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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?