CLASSROOM CHECKUP (CCU) October 28, 2014. AGENDA Discussion about teacher consultation Key Elements...

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 Discuss your experiences working with

teachers and consultation. What do you like about teacher

consultation? What are some of the challenges?

EFFECTIVE CONSULTATION

Respect for the person Partnership orientation Focus on listening before talking Emphasize dialogical conversation Builds self-efficacy

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!)

CONSULTATION TRIANGLE

Relationship Building/Rapport

Credibility/Trust

Collaborative Planning

Advice

Collegial confrontation

Constructive

Feedback

Reflective listening/ Dialogical conversation/ Small talk Praise and Reinforcement for progress and success

Gather objective data/ Sharing research/ Sharing experiences from past consultation

Guided discussion/ Action Planning

CLASSROOM CHECK-UP (CCU)

A consultation model designed to increase implementation of classroom interventionsCritical variables are assessedFeedback is provided to teachersAn individualized intervention plan is

collaboratively designed Teachers self-monitor and are

provided with ongoing feedback and support

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

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

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)

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

DISCUSSION QUESTION What are some of the ways you have

found to be effective to build rapport/relationships with teachers?

STEP 1: ASSESS CLASSROOMTeacher 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

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

STEP 1: ASSESS CLASSROOM 1. Classroom Ecology Checklist

Completed by coach and teacher

2. Classroom Observations Completed by coach

CRITICAL CLASSROOM VARIABLES Classroom Academic Engagement

5 minute observation

DISCUSSION QUESTION What systems are you currently using

for conducting classroom observations and collecting data?

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

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

FEEDBACK FORM

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

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!”

STEP 4: CHOOSE A STRATEGY

2. Develop implementation plan with teacher

Review Action Plan Form Guides teacher self-monitoring

STEP 5: TEACHER SELF-MONITORING

Teacher monitorsdaily

implementation of the chosenstrategies using a SIMPLE procedural checklist

Date: XX/XX/XXCheck off those strategies you used TODAY.

1. Increased use of Praise and it was Behavior Specific Praise.

(goal of 5 praise to 1 reprimand)

2. Used a reminder to help increase praise.

3. Taught/ Reviewed Expectations (transitions and no talk outs)

4. Started math instruction at specified time (smooth transition)

STEP 6: VISUAL PERFORMANCE FEEDBACK

For teachers in the “Red Zone”/ low implementing

Graphic of observed use of strategies

0

5

10

15

20

1 3 5 7 9 11

Praise

Disruptions

0

5

10

15

20

1 3 5 7 9 11

Praise

Disruptions

0

5

10

15

20

1 3 5 7 9 11

Praise

Disruptions

Nice!

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

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?

DISCUSSION QUESTIONS What did you learn today? What will you “take away” about the

CCU?

GOAL SETTING/ACTION PLANNING

How could you use the CCU with teachers at your school?