1. Active Supervision:
The Keys to Success

2. E4—Where do we fit?
This is our E4, which is our overall District vision… EGUSD is a learning organization made up of interconnected processes and practices linked to the classroom, school, district, and community. E4 represents the District’s comprehensive and cohesive integrated learning system. It is inclusive of key stakeholders, is systematic in design, implementation, and evaluation, and supports our goal of ensuring that every child is adequately prepared for post-secondary education, life-long learning, successful employment, and responsible citizenship.
Wellness – Healthy bodies and healthy minds contribute to academic performance, attendance and positive behavior.
Our tagline is: Healthy Bodies, Healthy Minds and Healthy learning.

3. Model of Skill Relationships
Student Response to Instruction and Classroom Environment
Teaching and Learning Progression
Academic Enablers
Academic Proficiency/
Mastery
Classroom
Instruction
Academic Skills
Interpersonal
Engagement
Motivation
Study Skills
Understanding the essential link between the Common Core State Standards and direct behavioral instruction.
In order for the students to achieve academic proficiency/mastery, the students must begin with classroom instruction, but must also have the ability to work on the enablers to be able to achieve the academic skills and move towards master
Background and Talking Points for Model of Skill Relationships Slide
Cognitive Research suggests:
Every academic skill also has an academic behavior(s) necessary to learn and/or perform that skill.
Poorly developed or performed intra- and/ or inter-personal behavior can interfere with the acquisition or performance of an academic skill.
Emphasis on collaborative engagement among students requires social and interpersonal skills.
Components of effective instruction are similar whether academic or behavioral focus
Academic Skills
Goal setting tied to state/district standards
Common Core State Standards
Developmental Standards
Academic Behaviors-Student Engagement
Behaviors associated with successful completion of the academic skills
On-task, listening, following-directions, ignoring distractions, self-monitoring, goal setting, content or private speech
Inter-/Intra-Personal Behaviors
Behaviors that support social skills
Social/emotional development
One model of Skill Relationships:
Academic Competence:
– Multidimensional construct composed of skills, attitudes and behaviors of a learner that contribute to academic success in the classroom
• Academic Skills:
– Basic and complex skills that are a central part of academic curricula in schools.
• Academic Enablers go beyond academic focus
These enablers help students access the content for learning:
Interpersonal, Engagement, Motivation and Study Skills
Adapted from Diperna & Elliott, 2000; Elliott, DiPerna & Shapiro, 2001

4. Training Expectations
Watch for power cords
Keep belongings tidy to prevent trips
Share ideas for support
Be Safe
Disconnect to connect
Listen during presentation time
Question to clarify
Be Respectful
Participate fully with your team
Use team time to complete tasks
Listen to learn
Be Engaged
Review the expectations and highlight how we use our expectations just like they use at their meetings and in their classrooms.

5. Active Supervision:
Doing it Well

6. When do we need it? Times and places where supervision is emphasized:
Cafeteria, hallways, playgrounds, bathrooms
Bus loading zones or parking lots
Assemblies, sporting events, dances
All of these times and places do not have instruction to help manage behavior.
Having a teacher in front of room, or whole class focused on an assignment or activity helps keep groups of students more manageable. When this is not present, the adult will need to be more active in monitoring large groups of students in dynamic areas across campus.

7. Consider the differences…
Classroom vs
Teacher directed
Instructional focus
Small, predictable number of students
Walls to determine boundaries
Non-Classroom
Student directed
Social/Play focus
Large number of students
Large areas to supervise
In the classroom, the teacher has variables to their favor: classroom walls, desks, activity, lecture, with a determined number of students (26-30).
In non-classroom, students can go from activity to activity, student choice, highly social, large areas to monitor, much larger number of students.

8. Management Features What can we use to help us?
Physical/environmental arrangements
Assigned tables, teacher ‘spot’ to line up, etc.
Routines & expectations
What to do at whistle; where to put equipment, etc.
Staff behavior
When/where are teachers asked to pick up class?
Student behavior
Where do students line up?
Ask about site rules on non-classroom areas: share food? Line of sight? Out-of-bounds? What do students do at the whistle, with the PE equipment? When are teachers asked to pick up students?

9. Teamwork… It makes the dream work! We support each other…
Friendly adult presence
Prompts desired behavior
Deters problem behavior
“Being a good citizen” is who we are!
Contributes to school climate
See adults on campus as a team
We want staff to be a source of assistance and support, a warm and approachable adult, not a “authority” figure or to project “policing” of students.
Students will associate you with following rules, so just being a visible figure can be enough to keep behaviors in check.

10. The Active Supervision Self-Assessment

11. Time to take a look…
Let’s investigate our own practice of the essential features of Active Supervision. As we go through the following slides, use your Active Supervision Self-Assessment. Evaluate yourself by marking yes or no.
Some may do a paper-pencil tally, others might do a mental checklist.
Prior to the training, talk with admin about how they would like to use this tool.
As a follow-up, we can suggest that they may use this with their staff to complete as an on-going fidelity measure.

12. Question #1 Do I know my School-Wide Expectations?
3-5 positively stated
Comprehensive
Defined
Posted
YES or NO?
NOTE: Adding pictures of school-wide signs or posters can individualize this training.

