ACTIVE SUPERVISION Austin Independent School District Child Study Systems

What is active supervision ?

ACTIVE SUPERVISION Multi element method of student behavior support and management. (Sprague, 2005)

Active supervision methods work well in the following settings, to name a few: Large areas - gyms Crowded areas - cafeteria Areas that are lightly staffed - courtyard Unstructured areas - hallways Instructional settings - classrooms Areas with medium/small groups- library

I. PROTECT Visibility Movement Scanning

PROTECT-Questions to Ask Am I always on time for my supervision responsibility? Do I ever allow other adults to usurp my time when I am on my way to my assignment or while supervising? Do I only leave the area I am supervising to deal with an emergency after I have told another adult? Am I purposeful about looking around at all students in the area, not just looking at one area or in one direction? As much as possible, do I continuously move throughout the area? Do I monitor my movement so that students cannot detect a pattern? Do I move though all sections of my area, regardless of the surface (mud, bark, mulch, gravel, etc)?

II. CONNECT Positive Contact Positive Reinforcement

CONNECT-Questions to Ask Do I always meet students in a welcoming and positive manner as they enter the setting—that is, am I positive, do I smile, and do I call students by name? Do I make a point of being more positive than corrective when interacting with students, particularly with students who have difficulty in the area? Do I give students sincere, specific and descriptive praise? Do I meet the 3-1 ratio of positive to negative interactions with every student I supervise? Do I intentionally seek out students who have difficulty within the first five minutes and try to connect with the student(s) (smile, make a positive comment, or talk about something of interest)?

III. EXPECT Know the school-wide expectations Proximity

EXPECT-Questions to Ask Do I know and am prepared to enforce all of the behavioral expectations for students in the setting? Do I move close to students who are beginning to have difficulties and I stay longer in “problem” areas so that students know I am monitoring? Do I step in at the onset of any potential problem? Do I correct low-level misbehavior, knowing that frequent low-level misbehavior negatively affects the overall climate of the setting and increases the probability of more severe behavior?

IV. CORRECT Steps for Correcting Low-Level Behaviors Delivery of Consequences Two Minute Rule

IV CORRECT-Questions to Ask Do I make a point of correcting student misbehavior consistently (from student-to-student and day-to-day)? Do I try to respond to student misbehavior in an as unemotional a manner as possible? Do I use a professional tone with students and I always use a supportive stance (i.e., off to the side, not directly in front) when I talk to individual students? Do I correct misbehavior in a way that avoids publicly humiliating the student? Do I use an instructional approach when I correct misbehavior- i.e., stating the rule for the student, or having the student tell me the rule, or having the student demonstrate the correct behavior? Do I try to prevent student non-compliance by providing clear and effective directions? Do I respond thoughtfully when a student fails to follow a direction ?

V. THE PBS ASSESSMENT Analyze data using survey – THANKS! Devise a plan to improve active supervision Share plan with staff and seek additional input Prepare for the school year