First, revisit the case study below. Then, review the specialist or administratively prepared supervision plan. Reflect on how your program would implement this plan and if there are additional support or personnel needs. Share your responses with a coach, trainer, or administrator.

Daniel is an 11-year-old who attends a school-age program. He is an outgoing, humorous, and popular child. Daniel enjoys being the center of attention and seems to revel in being a leader. Brianna is 12 years old, attends the same school as Daniel, and has been in the school-age program for several years. Daniel and Brianna seem to have the same group of friends. Staff have noticed that Brianna has not been her usual, outgoing self lately. They initially think this is likely due to typical pre-teen changes.

Many of the older children in the program have their own cell phones. They are to keep their phones in their backpacks during program time, but the children text each other when they’re at home and on the bus. Also, Brianna and Daniels’ school has a slightly different policy on cell phones and allow students to use them during certain school activities. Mark, father to Brianna, asked to speak with the program administrator. Mark reported that he recently learned that about a month ago, Brianna received pictures from Daniel via text of his exposed genitals. Daniel has also asked Brianna over text to send him pictures of herself. Mark shared that Brianna says Daniel will “flash” her, or expose his private parts in person. Per Brianna, this has occurred several times while they are in the program. Mark is upset because Brianna, who has always loved school and being with friends, has begun to make excuses about being sick so she doesn’t have to go to school and the program. Mark is worried that his daughter is depressed.

Supervision Plan

Child’s Name: Daniel

Staff Responsible for Supervision Plan:

Teaching team and floater staff with the support of coach and administrator

Classroom Supervision

  • Standard line-of-sight supervision
  • 支持ive shadowing by designated staff during specific classes or activities
  • 支持ive shadowing by designated staff at all times

过渡的监督

  • Line-of-sight supervision by designated staff between rooms and activities
  • 支持ive shadowing by designated staff during specific transitions
  • 支持ive shadowing by designated staff during all transitions

Common Area Supervision (cafeteria, playground, etc.)

  • Line-of-sight supervision by designated staff
  • 支持ive shadowing by designated staff during specific common areas
  • 支持ive shadowing by designated staff during all common areas

Bathroom/Diapering Supervision

  • Standard bathroom/diapering support
  • Regular bathroom use, but must be accompanied by a staff member to and from
  • Regular bathroom use, but staff to make sure the bathroom is clear before child enters
  • Staff to remain in the bathroom with child or youth

Staff Support for Child Learning

Child to receive additional support on:

  • Personal space
  • Safe versus unsafe touch
  • Public versus private activities and conversation
  • Correct terminology
  • Social problem-solving
  • Safe and respectful media use
  • Other:

Communication Expectations

  • Staff communicate behavior incidents and needs to:administrator and coach
  • Administratorto communicate program updates and needs to specialists, families, and staff
  • Family questions or concerns directed to:administrator and coach

Additional Notes & Recommendations:一旦丹尼尔到达该计划，他就会立即向前台汇报并将他的手机送到行政支持助理。当他的父母挑选他的一天时，他会把手机送回。计划人员将提供标准的视线监管，当丹尼尔使用计算机或访问互联网时，越来越多。在整个节目空间的过渡期间，丹尼尔将在过渡期间具有支持性阴影。工作人员将朝浴室和卫生间暗影丹尼尔，确保没有其他孩子或青少年。丹尼尔将有一个指定的工作人员在公共领域提供视线监督，如操场。

Parent Signature / Date:

Administrator Signature / Date:

Staff Signature / Date:

Staff Signature / Date: