1-3 min. Team Reports

• Name of school

• Current data

• 1-2 accomplishments/successes since Fall meeting

• 1-2 current implementation efforts

Active Supervision

George SugaiCenter on Positive Behavior

Interventions & Supports

www.pbis.org

January 8, 2006

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

Basics

“Active 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

10

20

30

40

50

60

70

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.

Monitoring Dismissal

McCormick Elementary School, MD

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

• 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

Do I know my school-wide expectations?

• Positively stated & visible

• Small in number

• Easy

• Comprehensive

• Defined

•

School Rules

NO FoodNO Weapons

NO Backpacks

NO Drugs/Smoking

NO Bullying

Redesign Learning & Teaching Environment

OMMS Business Partner Ticket

6 7 8 Date: ________________Student Name __________________________________

For Demonstrating: Safety Ethics Respect (Circle the trait you observed)

Comments: ___________________________________________

Authorized Signature: ____________________________________

Business Name: ________________________________________

Minnesota 5/06

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

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

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

CL Example

0

10

20

30

40

50

60

5 minute observationDate

Baseline School-wide Intervention

0

10

20

30

40

50

60

3/1

4/ 9

5

3/2

8/ 9

5

3/2

9/ 9

5

4/3

/ 95

4/4

/ 95

4/7

/ 95

4/1

0/ 9

5

4/1

7/ 9

5

4/1

8/ 9

5

4/2

6/ 9

5

4/2

7/ 9

5

4/2

9/ 9

5

5/1

/ 95

5/2

/ 95

5/3

/ 95

5/4

/ 95

5/9

/ 95

5/1

0/ 9

5

5/1

2/ 9

5

5/1

5/ 9

5

5/1

6/ 9

5

5/1

7/ 9

5

5/1

8/ 9

5

5/2

3/ 9

5

5/2

4/ 9

5

5/2

5/ 9

5

5/2

6/ 9

5

5/3

0/ 9

5

5/3

1/ 9

5

6/1

/ 95

6/2

/ 95

6/5

/ 95

6/6

/ 95

6/8

/ 95

6/9

/ 95

6/1

2/ 9

5

6/1

3/ 9

5

0

10

20

30

40

50

60

Entering Cafeteria

Entering School

Exiting School

Problem Behaviors

0

10

20

30

40

50

60

Date

Baseline Pre-Correction Intervention

0

10

20

30

40

50

60

3/1

4/ 9

5

3/2

8/ 9

5

3/2

9/ 9

5

4/3

/ 95

4/4

/ 95

4/7

/ 95

4/1

0/ 9

5

4/1

7/ 9

5

4/1

8/ 9

5

4/2

6/ 9

5

4/2

7/ 9

5

4/2

9/ 9

5

5/1

/ 95

5/2

/ 95

5/3

/ 95

5/4

/ 95

5/9

/ 95

5/1

0/ 9

5

5/1

2/ 9

5

5/1

5/ 9

5

5/1

6/ 9

5

5/1

7/ 9

5

5/1

8/ 9

5

5/2

3/ 9

5

5/2

4/ 9

5

5/2

5/ 9

5

5/2

6/ 9

5

5/3

0/ 9

5

5/3

1/ 9

5

6/1

/ 95

6/2

/ 95

6/5

/ 95

6/6

/ 95

6/8

/ 95

6/9

/ 95

6/1

2/ 9

5

6/1

3/ 9

50

10

20

30

40

50

60

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.

1-Way Cones

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

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• •

13 minute activity

• Identify problematic nonclassroom setting(s)

• 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

AttentionPlease

1 MinuteNew Spokesperson