Austin ISD Positive Behavior Support Active Supervision in the School-wide Setting

Transcription

1 Austin ISD Positive Behavior Support Active Supervision in the School-wide Setting AISD Positive Behavior Support empowers campus communities to implement innovative, effective, and sustainable practices that consistently result in whole child success and continual school improvement.

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3 What Active Supervision is a systematic method for monitoring student behavior, particularly in the school-wide setting. This method is based on four key elements: protect, expect, correct and connect. Much of the focus of Active Supervision is on preventative techniques that are put in place before students arrive in the setting and serve as the foundation for behavior management. Equally important is the development of a planned, measured response to both negative and positive student behavior. The combination of those two factors results in a safe, civil and productive learning environment for all students. Why Research has shown that when adults on a school campus utilize active supervision, there is a significant decrease in negative student behavior. (Colvin, Sugai, Good III, & Lee, 1997) Because connect is one of the four elements, this practice also helps to build positive relationships between students and staff. Students who experience a strong, positive connection with at least one adult on campus have been shown to be more academically and socially successful. (Borich, 2004; Brophy, 1996; Cameron & Pierce, 1994; Marzanna, 2003; Mayer, 1995; Mayer & Sulzar-Azarooff, 1991; Skiba & Perterson, 1999; Scheurmann & Hall, 2008) How/ Who The underlying belief of Active Supervision is that all adults on campus are responsible for all students. By empowering every adult with the tools and strategies needed to effectively monitor and address student behavior, Active Supervision fosters a positive school environment that promotes consistent, clear expectations for students. 3

4 Protect Keys to Protect Be on time Be visible Circulate Scan Self-Reflection Questions Am I always on time for my supervision responsibility? Do I only leave the area I am supervising after I have told another adult? Am I purposeful about looking around at all students in the area? Do I continuously move throughout the entire area? Do I move randomly to avoid a pattern? 4

5 Tips and Tricks to Protect Be in the right place o Physically o Mentally Find a substitute if you re late or absent Watch problem spots Consider this scenario Younger students frequently complain that they are bullied on the playground by older students. One teacher regularly sends her class out ahead of her while she checks her mailbox. Two other teachers stand to the side of the playground visiting. What strategies would you implement? Think about your campus Picturing your campus, identify areas in which problems are most likely to occur. List these areas below. AREA PROBLEM 5

6 Expect Keys to Expect School-wide expectations o Know, teach, maintain Set and uphold high standards Proactively intervene o Use proximity Self-Reflection Questions Do I know and am I prepared to enforce all of the behavioral expectations for students in the setting? Do I expect that all students will meet the expectations? Do I move close to students who are beginning to have difficulties and 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? 6

7 Tips and Tricks to Expect Anticipate o Preventative, not reactive Believe in every student s ability What strategies would you implement? Consider this scenario City Academy Middle School is having significant difficulties with disruptive behavior in the hallway. Over 500 students are in the halls during transition periods and traffic patterns are not always clear. Teachers are at their doors during passing periods, but have limited interaction with students. No expectations are posted in the halls. Think about your campus In the problem areas identified above or in your duty station, what are signs that a potential problem is beginning? Area Warning Signs 7

8 Correct Keys to Correct Consistent, calm, respectful o Be mindful of body language, tone of voice and facial expression Utilize menu of acknowledgements/redirections Two-minute rule Self-Reflection Questions Do I make a point of correcting student misbehavior consistently? Do I try to respond to student misbehavior in a calm manner? Do I use a professional tone and stance when I talk to individual students? Do I correct misbehavior without public humiliation? Do I use an instructional approach when I correct misbehavior? Do I try to provide clear and effective directions? Do I respond thoughtfully when a student fails to follow a direction? 8

