Active Supervision

Center on Positive Behavior Interventions & Supports

www.pbis.orgGeorge.sugai@uconn.edu

8

Nonclass

room

Setting S

ystems

ClassroomSetting Systems

Individual Student

Systems

School-wideSystems

School-wide PositiveBehavior Support

Systems

Purpose

To review critical features & essential practices of active supervision

Examples

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

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

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

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

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

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

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

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingDecisionMaking

SupportingStudent Behavior

PositiveBehaviorSupport

OUTCOMES

Social Competence &Academic Achievement

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

Did I have at least 4 positive for each negative student

contact?

• Have more positive student contacts than negative

• Use variety of contact forms

•

2000-2001 Gotchas, Level 1, & ODR per Day per Month

0

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80

Sep Oct Nov Dec Jan Feb Mar Apr May Jun

Months

# p

er D

ay Gotchas

Level 1

ODR

~10 positive : 1 correction

Did I move continuously throughout area?

• Obvious

• Positive

• Interactive

• Unpredictable

•

Did I scan frequently ?

• Head up

• Make eye contact

• Overt body position

•

Did I positively interact with most students?

• Variety of interaction types– Social positives & SW acknowledgements

• Variety of students

• Quick

• Noticeable

• Publicly appropriate

•

“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.

Did I handle minor rule violations efficiently?

• Quickly

• Privately

• Neutrally

• Follow-up with positive

• Follow-up

•

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

Do I know my school-wide expectations?

• Positively stated

• Small in number

• Easy

• Comprehensive

• Defined

•

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

• Individualized

• Informative

• Sincere

•

“Readers’ Digest” Guide

• 7-8 “yes” = Super Supervision

• 5-6 “yes” = So-So Supervision

• <5 “yes” = Improvement Needed

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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5 minute observationDate

Baseline School-wide Intervention

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Entering Cafeteria

Entering School

Exiting School

Problem Behaviors

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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Date

Baseline Pre-Correction Intervention

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3/1

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0/ 9

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Entering Cafeteria

Entering School

Exiting School

Problem BehaviorsStaff Interactions

Talk, Walk, Squawk

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

Neighborhood Watch

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

Adopt-a-Bathroom

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

Music, Mags, Munchies

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

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• •

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

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 Tom on Friday.