Summary of Classroom Assessment and Plan Development

1. Summary of Classroom Assessment and Plan Development • Brown Elementary • Suburban • 450 students, k-5th grades • PBS Team • Approached by veteran 3rd grade teacher for assistance • 28 students • High rates of ODRs and detention • Thinking of early retirement • Parents unhappy with situation

2. Objectives • Provide support to teachers and classrooms as part of an overall team based systems approach to discipline. • Create a process for teachers to request assistance from the team for classroom specific social behavioral needs. • Incorporate strategies to assess specific classroom needs and develop and implement support plans to address those needs.

3. Prerequisites • Team based systems approach to discipline • Proactive • School-wide • Top three priority in school • Teacher and students provided confidentiality • Focus on process • Focus on strengths and needs • Collaboration with teacher and selected members at all phases • Assessment • Data collection • Plan development • Implementation • Evaluation

4. Procedures • Request by teacher to have team support • Respond to teacher with information and timeline of process • Develop plan to assess (who, what, when, & how) • Complete and summarize assessment • Develop implementation approach and plan • Implement • Evaluate effectiveness and make any necessary modifications

5. Assessment Summary Schedule and Activities • The assessment focused on five students from the classroom who served as representatives for the students with behavior challenges. • Students were assessed for high and low risk times across daily routines (e.g., getting organized, sharpening pencil) and scheduled activities (e.g., math, library). • Information from all students was used to identify common low and high risk times.

6. Low Risk Activities: Homework distribution and discussion Star of Week/Super Scientist recognition Story Computer Low Risk Routines: Getting organized to go home High Risk Activities Morning routine Recess Library Clean-up/Dismissal High Risk Routines Group work Listening and Following directions Respect-adults and peers Working independently Taking of personal needs Getting organized for the day Assessment Summary

7. Sample Assessment for Daily Routines (repeated for Daily Activities)

8. Discipline referrals for the students in the class were summarized. Between September 2 and February 23, the classroom had 31 discipline referrals. This represents one-third of discipline referrals for the entire school.

9. Of the 28 students in the classroom, 10 received at least one discipline referral. Further information from discipline referrals is provided the attached graphs.

10. In general, one-third of the referrals were from the classroom. The remaining two-thirds predominately occurred during lunch and recess.

11. Fighting and other aggression accounted for almost half of the referrals (42%).

12. Although 54% of discipline referrals involved student to student interaction, 42% involved student to adult interactions, and 4% student alone (1 discipline referral for vandalism).

13. Proposed Teaching Plan Social Skills Lessons • After low and high risk times were identified for both routines and activities, high risk times were combined. By comparing high risk routines with activities several areas/skills of focus were identified. These areas of focus were then used to generate examples and non-examples for future teaching. Three lessons, one for each of the school-wide expectation have been developed for review by the teacher and the team. Specific Routines • During interview/discussion at the end of the classroom assessment it was decided to focus on two routines and teach those directly. First, interviews revealed that the majority of problem behaviors occurred at the beginning of activities (first 5-10 minutes). Second, organization skills were mentioned as a concern for several of students. Therefore, two specific routines (beginning activities, and end of the day organization) will be defined and taught to the students.