9 Tips and Tricks to Correct Be instructional (Appendix B) o Refer to expectations o Re-teach expectations o Check for understanding SAMA Verbal De-escalation (Appendix C) Be professional Consider this scenario There are eight classes from various grade levels in the cafeteria for lunch at any given time at West Elementary School. Five lunch monitors circulate throughout the cafeteria, helping students with their needs. Two of the monitors verbally redirect students by saying, stop or sit down. One monitor sends students to time out and two others tell the students that they will report the behavior to their classroom teacher. What strategies would you implement? Think about your campus List negative behaviors in the left column. Create three positively stated redirections for those behaviors on the right. 9

10 Connect Keys to Connect Interact positively Relationship-building attention Avoid embarrassment Self-Reflection Questions Do I always meet students in a welcoming and positive manner as they enter the setting? 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 and connect with students who have difficulty (smile, make a positive comment, or talk about something of interest)? 10

11 Tips and Tricks to Connect Positive Contact o Contingent o Non-contingent Positive Reinforcement o 3:1 ratio of interactions Consider this scenario During morning arrival, Jose enters the building without being greeted. He gets his breakfast and sits by himself. Once done, he walks through the halls past several teachers, and receives no acknowledgement. He feels as if he is ignored and is viewed by the teachers as a number. What strategies would you implement? Think about your campus List examples of contingent and non-contingent feedback. Contingent Non-contingent 11

12 Next steps Review the problem areas you identified on your campus. Using the tenets of Active Supervision, what can you change? Protect Expect Correct Connect 12

13 Appendix Appendix A - Quick Reference Sheet.13 Appendix B - Teaching Interaction...14 Appendix C - SAMA Verbal De-escalation

14 Elements of Active Supervision Keys Protect Be on time Be visible Circulate Scan Tips & Tricks Be in the right place Physically Mentally Find a substitute if you re late or absent Watch problem spots Expect Keys School-wide expectations Know, teach, maintain Set and uphold high standards Proactively intervene Use proximity Tips & Tricks Anticipate Preventative, not reactive Believe in every student s ability Correct Connect Keys Consistent, calm, respectful Two minute rule Menu of acknowledgements/redirections Tips & Tricks Be instructional Refer to expectations Re-teach expectations Check for understanding SAMA verbal de-escalation Be professional Keys Interact positively Relationship-building attention Avoid embarrassment Tips & Tricks Positive Contact Contingent Non-contingent Positive Reinforcement 14

15 Teaching Interaction 1. Start with praise/empathy 2. Identify the problem behavior 3. Identify the expected behavior 4. Justify the expected behavior 5. Practice/role play 6. Deliver corrective action, if needed 7. End with praise/empathy Elementary Sample Script 1. Michael, I m so glad you re here today, we missed you yesterday. 2. You re walking around the room during work time. 3. You should be sitting at your desk working on the activity. 4. If you don t complete this activity, you won t be able to understand the next session. 5. Show me how you sit at your desk and work. 6. Thanks, Michael. You re doing a great job. Secondary Sample Script 1. Michelle, I understand that Jose made you mad in the hallway. 2. You re yelling at him from across the room. 3. You should be quietly working on the warm-up. 4. The warm-up is our introduction the lesson today and when you yell, not only are you not working, but you re stopping your classmates from working as well. 5. Please quietly get started on your warm-up and ignore Jose; I ll speak with him next. 6. I ll need you to stay after class for a minute to discuss this incident. 7. I appreciate your getting to work and being quiet. 15

16 SAMA Verbal De-escalation Directions: Verbal De-escalation is a research based strategy for interacting with a student whose behavior includes an emotionally escalated component. Verbal De-Escalation assists in calming the student and preparing them for the Teaching Interaction to address the Negative Behavior. 1. I see you. 2. Are you feeling (angry)? 3. I can see that you are (angry). 4. What are you (angry) about? 5. So you re (angry) about. Is that right? 6. What do you want? 7. What have you tried? 8. How well has that worked? 9. What else are you willing to try? 10. Will you let me know how it goes? 16