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

2. 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)

3. 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

4. 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)

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

6. 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.

7. 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).

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

9. 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

10. 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)

11. Classroom Observation Form
(Handler & Putnam, 2000)

12. Class-wide Observation Baseline
ABAI 2013
Class-wide Observation Baseline

13. 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).

14. 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

15. 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:

16. Class-wide Observation Outcomes
ABAI 2013
Class-wide Observation Outcomes

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

18. 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.

19. 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

20. 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!!!

21. 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%

22. 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.