file b mtss classroom coaching guide overview of problem

MTSS PBS Classroom Coaching Guide: Overview of Problem-‐Solving Process Section 2

4 -‐ Step Problem Solving Process and Guiding Questions

Step 1: Problem Identification – What is the problem? 1. What problem behaviors are occurring most often? 2. When are the problems occurring? (Time) 3. Where are the problems occurring? (Location) 4. Who is involved? (Students/Staff)

Step 2: Problem Analysis – Why is the problem occurring? 1. What barriers may be preventing students from engaging in Tier 1 expectations?

a. Instruction, Curriculum, Environment 2. What is the motivation or function of the behavior? 3. Are students acknowledged for engaging in the expectations? 4. Are the consequences effective in decreasing the problem behavior?

Step 3: Intervention Design – What are we going to do about it? 1. What strategies should be implemented to decrease problem behaviors?

a. Prevention, Teaching, Consequences, Reinforcers 2. What resources are needed to implement the interventions? 3. Who, when and how often will interventions be implemented? 4. What data will be collected to determine fidelity of implementation?

Step 4: Response to Intervention (Evaluation) – Did the interventions work? 1. Did problem behaviors decrease? 2. Did appropriate behaviors increase? 3. Was the plan implemented with fidelity? 4. If not, was the problem accurately identified and/or the correct motivator/function

identified?


MTSS PBS Classroom Coaching Guide: Team Problem-‐Solving Process

Step 1: Problem Identification -‐ Using Tier 1 Data

As a PBS Team, reviewing your school’s Tier 1 data should be part of every monthly meeting. Office Discipline Referrals (ODR) are helpful with identifying school-‐wide, classroom, or targeted group (students or staff) concerns. However, ODR data is only valuable if the form gathers the appropriate information. A good office referral form should include the following:

1. Student’s name 2. Date and time of the incident 3. Student’s grade, sex, and ethnicity 4. Specific problem behavior – Reason for the referral 5. Incident type 6. Possible motivation 7. Location of the incident 8. Others involved 9. Referring staff 10. Administrative decision/Intervention or Consequence

Office Discipline referral form examples are in the Tools Section (pages 16-‐18). Every month, the PBS team should review the six data reports listed below. Florida’s statewide database (RtIB, www.flrtib.org), allows easy access to each of these reports (Figure 1, Graphs 1-‐6).

1. Average referrals per day per month 2. Problem behavior 3. Location 4. Time of day 5. Administrative decision 6. Staff/classroom and students

Step 1: Problem IdenRfcaRon • What is the problem behavior?

Step 2: Problem Analysis • Why is the problem occurring?

Step 3: Intervenaon Design • What are we going to do about it?

Step 4: Response to Intervenaon • Are the intervenaons working?


Graph 1

Figure 1 (Examples)


Note: Number of referrals for Aggression/Fighting, Physical Contact, Truancy/Skipping has decreased (2010-‐11 to 2011-‐12); but remain the top problem behaviors on campus.

Note: Classroom referrals have decreased, but continue to be the most problematic location

Graph 2

Graph 3


Note: Several time periods have high referral rates; 12:45 is most problematic.

Graph 4

Graph 5


Note: Many staff wrote multiple referrals; one staff wrote 57 referrals.

The PBS team begins the 4-‐step problem-‐solving process by reviewing these six data reports and developing a summary based on the guiding questions below. The Classroom PBS Problem-‐Solving Checklist is a tool to assist the team and/or individual teacher through this process. A completed sample of the Classroom PBS Problem-‐Solving Checklist based on the data and information from the example provided in this Overview can be found on pages 23-‐28. A blank copy of the Classroom PBS Problem-‐Solving Checklist is also provided in the Tools Section (pages 19-‐24). Step 1 Guiding Questions

1. What problem behaviors are occurring most often? 2. When are the problems occurring? (Time) 3. Where are the problems occurring? (Location) 4. Who is involved? (Students/Staff) 5. What consequences are given most often in response to the problem behaviors?

(Administrative Decision) 6. What systems are experiencing the most problems? (School-‐Wide, Classroom)

Graph 6

Step 1: Problem Identification


PBS Team Summary: Data Reports and Guiding Questions Summary (Graphs 1 -‐ 6)

1. What problem behaviors are occurring most often? • Overall, problem behaviors have decreased, but Aggression/ Fighting,

Physical Contact, and Truancy/Skipping continue to be the top 3 problem behaviors on campus. (Graph #2)

• Average referrals per day per month have decreased 5 out of 7 months (August – February) from 2010-‐11 to 2011-‐12. (Graph #1)

2. When are the problems occurring? (Time) • There are several times during the day in which multiple referrals are

being generated, with 12:45 producing the most referrals school-‐wide. (Graph #4)

3. Where are the problems occurring? (Location) • Classroom referrals have decreased, but the classroom remains the most

problematic location on campus. (Graph #3)

4. Who is involved? (Students/Staff) • Many staff are writing referrals, but a significant number of referrals are

being generated within one classroom. (Graph #6)

5. What consequences are given most often in response to the problem behaviors? (Administrative Decision)

• Parent contact is the consequence given most often. (Graph #5)

6. What systems experience the most problems? (School-‐Wide, Classroom) • Many staff are writing referrals, but a significant number of referrals are

being generated within one classroom. (Graph #6)

Based on this summary, the PBS team decides to address three areas: (1) top 3 problem behaviors, (2) many staff writing multiple referrals, and (3) the classroom with 57 referrals. The first two areas are Tier 1 core curriculum issues and the team develops specific action plan steps to address them. However, the third concern appears to be a classroom PBS issue. The team determines more information is needed to answer the following questions and to run four custom queries to obtain that data. Questions to Determine Custom Queries:

1. What problem behaviors are resulting in referrals within this particular classroom? (Referrals by Problem Behavior – Query 1)

2. Which students are engaging in those problem behaviors? (Disruption by Student – Query 2)

3. When are most of the problem behaviors occurring? (Disruption by Context and Time – Queries 3,4)


Note: 45 of 57 referrals are for disruptive behavior.

Note: 14 of 22 students received a total of 45 referrals for disruption.

Query 1 – Classroom

Query 2 – Disruptions by Student


Note: 18 of 45 referrals for disruption occurred during small group instruction.

Note: Most disruptive behavior occurred between 8:00 and 10:00; peak time 9:00 am.

After reviewing the custom queries, it appears additional support may be needed in this classroom to enhance student learning. The coaching facilitator notes the teacher has already requested assistance in addressing the disruptive behaviors. The PBS team develops the following action plan steps for this particular classroom.

Query 4 Classroom

Query 3 – Disruptions by Context


PBS Action Plan

The PBS coaching facilitator completes the action plan using the steps outlined above. The coaching facilitator schedules a meeting with the teacher to review the classroom data and answer the Step 1 guiding questions (page 6). The summary of that meeting follows. This information is also included on the Classroom PBS Problem Solving Checklist example (p. 23-‐28).

1. What problem behaviors are occurring most often? (Query 1) • Multiple disruptive behaviors are occurring in the classroom • The teacher describes the behaviors as getting out of seat, walking out

of area, and holding off-‐topic conversations 2. When are the problems occurring? (Query 3 & 4)

• The behaviors are occurring most often between 8:00 and 10:00 a.m., with the peak time being around 9:00 a.m.

