Using Data Based Decision Making to Improve On-Task Behavior and Reduce Problem Behavior Bob Putnam May Institute

Empirically-supported Classroom Behavior Support There is an array of empirically-supported, positive, and proactive classroom behavior support practices that are associated with desired social behavior and academic outcomes (Brophy 1988; Marzano, Pikering, & Pollock, 2003; Simonsen, Fairbanks, Briesch, Myers, & Sugai, 2008; Simonsen et al., 2015; Simonsen et al., under review)

Empirically Supported Practices Provide structure Prompt and pre-correct for desired behavior Plan and deliver engaging instruction that includes high rates of opportunities to respond Develop and explicitly teach routines and expectations Provide specific feedback (praise or corrections) contingent on students’ social behaviors and academic responses Implement a continuum of consequences to acknowledge appropriate and discourage inappropriate behavior

Supporting Teachers How can we help teachers select, implement and improve classroom behavior support practices? Positive and proactive professional development (PD) support systems Explicit training Modeling Coaching Performance feedback Self-management (Simonsen et al., under review)

Improving Classroom Behavior Support Improving classroom behavior support through data based decision making coaching performance feedback

Teacher and Setting Participant Setting ABAI 2013 Teacher and Setting Participant Mrs. Robinson was a white female, in her mid 40s with approximately 20 years teaching experience. Mrs. Robinson held a general education, K-8 teaching certificate Taught sixth grade language arts in a Mid-Atlantic inner city middle school Setting All observations, CwBSP development, training and consultation occurred in Mrs. Robinson’s classroom.

Pre-intervention Preintevention – Collected office referral data ABAI 2013 Pre-intervention Preintevention – Collected office referral data Conducted four classroom observations with data collection The observations we do is part of a observation code developed by Handler and Putnam and based on Shapiro (1996).

Office Referral Data (Pre-implementation) ABAI 2013 Office Referral Data (Pre-implementation)

Breakdown of ODRs Pre CwBSP Implementation ABAI 2013 Breakdown of ODRs Pre CwBSP Implementation 6+ referrals 2.5% 2-5 referrals 30% 0-1 referral 67.5% of Students

Class-wide Data Collection Observation ABAI 2013 Class-wide Data Collection Observation Focussed on Student On-Task/Off-Task Instructional Staff Time on Instructional Acknowledgement of Positive Behavior (Praise) Behavior Correction Proactive Monitoring I would somehow relate this to your specific case (Teacher)

Classroom Observation Form (Handler & Putnam, 2000)

Class-wide Observation Baseline ABAI 2013 Class-wide Observation Baseline

Intervention Intervention – Conducted three classroom observations ABAI 2013 Intervention Intervention – Conducted three classroom observations Reviewed strengths and weaknesses Provided coaching and feedback based on the data- based observation results Set goals based on areas that were targeted as needing improvement The observations we do is part of a observation code developed by Handler and Putnam and based on Shapiro (1996).

Class-wide Observation Feedback (Description of the tool and process) ABAI 2013 Class-wide Observation Feedback (Description of the tool and process) Rationale for observations. Systematic and objective way to observe the environment Provides a baseline and method of monitoring progress Use of data/information from observations. “Supportive” rather than “evaluative” Information will be confidential Description of observation tool. Teacher and Student categories Systematically observe different students every 15 seconds Research indicates these behaviors are essential for classroom behavior support Jen has gone over this material in her presentation (This is redundant and should be brief if kept in) (MWH) I agree – reduce text perhaps to example below: Rationale for observations. - Systematic and objective - Baseline data and method to monitor progress Use of data/information from observations. - “Supportive” and confidential Description of observation tool. - Teacher and Student categories that are essential for classroom management - Observe a different student every 15 seconds

Class-wide Observation Feedback (Recommendations) ABAI 2013 Class-wide Observation Feedback (Recommendations) Area(s) that the teacher and consultant agree to target between now and next meeting Plan for improving the targeted areas Plan for monitoring implementation of strategies Plan to determine plan effectiveness - Area(s) to target between now and next meeting: - Plan for improving the targeted areas: - Plan for monitoring implementation of strategies: - Plan to determine plan effectiveness:

Class-wide Observation Outcomes ABAI 2013 Class-wide Observation Outcomes

Office Referral Data (Pre-implementation) ABAI 2013 Office Referral Data (Pre-implementation)

Office referral Data (Post implementation) ABAI 2013 Office referral Data (Post implementation) Don’t really understand this graph… If we keep it, you’ll have to explain this well during the presentation.

Breakdown of ODRs Pre CwBSP Implementation ABAI 2013 Breakdown of ODRs Pre CwBSP Implementation 6+ referrals 2.5% 2-5 referrals 30% 0-1 referral 67.5% of Students

Breakdown Post CwBSP Implementation ABAI 2013 Breakdown Post CwBSP Implementation 0% 2-5 referrals 2.5% 0-1 referral 97.5% of Students This is great!!!

Summary 97.5% of students responded to the universal strategies ABAI 2013 Summary 97.5% of students responded to the universal strategies With the use of universal interventions there was an 85% decrease in OR/month Small group interventions were to be targeted for 2.5% of the student population Frequent flyers were at 0%

Take Away Need to support teachers and assist them in improving their practices to become more effective teachers Data based decision making using a structured observation tool may be helpful in coaching, and providing specific performance feedback.

bputnam@mayinstitute.org