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Session Information

Learn how to monitor classroom-level PBS practices for long-term sustainability and improved student outcomes. Explore a structured peer observation process that promotes positive behavior support in classrooms.

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Session Information

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Presentation Transcript

  1. Session Information • Session 8D • Parasol II • Friday 9:30-10:45

  2. Use of a Structured Peer Observation Process to Monitor Classroom Level PBS Implementation Jessica Schumacher – School Counselor Angela Wimmer – Instructional Coach Williamsburg Elementary North Callaway County R-1 School District Christie Lewis- School Counselor South Park Elementary, Moberly School District Danielle Starkey & Barbara S. Mitchell MO SWPBS MO SW-PBS

  3. Session Outcomes • By the end of this session participants will be able to… • Explain how classroom level PBS implementation is associated with long-term sustainability of SWPBS. • Develop a process for monitoring classroom level PBS practices in your setting. MO SW-PBS

  4. Three Levels of Implementation A Continuum of Support for All Academic Systems Behavioral Systems • Tier Three • Individual Students • Assessment-based • Intense, durable procedures • Tier Three • Individual Students • Assessment-based • High Intensity • Tier Two • Some students (at-risk) • High efficiency • Rapid response • Tier Two • Some students (at-risk) • High efficiency • Rapid response • Tier One • All settings, all students • Preventive, proactive • Tier One • All students • Preventive, proactive MO SW-PBS

  5. Sustainability of SWPBS • Matthews et al., 2013 • Implementation of Classroom Systems significantly predicts sustained implementation of SWPBS & student outcomes • Within Classroom Systems the strongest predictors of sustainability are: • regular acknowledgement of expected behaviors • matching instruction to student ability • access to additional support MO SW-PBS

  6. Classroom System PBS • The use positive, behavior specific feedback is a teaching practice that consistently results in improved student academic and social behavior. • However, significant evidence indicates that educators rarely use praise effectively in the classroom. (Thompson, Marchant, Anderson, Prater, & Gibb, 2012, p. 521) MO SW-PBS

  7. Classroom System PBS “Despite recommendations for increasing positive to negative statements in the classroom (e.g., 4:1), research regularly shows higher ratios of negative to positive statements for social behavior.” (Matthews et al., 2013, p. 7) MO SW-PBS

  8. Classroom System PBS • Classroom teacher access to additional support such as coaching or peer networking may be associated with sustainability IF the support is focused on improving key instructional practices. • Having clear expectations & rules • Identifying classroom routines • Providing effective feedback MO SW-PBS

  9. Peer Observation Process • Preparation • Inform staff • Set a schedule (who and when) • Provide a place to meet • Select data collection method • SCOA application for I-Pad • Paper/pencil MO SW-PBS

  10. Peer Observation Process • Part I – Introduction (10 min) • Explain Purpose • Not evaluative, opportunity to look for Classroom System PBS practices • Define Key Practices • Expectations & Rules • Routines • Feedback Statements (3 types) MO SW-PBS

  11. Types of Feedback

  12. Peer Observation Process • Part II - Observe & Collect Data (15-20 min) • Occurs during an instructional period • NOT observing individual students • Expectations & rules aligned with matrix • Evidence of behavioral routines • Number and types of feedback statements teachers give to students about behavior. • Leave positive specific feedback for classroom teacher MO SW-PBS

  13. Peer Observation Process • Part III – Debrief & Discuss (10 min) • Open-ended questions, affirmations, reflections, summaries • What did you see? • How well did you think that worked? • Was there anything that surprised you? • Submit data • Building averages are totaled, no individual teacher data submitted MO SW-PBS

  14. Peer Observation Process • Follow Up • External feedback given to the Tier 1 Team • Provide a list of “strengths” and “things to consider” • Tier 1 team reviews and shares with full staff • Input from staff used to generate action plan items • Staff perception survey sent out MO SW-PBS

  15. Survey Results MO SW-PBS

  16. Survey Results MO SW-PBS

  17. Survey Comments • I would like some peer coaching to take place as well where one of the PBS reps/leaders/coaches comes into my classroom and gives me some ideas right on the spot. • I thought it was very helpful to observe another teacher with a PBS expert. MO SW-PBS

  18. Survey Comments • I had mixed feelings on the observation processes. It was helpful to focus on only the PBS aspects of the lesson. I would have liked to see them observe a class that was a little more "difficult" with some potential tier 2 candidates because I would like to see some of the practices in action. • This would be more useful if we observed once a quarter as a "reminder" instead of at the end of the year. MO SW-PBS

  19. Support for Classroom Level PBS Implementation External Coaching Internal Coaching Booster training sessions Goal setting On-going data collection & monitoring Individualized feedback Peer coaching Increased implementation Improved student outcomes • Schedule • Introduce • Observe • Debrief & Discuss • Feedback MO SW-PBS

  20. Implementation Example • Jessica Schumacher • School Counselor • Angela Wimmer • Instructional Coach Williamsburg Elementary, North Callaway County R-1 School District MO SW-PBS

  21. Implementation Example • Christie Lewis • School Counselor South Park Elementary, Moberly School District MO SW-PBS

  22. MO SW-PBS

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