• According to the teacher, small group reading instruction is occurring during this time block.

• Specifically at 9:00, students are transitioning to new groups/areas 3. Where are the problem behaviors occurring? (Location)

• The behaviors are occurring in Ms. Peach’s sixth grade classroom 4. Who is involved? (Query 2)

• 63% of the students in the classroom are engaging in these disruptive behaviors

Based on this summary, the teacher and coaching facilitator develop a problem identification statement. It is important to develop a statement that clearly and concisely describes the

Critical

Elem

ent Step 1:

What is the problem, issue, or task to be

addressed?

To-‐Do List Persons Responsible

Follow-‐Up or Completion

Date

Classroo

m

• 45 office referrals

for disruption

• 14 of 22 students received office referrals

• Teacher

requested assistance for disruptive behaviors in the classroom

1. Schedule a meeting with teacher

Coaching facilitator By 10/12

2. Review classroom data Teacher & coach

During scheduled meeting (TBD)

3. Answer Step 1 (Problem ID) guiding questions

Teacher & coach

During scheduled meeting

4. Develop Problem Identification Statement (define problem behavior in observable & measureable terms)

Teacher & coach

Prior to next monthly PBS meeting


problem behaviors and outlines when and where they are occurring. An example of a precise problem identification statement is provided below. It is very descriptive, providing significant details and noting specific behaviors. The second example is quite vague and does not provide a clear picture of what behavior problems are taking place in the classroom. This is noted as a non-‐example. Precise Problem Identification Statement:

• Approximately 63% of the students in Ms. Peach’s sixth grade class engage in disruptive behavior described as getting out of their seats, leaving their assigned area, and/or holding off-‐topic conversations throughout small-‐group reading instruction (8:00 -‐10:00 am). The most significant behaviors occur during transition at 9:00.

Non-‐Example Problem Identification Statement:

• Lots of students in the classroom are disruptive in the morning making it very difficult for the teacher to teach the lesson.

The precise problem identification statement is based on specific data from the custom queries. The behaviors are described objectively and are observable and measurable. In comparison, the non-‐example may be based on data, but it does not include specific details, which allow for a clear direction to continue problem-‐solving. Once the teacher and coaching facilitator have developed a clear and concise problem identification statement, they are ready to develop a goal statement in response to the problem behavior. The goal statement outlines the behaviors students should be demonstrating in the classroom in place of the problem behavior. This statement assists the teacher and PBS team in evaluating the level of success achieved through intervention implementation. Goal Statement Example:

• During small group reading instruction, at least 95% of the students in Ms. Peach’s sixth grade class will engage in on-‐task behaviors such as remaining in their designated areas, reading assigned materials and/or writing appropriate responses to work activities. Any discussion with peers will be task-‐related. During transition at 9:00, 95 % of the students will move to their next area quietly, having all the appropriate materials in their possession.

Once the problem identification and goal statements are developed and consensus obtained, the teacher and PBS coaching facilitator are ready to move to Step 2 in the problem-‐solving process, problem analysis.


Step 2: Problem Analysis -‐ Why is the Problem Occurring?

After clearly defining the problem behavior in Step 1, the teacher and PBS coaching facilitator begin the process of analyzing why the behaviors are occurring. As a result of this analysis, a working hypothesis will be generated, which leads to the development of effective interventions during Step 3. However, in order to accurately determine why the problem behaviors are occurring, additional data may need to be gathered. The essential question asked during this step in the problem solving process is “Why are the problem behaviors occurring?” By exploring the answer to this question, the teacher and coaching facilitator will gain insight as to the motivation or function of the behavior. Two additional custom queries, referrals by motivation and referrals by administrative decision, provide this data as shown in Query 5 and 6.

Note: Task avoidance was most often selected as the possible motivator/function for the disruptive behavior during small group reading.

Step 1: Problem Idenafcaaon • What is the problem behavior?




Query 5 -‐ Classroom


Note: The consequence given most often for the disruptive behavior was in-‐school suspension. Along with the motivational and consequence data, the teacher and coaching facilitator will also want to answer the following guiding questions to determine other barriers that might be contributing to the occurrence of problem behavior and will assist in the development of an accurate hypothesis. (See Classroom PBS Problem-‐Solving Checklist example p. 23-‐28)

1. What barriers may be preventing students from engaging in Tier 1 expectations? (Instruction, Curriculum, Environment)

a. Have the expectations been taught? (skill deficit) *^ b. Have students had the opportunity to practice the appropriate

behaviors? (performance deficit) *^ c. Have students earned recognition for engaging in the expected

behaviors? (reinforcement) * 2. Are effective classroom procedures and routines in place? (Instruction,

Curriculum, Environment) a. Have the procedures and routines been taught? (skill deficit) *^ b. Have students had the opportunity to practice the procedures and

routines? (performance deficit) *^ 3. Are effective consequences in place for decreasing inappropriate behavior?

(Environment-‐ Responding to Problem Behavior) *^ 4. Are effective instructional strategies implemented in the classroom?

(Instruction -‐ Active Engagement) *^ 5. When is inappropriate behavior most likely to occur? Least likely?

(Environment) 6. When is appropriate behavior most likely to occur? Least likely? (Environment)

Query 6 -‐ Classroom

Step 2: Problem Analysis


7. What is the possible motivation for the problem behavior? (function) a. Get/Obtain (peer, adult, object, task, sensory) b. Escape/Avoid (peer, adult, object, task, sensory)

Even after running custom queries and answering the guiding questions, additional data may be needed to fully analyze the problem behaviors, develop or validate a hypothesis, and determine the necessary PBS supports to enhance student learning. Several supplemental data collection tools are outlined below. Data Collection Tools 1. Teacher-‐Managed Behavior Forms (Minor Incident) Teacher-‐Managed Behavior forms are individually developed and implemented by each PBS school. They are used to document incidents within the classroom where the intervention is provided by the staff member in that room who witnessed the behavior. The purpose of recording teacher-‐managed incidents is to assist the teacher in developing interventions that prevent a recurring behavior from happening in the future. Teacher-‐managed behavior forms allow teachers to analyze patterns of behavior and identify the Tier 1 expectations to be taught and/or re-‐taught within the classroom. This also allows the teacher to identify if there are certain interventions that cause the behavior to cease or increase. Examples of Teacher-‐Managed Behavior Forms (i.e., minor incident form, classroom tracking form, etc.) are in the Tools Section (pages 25-‐27). 2. Classroom Assistance Tool (CAT) The purpose of the Classroom Assistance Tool is to review those classroom systems which promote and support positive, appropriate behavior. The three systems include environmental factors, classroom behavior management, and curriculum and instruction. The CAT may be completed by the teacher as a self-‐report checklist or it may be used as an observation/interview tool where the PBS coaching facilitator completes the form after a classroom observation, followed by an interview with the teacher. An example of a completed CAT is provided at the end of this section on pages 29-‐32. A blank CAT is also included in the Tools Section (pages 28-‐31). An electronic version of the CAT is also available on Florida’s PBS website http://flpbs.fmhi.usf.edu/resources_classroom.cfm. 3. Positive Behavior Support Classroom Management Self-‐Assessment Revised (7r) The purpose of this tool is to determine the extent to which effective general classroom management practices are in place. The tool may be completed by the teacher as a self-‐report checklist or it may serve as an observation/interview tool where the PBS coaching facilitator completes the form after a classroom observation, followed by an interview with the teacher. A completed example of The Classroom Management Self-‐Assessment Revised (7r) tool is provided at the end of this section on pages 33-‐37. A blank form is also included in the Tools Section (pages 32-‐37). The tool is also available on Florida’s PBS website http://flpbs.fmhi.usf.edu/resources_classroom.cfm


4. Instruction, Curriculum, Environment, Learner by Review, Interview, Observe, Test (ICEL x RIOT) Table:

The purpose of this tool is to provide the PBS coaching facilitators and/or teacher a means to explore and validate hypotheses for an identified problem across multiple domains. These domains include Instruction, Curriculum, Environment, and Learner. By looking across several domains, the teacher is able to view the problem behaviors more globally rather than simply viewing the student (Learner) as the ‘problem’. This tool also provides multiple data sources to consider for collecting information across these domains. The data sources include Reviewing existing data, Interviewing key stakeholders, Observations, and Testing. An example of a behavior-‐specific RIOT by ICEL table is included in the Tools Section (page 37).

Hypothesis Development and Guiding Questions Using all the data collected, including responses to the guiding questions, the teacher and coaching facilitator analyze the information to develop a hypothesis. Multiple hypo-‐theses may be developed during the analysis phase of problem-‐solving, based on the data. The following format may assist in developing an accurate hypothesis.

1. When/During ___________________________________________(environment), 2. the students engage in _______________________________________ (behavior). 3. As a result, students _______________________________ (motivation/function).

Below is the hypothesis the teacher and coaching facilitator developed based on the data they collected and reviewed. (See Classroom PBS Problem Solving Checklist example pages 23-‐28)

Hypothesis:

1. During daily small group reading instruction (8:00 -‐10:00), 2. many of the students (63%) engage in disruptive behavior such as getting out

of their seats, leaving their assigned area, and holding off-‐topic conversations with their friends.

3. As a result, the students are sent to the office with a referral and usually receive in-‐school suspension for their disruptive behavior. This allows them to escape small group reading. In addition, they are able to socialize with their peers (attention) prior to being sent to the office.


Step 3: Intervention Design – What are we going to do about it?

Once a hypothesis is developed, Step 3 of the problem-‐solving process is to design a classroom management plan that is acceptable and doable for the teacher. An effective plan includes intervention strategies directly linked to the three hypothesis components, environmental circumstances, problem behavior, and motivation. When designing the plan, the teacher and coaching facilitator refer to the hypothesis, the goal statement developed during Step 1 and any data collected via the Classroom Assistance Tool (CAT) or PBS Classroom Management Self-‐Assessment Revised. These tools are divided into domains that correspond with the three hypothesis components. This data assists in determining problem areas and selecting appropriate interventions that are most likely to be effective in preventing problem behavior, while increasing and reinforcing appropriate behavior.

Hypothesis Components and ICEL

1. Prevention (Environment): Prevention strategies address the environmental circumstances associated with or contributing to the likelihood of challenging behavior and serve to alter the problematic environmental factors. Prevention strategies include, but are not limited to, the following:

a. Classroom arranged to minimize crowding and distractions b. Clear, visual boundaries for all instructional areas c. Organized, and easily accessible instructional materials d. Classroom expectations, procedures and routines visibly posted e. Daily schedule visibly posted f. Traffic flows easily throughout the classroom without creating distractions g. Choices offered and provided to students whenever possible h. Frequent, positive attention provided to students who are engaged in the

expectations



Step 3: IntervenRon Design • What are we going to do about it?


Step 3: Intervention Design


2. Behavior (Teaching): These strategies focus on teaching classroom expectations, rules, procedures and/or routines and are linked to the specific problem behaviors students are demonstrating. Teaching strategies include, but are not limited to, the following:

a. Teaching/re-‐teaching expectations, procedures and routines b. Daily review of activity schedule c. Prompts and pre-‐corrections provided to increase appropriate behavior d. Active supervision throughout the classroom e. Variety of teaching methods and materials are implemented to actively

engage students in the learning process f. High rates of opportunities-‐to-‐respond provided during instruction g. Curricular modifications/adaptions implemented, based on student need h. Relevant and meaningful tasks assigned to students

3. Motivation/Function (Consequences/Reinforcers): These strategies are linked to the

motivation or function of the problem behavior and help determine effective responses for decreasing problem behavior and increasing appropriate behavior. Reinforcement strategies include, but are not limited to, the following:

a. Recognition/reward system in place and accessed by all students b. Specific and contingent praise c. Specific, contingent, and brief error corrections used to respond to problem

behavior d. Continuum of strategies in place and used to respond to inappropriate

behavior e. Least restrictive strategies are used, with a hierarchy available, to

discourage inappropriate behavior f. Home-‐school communication link

During Step 3 of the problem-‐solving process, the teacher and PBS coaching facilitator select interventions for each hypothesis component by answering the following guiding questions (see Classroom PBS Problem Solving Checklist example pages 23-‐28).

1. What strategies might prevent the problem behaviors from occurring? (Instruction, Curriculum, Environment)

2. Are students exhibiting skill or performance deficits? (Behavior/Teaching) 3. What teaching strategies might address those deficits? (Behavior/Teaching) 4. What strategies will be most effective in reinforcing desired behavior?

(Motivation/Function) 5. What consequences might be most effective in decreasing the inappropriate

behaviors? (Motivation/Function) The ICEL by RIOT table below lists several possible strategies the teacher might implement that correspond to each of the components in the hypothesis developed in Step 2.


Component Hypothesis Instruction Strategies

Curriculum Strategies

Environment Strategies Learner

Preven

tion

During small group instruction…

Paired reading vs. individual Computer-‐based skill building ‘teams’ Readers theater Provide choices: materials, partner, location

Use high-‐interest materials Access to books on same content but on different reading levels

Arrange room to enhance visibility and minimize ‘crowding’ Assess traffic ‘flow’ issues Materials easily accessible

Individual learner styles impacting group dynamics

Beha

vior

(Teaching)

Students… get out of seats, leave assigned area, hold off-‐topic conversations

Students practice classroom procedures Students use a graphic organizer to show example and non-‐examples of the Tier 1 expectations Prompts and pre-‐correction provided

Teach/ reteach expectations, procedures, routines (BoQ 44)

Classroom rules and procedures posted and aligned with Tier 1 expectations (BoQ 42, 43) Teacher ‘with-‐it-‐ness’ Active scanning Proximity control Home activities

Motivation & Fun

ction

(Con

sequ

ences and

Reinforcers)

Able to socialize with peers Office referral In-‐school suspension Miss academic engaged time

Utilize cooperative learning groups Games are used to review material

Real life examples are provided Content is tied back to the learning objective presented

Group contingency for task engagement (BoQ 46) ‘Team rewards’ for on-‐task behavior (BoQ 46) Reward students following Tier 1 expectations (BoQ 46) Praise on-‐task behavior (BoQ 45) Ignore off-‐task behavior (BoQ 48)

PBS Classroom Management Plan Development Once acceptable strategies are agreed upon, the teacher and coaching facilitator develop a PBS classroom management plan, outlining each intervention in detail. A completed example of the PBS Classroom Management Plan template can be found at the end of this section on pages 38-‐42. A blank PBS Classroom Management Plan template is included in the Tools Section on pages 38-‐42. There are additional guiding questions for the teacher and coaching facilitator to address as they develop the classroom management plan. These questions help to identify any needed


materials, resources, potential limitations and concerns that need to be resolved prior to implementing the classroom plan (see Classroom PBS Problem Solving Checklist example pgs. 23-‐28).

