Transcript 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
 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
Advice
Collegial
confrontation
Constructive
Feedback
Guided discussion/ Action Planning
Gather objective data/ Sharing research/
Sharing experiences from past consultation
Collaborative Planning
Credibility/Trust
Reflective listening/ Dialogical conversation/ Small talk
Praise and Reinforcement for progress and success
Relationship
Building/Rapport
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
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 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
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 SELFMONITORING
Teacher monitors
daily implementation
of the chosen
strategies using a
SIMPLE procedural
checklist
Date: XX/XX/XX
Check 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
Praise
20
For teachers in the
“Red Zone”/ low
implementing

Disruptions
15
10
5
0
1
Graphic of observed
use of strategies
3
5
7
9
11
Praise
20
Disruptions
15
10
5
0
1
3
5
7
9
11
Praise
20
Disruptions
15
10
Nice!
5
0
1
3
5
7
9
11
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?