Special Education K-5 ELA and Supplemental Guide

Behavioral Instructional Priorities: TIER 3 Implementation Guide

Function: Attention, Escape

ACTIVE SUPERVISION As a Tier 3 intervention, active supervision involves purposeful and intentional teacher/staff behavior but is individualized to one student’s specific needs. Tier 1 and 2 components of this intervention must be in place. Explicit reinforcement in multiple environments are added at this Tier. Safety may be an issue and environmental modifications are likely paired. Implementation Examples: Implementation Guidelines: Function Types Example Replacement Behaviors

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Make sure you have physical and visual access to all parts of the environment Minimize disruptions caused by high-traffic areas of your environment (consider revamping or further defining classroom routines for use of these spaces) Devote a specific area in your classroom to the student’s needs (e.g., calm down space that doesn’t pass many other students, is within your direct vision, and includes only safe access to materials) Identify a data collection method so you can measure the effectiveness of purposeful active supervision as an intervention

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Time(s) set aside each day to satiate with appropriate peer attention. Peers engage at predetermined time instead of during instructional time. Social Stories practice (interacting appropriately with peers; how, when, and where) Line leader (or other close-proximity-to-teacher role) See High Rates of Positive:Corrective Feedback Raise hand (or other visual indicator) to initiate break procedure Teacher sticker procedure (place a sticker on problems student can skip) Reduced quantity on assignment/Shorter time during task Color Card flipped on desk Helper tasks in classroom

From Peers

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Attention

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From Adults

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Academic Task

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Escape

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Helper tasks outside of classroom

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Helper tasks outside of classroom

Location

Initiate break procedure to alternate/designated safe location within teacher’s supervision

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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? ❏ Any reinforcement you provide should be included as part of your data collection

(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.)