1. What additional resources are needed to implement the interventions? 2. Is training or technical assistance on intervention implementation needed

prior to implementing the classroom management plan? 3. When will the interventions be implemented? (Start date; time of day or

period) 4. How long and how often will the interventions be implemented prior to

review? (days, week, month, etc.) 5. What data will be collected and/or reviewed to determine if the interventions

are effective? (ODRs, Teacher-‐Managed forms, grades, completed work, rewards, etc.)

6. Who will review the effectiveness of the interventions and when will this data be reviewed? (PBS team, coaching facilitator, administrator, teacher, etc.; Date)

7. How will fidelity data be collected and when? (Self-‐report, observation) Implementation Fidelity Implementing interventions with fidelity is essential when evaluating the level of success of any classroom intervention plan. For that reason, the teacher and PBS coaching facili-‐tator need to spend a significant amount of time determining how fidelity will be measured (Q7 above). Will the fidelity data be collected via self-‐report, formal observation and/or both? An implementation fidelity check form is easily designed by using the classroom management plan as a guide. Simply outline the specific steps that need to occur for the intervention to be implemented effectively. A completed example of the Daily Classroom Implementation Fidelity Check form is provided at the end of this section on pages 43-‐44. Blank forms of the Daily and Weekly Classroom Implementation Fidelity Check forms can be found in the Tools Section on pages 43 and 44. At this time it is also prudent to discuss any training and/or technical assistance needs the teacher may have regarding how to implement the interventions as intended. Providing the necessary technical assistance and training allows the teacher to feel comfortable implementing the plan accurately and effectively within the context of the daily classroom activities. This additional assistance might include direct instruction through modeling or observation, feedback and debriefing.


Step 4: Response to Intervention – Did the interventions work?

Once an acceptable and doable classroom management plan is developed and implemented, Step 4 in the problem solving process is to monitor and evaluate outcome data. The information obtained through the evaluation process allows the teacher and PBS coaching facilitator to continually make data-‐based decisions regarding changes or additions that may need to occur to the Classroom Management Plan. Positive outcomes for successful PBS implementation in the classroom might include, but are not limited to, the following:

1. Reduction in problem behaviors 2. Increased instructional time 3. Increase in appropriate behaviors

a. Academic engaged time b. Completion of assignments c. Student time in the classroom d. Positive student-‐teacher interactions e. Academic performance, FCAT scores

4. Increase in attendance 5. Decreased tardies, OSS, ISS, ESE referrals 6. Gains toward goal (Step 1)

It is extremely important to collect data to know whether or not the classroom management plan is successful in creating effective and appropriate behaviors changes within the classroom. The purpose of Step 4 in the problem solving process is to determine if the problem behaviors are improving, remaining the same, or getting worse. In order to measure the progress toward decreasing the identified problem behaviors and achieving the goal developed in Step 1, the teacher and coaching facilitator will review the data collected throughout the initial intervention period. This data might include, but are not limited to:




Step 4: Response to IntervenRon • Are the intervenRons working?

Step 4: Response to Intervention


1. Classroom-‐specific office referrals

a. Problem behavior b. Student c. Context and time of day d. Motivation and consequences

2. Teacher-‐Managed Behavior forms 3. Classroom Assistance Tool (CAT) 4. Positive Behavior Support Classroom Management Self-‐Assessment Revised (7r) 5. Task completion rates (e.g., the number of tasks completed in small group) 6. Grades, FCAT, standardized measures 7. Attendance, tardies, OSS, ISS, ESE referrals

When reviewing the classroom data, the teacher and PBS coaching facilitator will want to consider the following guiding questions:

1. Have we made progress toward meeting our goal? (Step 1) 2. Are the problem behaviors decreasing? 3. Are the students engaging in the expectations? 4. Is there an increase in student academic engaged time? 5. Are more students completing their assignments? 6. Is there an increase in direct teaching time?

As the teacher and coaching facilitator review and evaluate the data, there are several outcomes that might occur. The data may indicate (1) a decrease in problem behaviors and an increase in the desired behaviors, (2) no significant changes in either the problem behavior or desired behavior, and (3) the problem behaviors are getting worse. Each area will be covered below in greater detail (see Classroom PBS Problem Solving Checklist example pages 23-‐28).

Making Data-‐Based Decisions 1. Decrease in problem behavior and increase in appropriate behavior -‐ If the data indicate

students are demonstrating less problem behavior and engaging more often in the desired behaviors, it is definitely a time to celebrate. However, the teacher should not stop implementing the classroom management plan even though behavior improvements are occurring. Instead, the teacher and coaching facilitator should think about ways to maintain or enhance this behavioral progress using alternative interventions such as extending the strategies to other problematic situations or settings, fading reinforcers, or implementing strategies that allow the students to monitor their own behavior, allowing for more ownership and independence.

2. No significant change in either problem behavior or desired behavior – If the data

indicate there is no significant decrease in the problem behavior and no increase in the desired behaviors, there are several guiding questions the teacher and coaching facilitator might want to revisit including:

a. Were the interventions implemented with fidelity?


b. If implementation fidelity was not achieved, what were the problem areas? c. Were the interventions too difficult to implement? d. Does the teacher have the necessary skills to implement the interventions? e. Does the teacher need additional support and/or resources to implement

the strategies effectively and efficiently? f. Would modifying or altering the interventions help alleviate the barriers

toward successful implementation?

3. Problem behaviors are getting worse – If the data indicate that the problem behaviors are increasing rather than decreasing, the teacher and coaching facilitator should review the data in light of the following guiding questions:

a. Were the interventions implemented with fidelity? b. If implementation fidelity was not achieved, what were the problem areas? c. Were the interventions too difficult to implement? d. Does the teacher have the necessary skills to implement the interventions? e. Does the teacher need additional support and/or resources to implement

the strategies effectively and efficiently? f. Would modifying or altering the interventions help alleviate the barriers

toward successful implementation? g. Did the strategies/intervention address the hypothesis identified? h. Were the correct interventions identified and implemented? i. Was the hypothesis accurate? j. Was the correct function/motivator identified? k. Was the problem correctly identified?

Once an effective and efficient PBS Classroom Management Plan has been successfully implemented, it is extremely important that the teacher continue to monitor student outcome and fidelity of implementation data. The on-‐going data collection and review will guide the teacher in asking relevant questions and making good data-‐based decisions. Note. * Marzano, Marzano, Pickering; Classroom Management that Works, 2009. ^ Danielson, Enhancing Professional Practice: A Framework for Teaching. 2007.

Florida’s MTSS Positive Behavior Support Project ‐ Classroom PBS Problem‐Solving Checklist Example Section 2

Classroom PBS Problem‐Solving Example Data Collection and Guiding Questions Checklist

Step 1: Problem Identification

Data Reviewed Y N NA Guiding Questions Response

1. Problem behavior Yes 1. What problem behaviors are occurring most often?

1. Disruption

2. Location Yes 2. When are the problems occurring? (Time)

2. Classroom

3. Staff, Students Yes 3. Who is involved? (Students/Staff)

3. Ms. Peach’s classroom

4. Time of day Yes 4. Where are the problem behaviors occurring? (Location) 4. Small group reading (8:00 – 10:00)

5. Administrative Decision

Yes

5. What consequences are given most often in response to the problem behaviors? (Administrative Decision)

5. Office Referrals and In‐School Suspension

6. Custom Queries Yes 6. What additional data might be needed? 6. Referrals by motivation and Teacher‐managed referrals

Problem Identification Statement: (Problem behavior defined in objective, observable and measurable terms)

Approximately 63% of the students in Ms. Peach’s sixth grade class engage in disruptive behavior described as getting out of their seats, leaving their assigned area, and/or holding off‐topic conversations throughout small‐group reading instruction (8:00 ‐10:00 am). The most significant behaviors occur during transition at 9:00.

Goal Statement: (Behavior students should demonstrate in place of the problem behavior. Use observable and measurable terms)

During small group reading instruction, at least 95% of the students in Ms. Peach’s sixth grade class will engage in on‐task behaviors such as remaining in their designated areas, reading assigned materials and/or writing appropriate responses to work activities. Any discussion with peers will be task‐related. During transition at 9:00, 95 % of the students will move to their next area quietly, having all the appropriate materials in their possession.


Step 2: Problem Analysis – Instruction/Curriculum/Environment/Learner

Data Reviewed Y N NA Guiding Questions Response 1. Custom Queries

a. By Motivation b. Administrative

Decision

Yes

Yes

1. What barriers may be preventing students from engaging in Tier 1 expectations? (Instruction)

a. Have expectations been taught? (skill deficit) b. Have students had opportunity to practice appropriate

behaviors? (performance deficit) c. Have students earned recognition for engaging in expected

behaviors? (reinforcement)

a. Expectations were taught, but not reviewed daily b. Practiced opportunities not provided regularly c. Students are rarely acknowledged for engaging in expectations

2. Supplemental Data Tools

a. Teacher‐

Managed Behavior forms

b. CAT

c. PBS Classroom Management Self‐Assessment Revised

d. ICEL Table

e. Other

Yes

Yes

No

Yes

NA

2. Are effective classroom procedures and routines in place? (Instruction, Environment) a. Have procedures and routines been taught? (skill deficit) b. Have students had the opportunity to practice the procedures

and routines? (performance deficit)

3. Are effective consequences in place for decreasing inappropriate behavior? (Instruction ‐ responding to problem behaviors)

4. Are effective instructional strategies implemented in the classroom? (Instruction ‐ active engagement)

5. When is inappropriate behavior most likely to occur? Least likely to occur? (Environment)

6. When is appropriate behavior most likely to occur? Least likely to occur? (Environment)

7. What is the possible motivation for the behavior? (function) a. Get/Obtain (peer, adult, object, task, sensory) b. Escape/Avoid (peer, adult, object, task, sensory)

2. Some procedures are in place, but not all a. No b. Limited opportunities 3. Consequences in place; but rarely used as intended

4. Limited student engagement occurs during instruction

5. Most problems occur when worksheets are given

6. Few problems occur during computer time

7. Possibly both

Hypothesis: (1. When and Context; 2. Who, How Many and What; 3. Consequence/Motivation) 1. During daily small group reading instruction (8:00 ‐10:00), 2. many of the students (63%) engage in disruptive behavior such as getting out of their seats, leaving their assigned area, and holding

off‐topic conversations with their friends. 3. As a result, students are given office referrals and usually receive in‐school suspension for their disruptive behavior. This allows them

to escape small group reading. In addition, they are able to socialize with peers (attention) prior to being sent to the office.


Step 3: Designing Effective Interventions

Prevention (Environment) Response

1. Minimal crowding and distractions Yes, room arrangement is acceptable 2. Clear, visual boundaries for all instructional areas Computer area a bit crowded; re‐evaluate 3. Organized, easily accessed instructional materials Re‐evaluate this area for possible improvements 4. Expectations, procedures and routines visibly posted No small group reading procedures posted 5. Daily schedule visibly posted Yes 6. Good traffic flow throughout the classroom Might be problematic; make necessary changes 7. Choices provided No choices currently provided; explore choice possibilities 8. Frequent, positive attention for engaging expectations Somewhat; might be an area to explore further

Behavior (Teach‐ Curriculum & Instruction) Response

1. Expectations, procedures, routines taught/re‐taught Initially taught, but not recently addressed or reviewed 2. Schedule of activities reviewed daily Usually; but not daily 3. Prompts, pre‐corrections used to increase appropriate behavior Rarely; usually focus on students engaged in problem behavior 4. Active supervision Rarely during small group reading 5. Students actively engaged in learning; variety of teaching

methods/materials used Usually use worksheets in all small group reading rotation groups

6. High rates of opportunities‐to‐respond Not during small group reading; explore other options 7. Curricular modifications/adaptions implemented None currently implemented; explore alternative 8. Relevant and meaningful assignments Sometimes, review this area

Motivation/Function (Reinforcers) Responses

1. Reinforcement system in place, accessed by all students Yes 2. Specific and contingent praise Rarely used; explore how to implement this more 3. Specific, contingent, brief error correction for problem behavior Occasionally used; assistance might be needed 4. Continuum of strategies used to respond to inappropriate behavior Usually give office referrals; explore options 5. Least restrictive strategies used, hierarchy available to discourage

inappropriate behavior Hierarchy in place; not used consistently

6. Home‐school communication Used as last resort


Classroom Intervention Plan

Implementation Guiding Questions Response

1. What additional resources are needed to implement the interventions?

Pre‐developed lesson plans are needed

2. Is training or technical assistance on intervention implementation needed prior to implementing the classroom management plan?

Teacher requested assistance in teaching expectations

PBS coaching facilitator to teach and model lesson plans first, then observe

teacher teaching

3. When will the interventions be implemented? (Start date; time of day or period)

First week in October

Lessons will be taught prior to the start of small group reading

4. How long will the interventions be implemented prior to review? (days, week, month, etc.)

2 weeks prior to first review

5. What data will be collected and/or reviewed to determine if the interventions are effective? (ODRs, Teacher‐Managed forms, grades, completed work, rewards, etc.)

