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Coaching

Coaching. South Dakota January 24, 2008 Stephanie Martinez. Today’s Agenda. Sharing Where are you now? Using your data Behavior Strategies and Resources Reinforcing Staff and Students Involving Parent and Community Next Steps. Sharing.

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Coaching

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  1. Coaching South Dakota January 24, 2008 Stephanie Martinez

  2. Today’s Agenda • Sharing • Where are you now? • Using your data • Behavior Strategies and Resources • Reinforcing Staff and Students • Involving Parent and Community • Next Steps

  3. Sharing • Take a few minutes to answer these questions and be prepared to share • What worked? • What barriers are you having? • This is will be your opportunity to share with each other

  4. Where are you now? • Benchmarks of Quality (BOQ) • For each question honestly indicate if the school’s status • Count up for each section how many you have in each column • Identify the top 3 areas that have the most “Not in Place” • Use this info & your knowledge of school develop 3 goals and prioritize

  5. Using Your Data

  6. Average Referrals Per Day Per Month • What patterns do you see? • What trends are apparent? • How do months compare across years? • What other info might you want?

  7. School 1

  8. Average Referrals Per Day Per Month

  9. Referrals by Behavior

  10. Referrals by Time

  11. Referrals by Location

  12. Referrals by Student

  13. Step 1: Identify and Analyze • Identify and analyze the problem • Gather additional information

  14. School 2

  15. Average Referrals Per Day Per Month

  16. Referrals by Behavior

  17. Referrals by Time

  18. Referrals by Location

  19. Referrals by Student

  20. Step 1: Identify and Analyze • Identify and analyze the problem • Gather additional information

  21. School 3

  22. Average Referrals Per Day Per Month

  23. Referrals by Behavior

  24. Referrals by Location

  25. Step 1: Identify and Analyze • Identify and analyze the problem • Gather additional information

  26. School 4

  27. Average Referrals Per Day Per Month

  28. Referrals by Behavior

  29. Referrals by Location

  30. Behavior Resources and Strategies

  31. Data-based Decision Making:Using Data within Classrooms

  32. Using Data at the School Level

  33. Problem Solving Steps 1). Identify and analyze the problem 2). Develop the plan 3). Implement the plan 4). Evaluate the plan

  34. Kinds of Data • Office discipline reports • Behavioral incidents • Attendance • Suspension/Detention • Observations • Self-assessments • Surveys, focus groups • Test scores • Rating scales • Teacher checklists • Etc.

  35. Data are Necessary at All 4 Steps Step 1: To identify the problem and develop the hypothesis Step 2: To develop the plan Step 3: To monitor the implementation of the plan Step 4: To evaluate the success

  36. Who Can Benefit from Classroom PBS? • Individual teachers looking for strategies to improve their classrooms • Teachers having difficulties blending SW-PBS within classroom practices • Large numbers of ‘difficult kids’ in their classroom setting

  37. Observable Indicators • Classroom management plan not posted • Classroom plan in inconsistent with the SW plan • Inconsistent delivery of rewards

  38. Data-Based Classroom Indicators • Address classroom systems if… • Majority of referrals come from classrooms (e.g. more than 50% of referrals) • More than 40% of referrals come from less than 10% of the classrooms • Not all teachers are writing referrals

  39. Problem SolvingClassroom Sample

  40. For high- and at-risk students: These students represent less than 25% of school enrollment They account for over 50% of behavioral incidents They consume significant amounts of time and resources Targeted Group Interventions ~5% ~15% ~ 80% of Students

  41. Step 1:Identify & Analyze the Problem What Data are Available? • Office Discipline Referral data  • by staff  • by location  • by classroom & behavior  • Minor Incident Reports • Teacher Nominations • Administrator Observation 

  42. Referrals by Location

  43. Referrals by Staff administrator

  44. Teacher 1- Referrals by Behavior

  45. Teacher 2 - Referrals by Behavior

  46. Teacher 2 – Classroom Ref. by Time

  47. Referrals by Motivation

  48. Teacher 2 – Ref. by Admin. Decision

  49. FPMS Observation • Domain 2.0 Management of Student Conduct • Specify, clarify, practice rule • Movement, smoothness • Domain 3.0 Instructional Organization • Review of summary • Lesson development • Domain 5.0 Verbal & Nonverbal • Task attraction & teacher speech

  50. Classroom Assessment Tool • Scored highest on Ecological Factors • Highest need in Curriculum and Instruction • Meaningful/relevant; length of tasks; pacing; checks for understanding; choices; feedback; and adaptations • Some need in Behavior System • Rewards (eligibility; not taken away; praise) • Consequences (predetermined; delivery)

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