13. Question #2 Do I move continuously throughout my area? Be active
Obvious
Positive
Interactive
Unpredictable
YES or NO?
Point out “zones” or a route that staff can take to make sure they reach all areas of students.
When we actively supervise, we are a visible presence. When they are playing on the yard, interact with them. Congratulate a good shot in basketball, encourage them to try Double Dutch with jump ropes, etc…
If we see a group of students congregating, walk towards it and interact with the group members.
Give an example of a dinner party host that circulates and speaks with as many guests as possible.
Avoid standing in one area for an extended period of time and avoid congregating with other yard supervisors..

14. Question #3 Do I scan frequently? Head up Make eye contact
Have an approachable presence
Look beyond
YES or NO?
Think of your area like a lifeguard at the beach.
Scanning means not just the ft radius from you, but look beyond for early signs of trouble.
Think of the lifeguard who has to look for signs of struggle, 2 kids fighting over a ball; facial expression of a student in trouble; groups standing close arguing a call; etc. Model “approachable presence”

15. Question #4 Do I positively interact with most students?
Use a variety of interaction types:
Specific Praise tied to schooolwide expectations
Positive compliments, comments
Variety of Students
Quick and in abundance
Noticeable
Age appropriate
YES or NO?
Again, like a dinner-party host, as you move and scan, you make quick and positive interactions, compliments, comments, “Nice shot!”, “How’s your day?”, “I like your new shoes”, “Thanks for helping her”, etc.
You don’t always have to give out student acknowledgement tickets, but praise is always available for kids.
Explain that the students usually report that when they receive a ticket, it is for: “picking up trash” “holding open a door”, or “turning in a ball”.
Encourage them to provide tickets for a wider range of behaviors or interpersonal actions and always tie them back to the expectations.
The joke is that kids have learned to drop a sweater or jacket on purpose so their friend can go get it for a ticket.

16. Question #5 Do I positively interact with five or more students?
Displaying school-wide expectations?
Individualized
Behavior specific
Sincere
Genuine
YES or NO?
By moving around, you’ll come into contact with more variety of students, other than the ones you approach you regularly or play w/ equipment where you’re standing.
Emphasize ia 5 or more for “each opportunity” or each lunch, each recess, each dismissal- not 5 or more per day.
Behavior Specific has three parts: name, behavior, and school rule: Have them practice by writing a script using all three, then making a praise statement aloud. “Thank you Glenn for throwing away your lunch wrappers, that’s a responsible thing to do”.

17. Question #6 Do I use the 5:1 rule?
Have more positive student contacts than negative
For every reprimand or corrective statement, provide 5 positive interactions or acknowledgements
Use variety of positive interactions
YES or NO?
This is where I reference the term “school climate” and how a school can “feel” a certain way given the nature of interactions.
If we want staff to be warm and approachable, we want the ratio to be 5:1 so the staff is seen as someone who I can go to for help, not someone who I’d like to avoid.
Make sure to offer compliments, positive comments about what they’ve done or accomplished and also tie their positive behavior to schoolwide expectations.

18. Question #7 Do I handle minor rule violations efficiently? Quickly
Privately
Neutral/objective
Positive follow up
YES or NO?
This is where school systems come into play. Do classified staff have an opportunity to meet and discuss what the school has come to consensus on in terms of minor or major?
How can our redirects, corrective statements, or reprimands point out the “do” behavior- not just send to the curb/wall for time-out.
We’re not here to humiliate or embarrass a student; interrupt the behavior, call out what the mistake was; what the right behavior/response is; and be ready to have them practice the next time.

19. Question #8
Do I follow school procedures for handling major rule violations?
Quick
By the book/according to plan
Disengage
Remember to not take it personally
Pre-correct for next possible occurrence
YES or NO?
Power struggles often escalate the situation and harm the relationship.
Stay calm, respond to a predetermined PLAN, staff shouldn’t have to “wing it” or think up responses off-the-cuff. You’ll know how to respond to major violations in a business like manner.
The next time you see the student, you’ll give reminders about the previous violation in the “do” format: “Remember Kira, if you need help solving a peer conflict, use either me or the student conflict-manager”. Instead of: “We’re not going to have any more fighting out of your are we Kira?”

20. How did you do? 7-8 “YES” = Super Supervision
This is the suggested rating scale…
7-8 “YES” = Super Supervision
5-6 “YES” = So-So Supervision
<5 “YES” = Improvement Needed
Ask your audience how they did, but they don’t have to tell you an exact score- many will offer on their own. Remember this is for “each time” you supervise: each lunch, each recess, each assembly, each dismissal; not just per day. Some may say they approach more younger grades, but are more stand-off’ish with the older kids, or find it harder to praise older kids.

21. Next Steps…
Look over your personal assessment. What is one area that you feel is your strength.
Take a few minutes as a team and agree on one item that everyone on the team will encourage each other to use in the next week.
Complete Self-Assessment again in one week, and share your progress with your administrator.
Work with site admin about how they’d like to proceed
Ask the participants which of the strategies they’d like to try.
Admin may want something more formal and on-going, periodic assessment per quarter, month, etc.

22. Questions?

23. Thank you!
Contact information: