1. CLASSROOM CHECKUP (CCU) October 28, 2014

2. 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?

3. SMALL GROUP DISCUSSION Discuss your experiences working with teachers and consultation. What do you like about teacher consultation? What are some of the challenges?

4. EFFECTIVE CONSULTATION Respect for the person Partnership orientation Focus on listening before talking Emphasize dialogical conversation Builds self-efficacy

5. 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!)

6. C ONSULTATION T RIANGLE

7. 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

8. C LASSROOM C HECK - 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

9. CCU K EY E LEMENTS 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

10. 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)

11. 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

13. DISCUSSION QUESTION What are some of the ways you have found to be effective to build rapport/relationships with teachers?

14. S TEP 1: A SSESS C LASSROOM 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

15. 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

16. STEP 1: ASSESS CLASSROOM 1. Classroom Ecology Checklist Completed by coach and teacher 2. Classroom Observations Completed by coach

18. C RITICAL C LASSROOM V ARIABLES Classroom Academic Engagement 5 minute observation

20. DISCUSSION QUESTION What systems are you currently using for conducting classroom observations and collecting data?

21. S TEP 2: P ROVIDE F EEDBACK 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

22. S TEP 2: P ROVIDE F EEDBACK 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

23. F EEDBACK F ORM

24. 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

25. S TEP 4: C HOOSE A S TRATEGY 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!”

26. S TEP 4: C HOOSE A S TRATEGY 2. Develop implementation plan with teacher Review Action Plan Form Guides teacher self-monitoring

27. STEP 5: TEACHER SELF- MONITORING 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)

28. S TEP 6: V ISUAL P ERFORMANCE F EEDBACK For teachers in the “Red Zone”/ low implementing Graphic of observed use of strategies Nice!

29. 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

30. 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?

31. DISCUSSION QUESTIONS What did you learn today? What will you “take away” about the CCU?

32. GOAL SETTING/ACTION PLANNING How could you use the CCU with teachers at your school?