Elementary Tier 2 Manual

Behavioral Instructional Priorities TIER 1 Implementation Guide

Link to Tier 1 - Instructional Guide document

ACTIVE SUPERVISION As a research-based intervention, active supervision involves purposeful and intentional teacher/staff behavior. According to Sugai et al. (2002), one of the most effective behavior management strategies a teacher can implement is active supervision.

Implementation Example(s):

Implementation Guidelines: ● Make sure you have physical and visual access to all parts of the room ● Minimize disruptions caused by high-traffic areas of your class (consider revamping or further defining classroom routines for use of these spaces) ● Devote some of your bulletin board or display space for student work - this demonstrates pride in student accomplishment ● Arrange for a space in

Use of Active Supervision allows for teachers to utilize instructional control in a variety of ways;

● small group ● whole group ● Individual

Provides positive and corrective feedback consistently and effectively.

Active supervision also involves strategic arrangement of your classroom.

Active Supervision as an intervention is: Circulating, Visual Scanning, and Auditory Scanning. Moving around the room, interacting with students, correcting errors, and providing positive feedback. Circulate as much and as unpredictably as possible. Teacher proximity has a moderating effect on student behavior alone; coupled with adequate rates of positive and corrective feedback that effect increases. Active Supervision as an intervention is not: Scanning the room periodically only when you are not instructing. Using high-volume prompts to manage behavior across the space of your classroom. Methods of Data Collection: ● Masking tape on badge with tallies, +/- (monitor instances of target behavior, collect data on specific behavior goals for class or individual students) ● Utilize a group contingency to reward positive behavior during active supervision Fidelity Check: ❏ Self-Monitoring: Set a goal for circulation during each instructional block and give yourself a + for every block you are successful and record the student data from your circulation. You should meet at least 80% of your planned supervision so that you have a rate of supervision per day and where your student data is at the end of that measurement period. ❏ Outside Observer: Environmental walk-through/Basic 5 observation ❏ Inter-rater reliability - to what degree does self-monitoring and outside observation have reliable match?

your room dedicated to ‘time out’ that is as unobtrusive as possible. collection method so you can measure the effectiveness of

● Identify a data

purposeful active supervision as an intervention

References: Colvin, Sugai, Good, & Lee (1997); DePry & Sugai (2002); Gettinger & Ball (2008); Schuldheisz & van der Mars (2001); Sprick, R. et al. (2009). CHAMPS: A Proactive & Positive Approach to Classroom Management 2 nd ed. Oregon: Pacific Northwest Publishing.