PBIS Classified staff TRAINING active supervision 1 Outcome

PBIS Classified staff TRAINING active supervision 1

Outcome The purpose of this training is to develop classified staff members’ understanding of how to actively supervise students in all settings in alignment with PBIS. 2

What is PBIS? Positive Behavior Interventions and Supports (PBIS) is a system for creating positive cultures in schools. 3

Insert School. Wide Expectations Here…. . Talk about Tier 1 implementation at your school: Expectations selected, taught, reinforced, using data to make decisions, active supervision etc

Main Menu FEATURES of PBIS active supervision • Moving • Scanning • Interacting Frequently 5

Elements of Active Supervision Movement Scanning Visual Constant – Head up – Make presence known • Make eye contact with and obvious students in more distant locations – Proximity to all students of the room/ playground – More frequent proximity – Look for and acknowledge to noncompliant students appropriate behaviors – Move an average of 30 – Monitor problem areas and feet per minute behaviors – Move from one – Look for students who are supervision area to withdrawn or bullying others another covering each at Auditory least twice – Listen for words or sounds Random associated with appropriate – Vary the path taken, and inappropriate behaviors planned – Listen for unusual sounds – Unpredictable to students • Pay attention to the surroundings. Purposeful focus on several different areas at All students observed on a a time by listening and looking in regular basis different directions – Target known areas, • Be proactive activities, groups, and 6 individuals

Main activity Crack the active supervision Code 7

Crack the code (affirmative) (conduct) (result) (encouragement) (in motion) (glance over) (come together) 8

Let’s Practice : What does this look like in non-classroom settings? Moving and Scanning Yard duty Cafeteria 9 script Examples Non-examples

Features Interacting Frequently Positive contact Reinforcement ratio 5: 1 highlight RESPONDING RESPONSE SEQUENCE 10

Positive Contact I. Positive Contact Research: High rates of positive contact with individuals or groups of students can be expected to significantly reduce student problem behavior for up to 90% of all students. • To be efficient and effective: 1. Short (5 to 10 seconds in duration) 2. Involve groups over individuals (so that more kids are affected) Use Matrix option for examples/nonexamples. 11

Reinforcement Ratio Positive comment : Negative comment Non-classroom Setting 4: 1 Classroom Setting 5: 1 Target Group/Individual: 6 -8: 1 12

Interacting frequently ACTIVITY TWO: Interacting Frequently Positive contact Examples Friendly Helpful Open demeanor Proactive High Rates of delivery Non-Specific in content (“Good Morning , Its good to see you!”) 13 Non-Examples

Central Unified Yard Duty Expectations • • • • 14 Positive Attitude On time Cell phones put away (unless emergency) Active Supervision (Scanning, Movement, Positive Interactions) Promptly report to locations (zones) as assigned Separated during yard duty Understand outside referral form process (minor & major) Give out positive caught you being good tickets during yard duty Know all the school wide behavior expectations in all assigned yard duty settings Provide corrective feedback to students Monthly yard duty meetings with Administration Have fun Enjoy the students

Processing book EXIT TICKET Match 1. create a definition for active supervision. 2. To accomplish this, you may use only 8 -12 words. 3. You have 5 minutes to complete this task. 15

Thank you 16