor rule violations efficiently?

• Quickly
• Privately
• Neutrally
• Follow-up with positive
• Follow-up

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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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Systematic (General) Correction Procedures

• First Least Disruptive
• More Intrusive Measures If Persists
• Focus on student(s) nearby exhibiting the
  expected behavior (rather than putting main focus
  on the student exhibiting inappropriate behaviors)

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Systematic Correction Procedures

• Deliver the penalty or loss of privilege in a
  matter-of-fact manner
• Do not argue with the student about the details
  of the penalty
• WALK AWAY... WALK AWAY

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7) Do I know my school-wide expectations?

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

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8) 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 Proactive Supervision
• 5-6 yes Mixed Supervision
• lt5 yes Reactive Supervision

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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 on
  Friday.

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BASIC MANAGEMENT PRACTICES

• Active supervision
• Movement
• Visual and auditory scanning
• High frequency positive interactions
• Precorrections
• Positive acknowledgement of expected behavior

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FEATURES OF EFFECTIVE SW 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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Post-Training Data (11/15/07-6/17/08)16/747
(2.1) Referrals on playground9/747 (1.2)
Referrals in cafeteria
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Pre-Post Intervention Percent of Total Referrals

• Pre

• Post

• Playground 7.7
• Cafeteria 4.2

• Playground 2.1
• Cafeteria 1.2

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Booster Training

• 8/7/08
• Same training in Active Supervision

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Referrals by Location 8/15/08-6/17/09Playground
41/749 5.5Cafeteria 63/749 8.4
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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
• www.lookiris.com
• Order Systematic Supervision materials