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CLASSROOM CHECKUP (CCU)

CLASSROOM CHECKUP (CCU). October 28, 2014. AGENDA. Discussion about teacher consultation Key Elements & Steps of Classroom Check-up (CCU) Review CCU Forms Discussion: What did you learn today? How could you use the CCU at your school?. SMALL GROUP DISCUSSION.

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CLASSROOM CHECKUP (CCU)

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  1. CLASSROOM CHECKUP (CCU) October 28, 2014

  2. AGENDA • Discussion about teacher consultation • Key Elements & Steps of Classroom Check-up (CCU) • Review CCU Forms • Discussion: • What did you learn today? • How could you use the CCU at your school?

  3. SMALL GROUP DISCUSSION • Discuss your experiences working with teachers and consultation. • What do you like about teacher consultation? • What are some of the challenges?

  4. EFFECTIVE CONSULTATION • Respect for the person • Partnership orientation • Focus on listening before talking • Emphasize dialogical conversation • Builds self-efficacy

  5. QUALITIES OF A GOOD CONSULTANT • Have a good theory • Flexible (don’t come in with a formal plan) • Problem-solver (identify goals, collect data, share data) • Empathetic • Confident (know what you know & know what you don’t know) • Respectful • Professional (reliable, have boundaries, confidentiality) • Collegial confrontation (talk about difficult topics in a respectful manner) • Good Listener (listen B4 you talk) • Roll with Resistance (Motivational Interviewing!)

  6. Consultation Triangle

  7. CLASSROOM CHECK-UP (CCU) A consultation model designed to increase implementation of classroom interventions • Critical variables are assessed • Feedback is provided to teachers • An individualized intervention plan is collaboratively designed • Teachers self-monitor and are provided with ongoing feedback and support

  8. Classroom Check-up • Provides a consistent, systematic process for assessing the critical components of the intervention • Supports development of strategies to support classroom teachers in implementing interventions with high fidelity • Utilizes strategies to enhance readiness and capacity to implement the intervention

  9. CCU Key Elements • Grounded in Motivational Interviewing (MI) principles for building collaborative relationships between coach and teacher • Ongoing assessment of key intervention variables • Personalized feedback • Data-based decision making • Tailored intervention designed to increase implementation fidelity

  10. CLASSROOM CHECK-UP PROJECTS • Increase teacher implementation of best practices in classroom management • Double Check Project to increase cultural proficiency • Increase implementation and fidelity of specific evidence-based interventions (e.g. PATHS to PAX)

  11. GOALS OF ECOLOGICAL ASSESSMENT • Gather information to develop case conceptualization • Accurately identify strengths as well as challenge areas • Keep teacher engaged in the CCU process • Reduce intervention time by identifying specific needs • Collect information from multiple sources • Collect information across multiple contexts

  12. DISCUSSION QUESTION What are some of the ways you have found to be effective to build rapport/relationships with teachers?

  13. Step 1: Assess Classroom Teacher Interview (20-30 minutes) • Main Goal: Build rapport • Casual & Conversational • The willingness of a teacher to open up and express concerns, fears & frustrations is likely to be increased by a positive, friendly, collaborative relationship & to be decreased by an evaluative (“I am the expert”) relationship. • Strengths and areas of growth • Identify areas of concern

  14. VALUES CARD SORT • Ask teacher to sort into 3 categories – Important, Very Important, and Not At All Important • Next, ask teacher to pick top 5 values from Very Important pile • Lastly, have a discussion about why they chose each value and why the value is important to them

  15. STEP 1: ASSESS CLASSROOM 1. Classroom Ecology Checklist • Completed by coach and teacher 2. Classroom Observations • Completed by coach

  16. Critical Classroom Variables Classroom Academic Engagement 5 minute observation

  17. DISCUSSION QUESTION • What systems are you currently using for conducting classroom observations and collecting data?

  18. Step 2: Provide Feedback 1. Meet with classroom teacher: • Conduct more than one observation to prevent designing an intervention based on one particularly bad day in the classroom • Approach the conversation as a true peer/colleague – offer your thoughts, observations, and data as a friendly consultant • Never criticize the teacher’s effort or difficulties

  19. Step 2: Provide Feedback 2. Summarize observations: • Begin by giving the teacher a compliment/praise something you observed during classroom observation • Identify areas of strength and areas of weakness • Displaying feedback visually places the focus on the data rather than the individual. With graphics and the data, the teacher may feel less judged or threatened

  20. Feedback Form

  21. STEP 3: DEVELOP A MENU OF STRATEGIES 1. During feedback session identify potential strategies • Build upon teacher strengths • Use blank form to explain feedback • Prompt the teacher to suggest additional areas they may be interested in changing 2. Write down all potential strategies • Menu to choose from

  22. Step 4: Choose a Strategy 1. Identify one or two strategies from menu that you and the teacher feel are most important to target • Tailored to teachers needs and skill level • Prioritize – “Biggest bang for your buck!”

  23. Step 4: Choose a Strategy 2. Develop implementation plan with teacher • Review Action Plan Form • Guides teacher self-monitoring

  24. STEP 5: TEACHER SELF-MONITORING Teacher monitors daily implementation of the chosen strategies using a SIMPLE procedural checklist

  25. Step 6: Visual Performance Feedback For teachers in the “Red Zone”/ low implementing • Graphic of observed use of strategies Nice!

  26. CCU VIDEOS • What do you LIKE that the consultant did/strengths? • What would you do differently? * Please remember to be kind when giving feedback, we truly appreciate all of the teachers and consultants that allowed us to videotape for training purposes 

  27. DISCUSSION QUESTIONS • Is this similar to your current consultation process? • What do you like about the CCU? What are the benefits? • Anything you think is missing from the CCU?

  28. DISCUSSION QUESTIONS • What did you learn today? • What will you “take away” about the CCU?

  29. GOAL SETTING/ACTION PLANNING • How could you use the CCU with teachers at your school?

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