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Non-Classroom Settings: Active Supervision

Non-Classroom Settings: Active Supervision. George Sugai Center on Positive Behavior Interventions & Supports www.pbis.org September 25, 2007. School-wide Positive Behavior Support Systems. Classroom Setting Systems. Nonclassroom Setting Systems. Individual Student Systems.

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Non-Classroom Settings: Active Supervision

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  1. Non-Classroom Settings:Active Supervision George Sugai Center on Positive Behavior Interventions & Supports www.pbis.org September 25, 2007

  2. School-wide Positive Behavior Support Systems Classroom Setting Systems Nonclassroom Setting Systems Individual Student Systems School-wide Systems

  3. Purpose To review critical features & essential practices of active supervision

  4. 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

  5. Social Competence & Academic Achievement Positive Behavior Support OUTCOMES Supporting Decision Making DATA Supporting Staff Behavior SYSTEMS PRACTICES Supporting Student Behavior

  6. Classroom Teacher directed Instructionally focused Small # of predictable students Nonclassroom Student focused Social focus Large # of unpredictable students Classroom v. Nonclassroom

  7. Basics “Active Supervision: Self-Assessment” YES or NO

  8. Non-Classroom Management: Self-Assessment

  9. Did I have at least 4 positive for each negative student contact? • Have more positive student contacts than negative • Use variety of contact forms

  10. Did I move continuously throughout area? • Obvious • Positive • Interactive • Unpredictable

  11. Did I scan frequently ? • Head up • Make eye contact • Overt body position

  12. Did I positively interact with most students? • Variety of interaction types • Social positives & SW acknowledgements • Variety of students • Quick • Noticeable • Publicly appropriate

  13. Did I handle minor rule violations efficiently? • Quickly • Privately • Neutrally • Follow-up with positive • Follow-up

  14. Did I follow school-wide procedures for handling major rule violations? • Quick • By the book • Business like • Disengage • Precorrect for next occurrence

  15. Do I know my school-wide expectations? • Positively stated & visible • Small in number • Easy • Comprehensive • Defined

  16. Did I positively acknowledge at least 5 different students for displays of SW expectations? • Individualized • Informative • Sincere

  17. “Readers’ Digest” Guide • 7-8 “yes” = Super Supervision • 5-6 “yes” = So-So Supervision • <5 “yes” = Improvement Needed

  18. 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

  19. 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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