ODRs and Teacher‐Managed referrals

Student grades for small group reading

Computer‐based self‐check records

Completed assignments

Extra time earned for being on‐task and engaged in the expectations

6. Who will review the effectiveness of the interventions and when will this data be reviewed? (PBS team, coaching facilitator, administrator, teacher, etc.; Date)

Teacher and PBS coaching facilitator

First review date: 10/15/12

7. How will fidelity data be collected and when? (Self‐report, observation)

Daily fidelity checks completed by teacher

Weekly fidelity checks completed by PBS coaching facilitator


Step 4: Response to Intervention

Possible Positive Outcomes Outcomes Desired 1. Reduction in problem behaviors 2. Increased instructional time 3. Increase in appropriate behaviors

a. Academic engaged time b. Completion of assignments c. Student time in the classroom d. Positive student‐teacher interactions e. Academic performance, FCAT scores

4. Increase in attendance 5. Decreased tardies, OSS, ISS, ESE referrals 6. Gains toward goal (Step 1)

Decrease in problem behavior Increase in:

Academic engaged time Task completion Demonstration of expectations

Gains toward goal: 95% students on‐task and completing assignments

Possible Data Sources Data Sources to be Used 1. Classroom‐specific office referrals

a. Problem behavior and student b. Context and time of day c. Motivation and consequences

2. Teacher‐Managed Behavior forms 3. Classroom Assistance Tool (CAT) 4. PBS Classroom Management Self‐Assessment Revised 5. Task completion rates, on‐task behavior 6. Grades, FCAT, standardized measures 7. Attendance, tardies, OSS, ISS, ESE referrals

ODRs CAT Recognition/rewards Task completion and on‐task behavior Computer self‐assessments

Classroom Data Review Guiding Questions Response 1. Have we made progress toward meeting our goal? (Step 1) 2. Are the problem behaviors decreasing? 3. Are the students engaging in the expectations? 4. Is there an increase in student academic engaged time? 5. Are more students completing their assignments? 6. Is there an increase in direct teaching time?


Making Data‐Based Decisions

Decision Points/Guiding Questions Next Steps

1. Decrease in problem behavior and increase in appropriate behavior:

a. Extend strategies to other problem situations or settings b. Fade reinforcers c. Self‐monitor/self‐management strategies

2. No significant change in either problem behavior or desired behavior:

a. Were the interventions implemented with fidelity? b. If implementation fidelity was not achieved, what were the

barriers? c. Were the interventions too difficult to implement? d. Does the teacher have the necessary skills to implement

the interventions? e. Does the teacher need additional support and/or resources

to implement the strategies effectively and efficiently? f. Would modifying or altering the interventions help alleviate

the barriers toward successful implementation?

3. Problem behaviors are getting worse: a. Was the problem correctly identified? b. Was the correct function/motivator identified? c. Is the hypothesis accurate? d. Do we need to develop new strategies?

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MTSS Classroom Coaching Guide: Overview of Problem‐Solving Process Section 2

1. ECOLOGICAL FACTORS: Environmental variables help prevent or decrease problem behavior. A. Physical Setting‐ Classroom setting is organized to promote learning and independence.*^

In place

Some what in place

Not in place

1. Room is arranged to minimize crowding and distractions. *^ □ □ □

2. Materials are organized and easily accessible. *^ □ □ □ 3. Students have secure and adequate space for personal

storage. ^ □ □ □

4. Furniture is arranged to enhance traffic flow. *^ □ □ □

5. Instructional areas have clear visual boundaries. *^ □ □ □

B. Scheduling‐ Instructional schedule optimizes student learning.

In place

Some what in place

Not in place

1. Daily activity schedule posted and reviewed regularly. □ □ □ 2. Transitions & non‐instructional activities posted and

reviewed regularly. □ □ □

3. Daily schedule provides time for independent work, 1 to 1 instruction, small and large group activities, socialization, and free time ^

□ □ □

4. Students are engaged in active learning activities, with little/no unstructured downtime *^ □ □ □

C. Socialization‐ Social instruction opportunities are provided to optimize student learning.

In place

Some what in place

Not in place

1. The development of individual responsibility and independence is emphasized for all students. *^ □ □ □

2. Communication between teacher and family occurs weekly. ^ □ □ □

3. Skills are taught in the setting and situation in which they naturally occur. * □ □ □

4. Friendships between students are promoted. *^ □ □ □ 5. Effective, efficient communication strategies are taught

to all students.* □ □ □

6. Students with disabilities provided opportunities to interact/socialize with typical peers. □ □ □



2. CLASSROOM BEHAVIOR SYSTEM: An effective behavior system helps increase appropriate behavior and decrease behavior problems.

A. Define and Teach Behavior *^ In place Some what in place

Not in place

1. Expectations and rules are clearly defined, positively stated and posted. *^ □ □ □

2. Office versus Teacher‐Managed behaviors are clearly defined and differentiated. □ □ □

3. Expectations and rules are explicitly taught and practiced. *^ □ □ □

4. Classroom behavior data is regularly collected and analyzed to guide ongoing decisions. □ □ □

B. Reward System * In place Some what in place

Not in place

1. A recognition/reward system for appropriate behavior is in place. * □ □ □

2. Specific criteria are in place for earning reinforcers and students are aware of the criteria. * □ □ □

3. All students are eligible to earn reinforcers. □ □ □ 4. Earned rewards are never taken away, or threatened to

be removed. □ □ □

5. Reinforcers are age appropriate and accessible to all students. □ □ □

6. Specific behavioral praise is provided at a rate of 4 positives to 1 corrective statement. □ □ □

C. Consequence System * In place Some what in place

Not in place

1. Hierarchy of consequences for inappropriate behavior is in place. * □ □ □

2. Consequences are delivered consistently, respectfully, and in a timely manner.*^ □ □ □

3. Students are calmly reminded of expectations and choices. *^ □ □ □

4. A communication system for communicating with families is in place and does not rely entirely on students as the messengers.*

□ □ □

5. Positive strategies are used to strengthen home/school partnership.* □ □ □

6. Alternate strategies available for students not responding to the expectations.* □ □ □



3. CURRICULUM AND INSTRUCTION: Effective instructional strategies and relevant curriculum help increase appropriate behavior and decrease problem behavior. A. Instructional Planning and Delivery‐ Teaching activities are

planned and implemented to optimize student learning. *^ In place

Some what in place

Not in place

1. Lesson objectives and materials are matched to student levels of function. *^

2. Assignments are relevant and meaningful to students. *^ 3. A variety of teaching methods and materials are used. *^ 4. Appropriate time is allotted for completion of assignments.

*^

5. The instructional pace meets the needs of all students. *^ 6. Frequent checks for understanding are conducted after

directions are delivered and while task is being completed. *^

7. Choices are offered within and/or across tasks. ^ 8. Specific academic praise is provided during guided and

independent practice. *^ 9. Corrective feedback is provided promptly and positively

during guided practice. *^ 10. Curriculum modifications and/or adaptations are made to

meet student needs. *^

Summary of Classroom Setting Positive Behavior Supports Total Marked

In Place Total Somewhat In Place

Total Marked Not In Place

1. Ecological Factors Choose score Choose score Choose score 2. Classroom Behavior Systems Choose score Choose score Choose score 3. Curriculum and Instruction Choose score Choose score Choose score

Summary Analysis and Action Planning

1. List the strengths of each system based on items marked ‘In Place’

Click here to enter text.

