Active Supervision: Strategies for non-classroom settings

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

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

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.

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

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.

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

Purpose

To review critical features & essential practices of active supervision

Example # 1

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

Example # 2

Over 50% of office referrals are occurring on buses.

Example # 3

A high school reported they had to close their bathrooms due to vandalism.

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

Example # 4

What is your Example?

• Please consider what non-classroom setting is currently causing the greatest amount of behavior challenges?

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

Classroom v. Nonclassroom

• Classroom– Teacher directed– Instructionally

focused– Small # of

predictable students

• Nonclassroom– Student focused– Social focus– Large # of

unpredictable students

MANAGEMENT FEATURES

• Physical/environmental arrangements

• Routines & expectations

• Staff behavior

• Student behavior

Basics

“Supervision Self-Assessment”

YES or NO

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.

“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)

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)

Strategy #3Did I scan frequently ?

• Head up

• Make eye contact

• Overt body position

• Listen for unusual sounds

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

~10 positive : 1 correction

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

Strategy #5Did I handle minor rule violations efficiently?

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

Strategy #6 Did I follow school-wide procedures for handling

major rule violations?• Quick

• By the book

• Business like

• Disengage

• Precorrect for next occurrence

Considerations

• What are “costs” of compliance?

• Can I follow-through with consequences?

• Have I taught & reinforced compliance?

Disengage quickly

Strategy #7Do I know my school-wide

expectations?

• Positively stated

• Small in number

• Easy

• Comprehensive

• Defined

Strategy #8Did I positively acknowledge at least 5 different students

for displays of SW expectations?

• Individualized

• Informative

• Sincere

Self-Assessment Scoring

• 6-8 “yes” = Proactive Supervision

• 3-5 “yes” = So-So Supervision

• <3 “yes” = Reactive Supervision

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

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.

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.

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.

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.

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.

BASIC MANAGEMENT PRACTICES

• Pre-corrections• Proximity through Active supervision

– Movement– Visual and auditory scanning– High frequency positive interactions

• Positive acknowledgement of expected behavior

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

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

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?

Contact Info

Effective Educational Practices, LLC

PO Box 21570

Boulder, CO 80308

Phone: 303-442-6789

Email: admin@successfulschools.org