Using Active Systematic Supervision The Boggs Center on

Using Active / Systematic Supervision The Boggs Center on Developmental Disabilities Rutgers, The State University of New Jersey In Partnership with the Office of Special Education Programs New Jersey Department of Education 2016 -2017 School Year Funded by IDEA -Part B 2016 -17

Active / Systematic Supervision • Process of managing environments using positive and proactive practices: • Frequently interacting with students and building rapport • Continually scanning to quickly identify emerging issues • Using physical proximity to cue appropriate and on-task behavior • Pair active / systematic supervisor with other key strategies such as: • Using a 3: 1 praise ratio • Pre-correction • Prompting strategies • Error Correction In partnership with NJDOE OSEP funded by IDEA -Part B 2016 -17

Active / Systematic Supervision • Principle #1: FREQUENTLY INTERACT • Greet students when they enter • Check-in during the routine • Coach appropriate behavior • Tell students what you want them to do • Provide praise for cooperation and following expectations • Provide encouragement • Convey interest in the student’s well-being In partnership with NJDOE OSEP funded by IDEA -Part B 2016 -17

Active / Systematic Supervision • Principle #2: CONTINUALLY SCAN • Routine visual assessment of the area to notice: • Who needs assistance • Opportunities for praise • Changes in mood or disposition • Emerging situations In partnership with NJDOE OSEP funded by IDEA -Part B 2016 -17

Active / Systematic Supervision • Principle #3: KEEP MOVING • Physical proximity cues attentive and on-task behavior • Continuously move around the area • Frequently change up movement path or pattern • Pair with scanning and interacting In partnership with NJDOE OSEP funded by IDEA -Part B 2016 -17

Resources • Video example: https: //www. youtube. com/watch? v=r. Cq. Ize. U-0 h. Q • De Pry, R. L. , & Sugai, G. (2002). The effect of active supervision and precorrection on minor behavioral incidents in a sixth grade general education classroom. Journal of Behavioral Education, 11(4), 255 -267. • Lampi, A. R. , Fenti, N. S. , & Beaunae, C. (2005). Makin the three p’s easier: Praise proximity, and precorrection. Beyond Behavior, 15(1), 8 -12. • Simonsen, B. , Fairbanks, S. , Briesch, A. , Myers, D. & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for research to practice. Education and Treatment of Children, 31(3), pp. 351 -380. • Sprick, R. , Knight, J. , Reinke, W. & Mc. Kale, T. (2006). Coaching classroom management: Strategies and tools for administrators and coaches. Eugene, OR: Pacific Northwest Publishing. • www. irised. com for books and videos using systematic supervision techniques In partnership with NJDOE OSEP funded by IDEA funds - Part B 2016 -17

Resources on Classroom Management Strategies • Supporting and Responding to Behavior: Evidence Based Classroom Management Strategies that Work • https: //www. osepideasthatwork. org/evidencebasedclassroomstrategies/ • Re. Think Discipline Resource Guide • http: //www 2. ed. gov/policy/gen/guid/school-discipline/rethink-discipline- resource-guide-supt-action. pdf • Addressing the Root Causes of Disparities in Education • https: //safesupportivelearning. ed. gov/addressing-root-causes-disparities- school-discipline In partnership with NJDOE OSEP funded by IDEA funds - Part B 2016 -17