Special Education K-5 ELA and Supplemental Guide

Behavioral Instructional Priorities: TIER 2 Implementation Guide

Function: Attention, Escape

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. Tier 2 takes Active Supervision outside of the classroom if needed.

Implementation Examples: Elementary: ●

Implementation Guidelines: ● Make sure you have

Provide front-loading of environmental skills or any target replacement behaviors and additional supervision during students’ most difficult times ● Purposeful reinforcement of appropriate behavior

physical and visual access to all parts of the environment disruptions caused by high-traffic areas of your class (consider revamping or further defining classroom routines for use of these spaces)

Secondary: ●

● Minimize

Walk with student to class

Active Supervision as an intervention is: Circulating, Visual Scanning, and Auditory Scanning. Moving around the room/environment, 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. ● Provide front-loading of environmental skills or any target replacement behaviors and additional supervision during students’ most difficult times ● Purposeful reinforcement of appropriate behavior

● Devote some of your bulletin board or display space for student work - this demonstrates pride in student accomplishment ● Arrange for a space in your room dedicated to ‘time

Methods of Data Collection: ●

From CHAMPS - Monitoring forms from Chapter 6

● 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

out’ that is as unobtrusive as possible. ● Identify a data

collection method so you can measure the effectiveness of purposeful active supervision as an intervention

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?

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