2. List areas needing enhancement for each System based on items marked ‘Not in Place’ or Somewhat in Place’.


3. Identify next steps for enhancing areas of need.


* Marzano, Marzano, Pickering; Classroom Management that Works ^ Danielson, Enhancing Professional Practice: A Framework for Teaching


Positive Behavior Support

Classroom Management: Self‐Assessment Revised

Brandi Simonsen, Sarah Fairbanks, Amy Briesch, & George Sugai

Center on Positive Behavioral Interventions and Supports University of Connecticut

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Classroom Management: Self‐Assessment2 Teacher__________________________ Rater_______________________

Date_____________

Instructional Activity Time Start_________ Time End _________

Tally each Positive Student Contacts Total # Tally each Negative Student Contacts

Total #

Ratio3 of Positives to Negatives: _____ to 1

Classroom Management Practice Rating

1. I have arranged my classroom to minimize crowding and distraction * ^ Yes No

2. I have maximized structure and predictability in my classroom (e.g., explicit classroom routines, specific directions, etc.). * ^ Yes No

3. I have posted, taught, reviewed, and reinforced 3‐5 positively stated expectations (or rules). * ^ Yes No

4. I provided more frequent acknowledgement for appropriate behaviors than inappropriate behaviors (See top of page). Yes No

5. I provided each student with multiple opportunities to respond and participate during instruction. * ^ Yes No

6. My instruction actively engaged students in observable ways (e.g., writing, verbalizing) * ^ Yes No

7. I actively supervised my classroom (e.g., moving, scanning) during instruction. * ^ Yes No

8. I ignored or provided quick, direct, explicit reprimands/redirections in response to inappropriate behavior. * ^ Yes No

9. I have multiple strategies/systems in place to acknowledge appropriate behavior (e.g., class point systems, praise, etc.). * Yes No

10. In general, I have provided specific feedback in response to social and academic behavior errors and correct responses. * ^ Yes No

Overall classroom management score: 10‐8 “yes” = “Super” 7‐5 “yes” = “So‐So” <5 “yes” = “Improvement Needed”

# Yes________

2 Revised from Sugai & Colvin 3 To calculate, divide # positives by # of negatives.



Action Planning The purposes of this assessment are to (a) determine the extent to which effective general classroom management practices are in place and (b) develop an action plan for enhancement/maintenance based on this information. This assessment and action plan can be completed as a “self‐assessment” or by an observer.

1. Pick a teacher‐led/directed activity that has a specific learning outcome/objective.

2. During the activity, count number of positive and negative student contacts that occur during the activity.

3. After the activity, a. Sum the number of positive and negative contacts and calculate the

ratio of positive to negative contacts. b. Assess whether each classroom management practice was evident. c. Sum the number of “yes” to determine overall classroom

management score. d. Based on your score, develop an action plan for

enhancement/maintenance.

Action Plan

# Current Level of Performance Enhancement/Maintenance Strategies4

4 What? When? How? By When?



Selected Supporting References

Colvin, G., & Lazar, M. (1997). The effective elementary classroom: Managing for success. Longmont, CO: Sopris West.

Colvin, G., Sugai, G., & Patching, W. (1993). Pre‐correction: An instructional strategy for managing predictable behavior problems. Intervention in School and Clinic, 28, 143‐150.

Darch, C. B., & Kameenui, E. J. (2003). Instructional classroom management: A proactive approach to behavior management. (2nd ed.). White Plains, NY: Longman.

Jones, V. F. & Jones, L. S. (2001). Comprehensive classroom management: Creating communities of support and solving problems (6th ed.). Boston: Allyn & Bacon.

Kameenui, E. J., & Carnine, D. W. (2002). Effective teaching strategies that accommodate diverse learners (2nd ed.). Upper Saddle River, NJ: Merrill.

Latham, G. I. (1997). Behind the schoolhouse door: Eight skills every teacher should have. Utah State University.

Latham, G. (1992). Interacting with at‐risk children: The positive position. Principal, 72(1), 26‐30.

Martella, R. C., Nelson, J. R., & Marchand‐Martella, N. E. (2003). Managing disruptive behaviors in the schools: A schoolwide, classroom, and individualized social learning approach. Boston, MA: Allyn & Bacon.

Paine, S. C., Radicchi, J., Rosellini, L. C., Deutchman, L., & Darch, C. B. (1983). Structuring your classroom for academic success. Champaign, IL: Research Press.

MTSS Classroom Coaching Guide: Overview of the Problem‐Solving Process Section 2

PBS Classroom Management Plan ‐ Example

Teacher:

Date: Tier 1 Expectations

Classroom Rules

3‐5 observable, positively stated behaviors aligned with expectations

1. Be Responsible 1. Have all necessary materials ready prior to the start of class 2. Stay on‐task and complete all assignments 3. Place completed work in the appropriate place

2. Be Respectful 1. Be on time to class 2. Use quiet, indoor voices

3. Be Safe 1. Walk in class 2. All four legs of chair on floor

4. 5.

Procedures Clearly described and visibly posted

Restroom: 1) Use the restroom prior to coming to class, or 2) Students may use the restroom 5 minute prior to the end of class only during individual seatwork; Planner must be initialed by teacher with time of release Homework: Place completed homework assignments in the bin labeled ‘Homework’ prior to the start of class

Materials: 1) Read the board to find out what materials will be needed for the class 2) Gather all necessary materials listed on the board 3) Sharpen pencils, if needed, after gathering necessary materials 4) Be in your seat with pencils sharpened and required materials prior to the tardy bell


Hypothesis: During daily small group reading instruction (8:00 ‐10:00), many of the students (63%) engage in disruptive behavior such as getting out of their seats, leaving their assigned area, and holding off‐topic conversations with their friends. As a result, the students are sent to the office with a referral and usually receive in‐school suspension for their disruptive behavior. This allows them to escape small group reading. In addition, they are able to socialize with their peers (attention) prior to being sent to the office. Goal Statement: During small group reading instruction, at least 95% of the students will engage in on‐task behaviors such as remaining in their designated areas, reading assigned materials and/or writing appropriate responses to work activities. Any discussion with peers will be task‐related. During transition at 9:00, 95 % of the students will move to their next area quietly, having all the appropriate materials in their possession.

Action Plan ‐ Example

Preven

tion Strategies

Instruction, Curric

ulum

, Enviro

nmen

t

Intervention Implementation Steps Needs Who Status

Initiated (I) Somewhat (S)In Place (P)

Instruction & Curriculum: 1. Computer‐

based skill building

2. Providing Choices Environmental Supports: 1. Room and material arrangement

Prior to the start of small group reading: Students will be paired into ‘teams’ to work on computer –based

skill building activities ‘Teams’ will be provided the choice of completing activity A or

activity B on the computer, both of which will be high‐interest topics.

All needed materials will be placed in the basket on the top

shelf of the bookcase next to the pencil sharpener for easy access.

‘Teams’ will only use the computers marked with a Red Dot

(every other computer) to minimize crowding and conversation Two clear traffic lanes will be established between the

computers and the material basket on the bookcase.

Basket Red Dots

Teacher Teacher Teacher or Parent Volunteer Teacher Teacher


Teaching

Strategies (Be

havior)

Instruction, Curric

ulum

, Enviro

nmen

t Intervention Implementation Steps Needs Who

Status Initiated (I)

Somewhat (S)In Place (P)

Instruction & Curriculum: 1. Expectations Be Responsible Be Respectful 2. Small Group Reading Procedures Environmental Supports 1. Active Supervision

Reteach expectations using the lesson plans provided by PBS

team Provide examples and non‐examples of expected behavior

during small group reading Model and practice the expectations Provide opportunities for students to engage in the expectations Provide specific, positive feedback on demonstration of

expected behavior Provide prompts and pre‐correction prior to small group reading

and transitions during small group reading Review expectations prior to small group reading daily Develop specific procedures for small group reading Post procedures for easy access Teach procedures Model, practice and provide specific, positive feedback Review procedures daily prior to the start of small group reading Actively scan room throughout small group reading for pre‐

correction/prompting Circulate throughout the room during transitions

Lesson Plans Procedures

Teacher & Coaching Facilitator Teacher Student‐led review Teacher


Re

inforcers/Co

nseq

uences (M

otivation or Fun

ction)

Instruction, Curric

ulum

, Enviro

nmen

t

Intervention Implementation Steps Needs Who Status

Initiated (I) Somewhat (S)In Place (P)

Instruction & Curriculum: 1. Recognize & reinforce expected behavior 2. Responding to problem behavior 3. Self‐check

Review reinforcement(s) prior to start of small group reading Reinforce students actively and appropriately engaged in small

group reading activities Provide specific positive praise for on‐task behaviors Use proximity and planned ignoring with students not engaged

in appropriate activities Established a hierarchy of consequences for students

continually engaging in disruptive behaviors Teach hierarchy to students Review hierarchy prior to the start of small group reading Implement computer‐based self‐check on small group reading

assignments tasks for immediately feedback and correction

Rewards Hierarchy of responses Computer self‐checks

Teacher Teacher Teacher


Implementation Guiding Questions Response Who Status

Initiated (I) Somewhat (S) In Place (P)

1. What additional resources are needed to implement the interventions?

2. Is training or technical assistance on

intervention implementation needed prior to implementing the classroom management plan?

3. When will the interventions be implemented?

(Start date; time of day or period)

4. How long will the interventions be implemented prior to review? (days, week, month, etc.)

5. What data will be collected and/or reviewed to

determine if the interventions are effective? (ODRs, Teacher‐Managed forms, grades, completed work, rewards, etc.)

6. Who will review the effectiveness of the

interventions and when will this data be reviewed? (PBS team, coaching facilitator, administrator, teacher, etc.; Date)

7. How will fidelity data be collected and when? (Self‐report, observation)

1. Access to PBS team developed lesson plans

2. Teacher assistance requested in teaching expectations. PBS coaching facilitator to teach and model lesson plans first, then observe teacher.

3. Lesson plans and procedures will be completed and

ready to implement by the first week in October. Lessons will be taught prior to the start of small group reading.

4. All interventions will be implemented for 2 weeks

prior to first review 5. ODRs, Teacher‐Managed referrals, student grades for

small group reading, computer‐based self‐check records, completed assignments, extra time earned for being on‐task and engaged in the expectations

6. Data will be reviewed by the teacher and PBS

coaching facilitator; First review date: 10/15/12 7a. Classroom PBS Fidelity Implementation Checklist will

be completed daily 7b. Classroom PBS Fidelity Implementation Checklist will

be completed weekly

PBS Coaching Facilitator Teacher & Coaching Facilitator Teacher & Coaching Facilitator Teacher Teacher & Coaching Facilitator Teacher & Coaching Facilitator a. Teacher b. PBS Coaching Facilitator

MTSS Classroom Coaching Guide: Overview of the Problem‐Solving Process Section 2 Page 43

Classroom PBS Implementation Fidelity Checklist ‐ Example Teacher: Ms. Margie Date: Jan. 11th Completed as: Self‐Report or Observation (Circle) Observer: Ms. Coolidge

Prevention Strategies (Instruction, Curriculum, Environment)

Was the intervention implemented?

Fidelity ScoreYes = 2

Somewhat = 1No= 0

1. Computer‐Based Skill Building: Prior to the start of small group reading, the teacher: Paired each student with a ‘teammate’ Checked for understanding of teammate pairs Reviewed computer access procedures

o Only computers marked with red dots (every other computer) will be used

Checked for understanding of computer usage

2. Providing Choices: Prior to the start of small group reading, the teacher: Offered each team the choice of completing activity ‘A’ or

activity ‘B’ (high‐interest topics) Honored team choice (‘A’ or ‘B’)

3. Room and Material Arrangement: Prior to the start of small group reading, All needed materials were available in the ‘Materials’ basket,

(top shelf of bookcase next to pencil sharpener) Two clear traffic lanes were established between the

computers and the material basket on the bookcase. Teacher reviewed procedures for accessing materials Teacher checked for student understanding

Y / S / N Y / S / N Y / S / N Y / S / N

Y / S / N Y / S / N Y / S / N Y / S / N

Y / S / N Y / S / N

1 2 2 1 1 2 2 1

2 2

Teaching Strategies (Instruction, Curriculum, Environment)



Somewhat = 1No= 0

1. Teaching Expectations: Be Responsible, Be Respectful Prior to the start of small group reading, the teacher:

Taught the expectations using pre‐developed lesson plans Provided examples and non‐examples of expected behavior

during small group reading Modeled and allowed students to practice the expectations Provided specific, positive feedback to students on

performance Throughout small group reading, the teacher:

Provided prompts and pre‐correction on expectations

Y / S / N Y / S / N

Y / S / N Y / S / N Y / S / N

1 1

0 1 0

MTSS Classroom Coaching Guide: Overview of the Problem‐Solving Process Section 2 Page 44

2. Small Group Reading Procedures: Prior to the start of small group reading, the teacher:

Developed specific procedures for small group reading Posted the procedures for easy access Reviewed and practiced the procedures with the class Provide specific, positive feedback to students on performance

3. Active Supervision: Throughout small group reading, the teacher Actively scanned the room for pre‐correction and/or prompting Circulated throughout the room during transitions

Y / S / N Y / S / N Y / S / N Y / S / N

Y / S / N Y / S / N

2 0 1 1 2 1

Reinforce Strategies (Instruction, Curriculum, Environment)



Somewhat = 1No= 0

1. Recognize and Reinforce Expectations: Prior to the start of small group reading, the teacher:

Reviewed the reinforcement system Checked for understanding on how reinforcers would be earned

Throughout small group reading, the teacher: Actively reinforced students engaged in appropriate behavior

and activities Provided specific positive praise for on‐task behaviors

2. Responding to Problem Behavior: Throughout small group reading, the teacher:

Reviewed hierarchy of consequences for inappropriate behaviors

Checked for student understanding Used proximity and planned ignoring with students not

engaged in appropriate activities Utilized hierarchy of consequences for students continually

engaging in disruptive behaviors 3. Computer Curriculum Self‐Check: Prior to small group reading, the teacher:

Implemented computer‐based self‐check on small group reading assignments

Reviewed self‐check system with students Checked for understanding

Y / S / N Y / S / N Y / S / N Y / S / N Y / S / N Y / S / N Y / S / N Y / S / N Y / S / N Y / S / N Y / S / N

0 0 1 1 2 2 1 2 2 1 2

Implementation Score: Total points earned/Total possible points Y = 13 (26) S = 14 (14)

40/64 = 62.5%

file b mtss classroom coaching guide overview of problem

Documents