1. 1 Chapter 6 Observe Use Data to Monitor and Adjust Your Management Plan

2. 2 Chapter 6, Task 1: Circulate When Possible, and Scan All Sections of the Classroom Continuously I have thought about how I will use circulating, visual scanning, and auditory scanning to observe student performance of the behavioral expectations (during activities and transitions).

3. 3 Chapter 6, Task 2: Use Data to Monitor and Adjust Your Classroom Management and Discipline Plan

4. 4 Tool 1: CHAMPS versus Daily Reality Rating Scale Determine the degree to which student behavior during daily activities and transitions matches your CHAMPS expectations.

5. 5 WHY: To help you decide whether you need to re- teach your CHAMPS expectations To help you decide whether your current level of structure fits the needs of your class To help you decide whether you might need some kind of classwide system to increase students' motivation to behave responsibly WHEN: During the fourth or fifth week of school Shortly after major vacations (e.g., winter and spring breaks)

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7. 7 Tool 2: Ratio of Interactions Monitoring Form(s) Determine whether you are interacting with students at least three times more often when they are behaving responsibly than when they are misbehaving.

8. 8 WHY: To help you evaluate whether you have fallen into the Criticism Trap—that is, whether you are responding so frequently to misbehavior that the behavior stops in the short run but is actually increasing over time To help you decide whether you need to increase the number of interactions you have with students when they are behaving appropriately WHEN: During the second month of school In early to mid-February Any time you sense that you are nagging a lot

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10. 10 Tool 3: Misbehavior Recording Sheet Determine whether you need to implement an intervention plan or plans to deal with specific types of student misbehavior.

11. 11 WHY: To help you identify how often and for what reason you are intervening with students regarding their inappropriate behaviors To help you detect any patterns to students' misbehavior (for example, times of day, day of week, individual students who never misbehave) To give you specific and objective information about the behavior of individual students that you can share with the students and their families, if necessary To help you decide whether you might need a classwide system to increase students' motivation to behave responsibly

12. 12 WHEN: During the early part of the third month of school In mid- to late January

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15. 15 Tool 4: Grade Book Analysis Worksheet Determine whether student tardiness rates, attendance rates, work completion rates, and work quality are satisfactory.

16. 16 WHY: To help you decide whether you need to implement a plan to improve one or more areas of concern with your class, a small group of students, or individuals. WHEN: During the third month of school In early to mid-March Prior to the end of each grading period

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18. 18 Tool 5: On-Task Behavior Observation Sheet Determine how effectively your students use independent work time.

19. 19 WHY: To help you decide whether you need to re-teach students your CHAMPS expectations for independent work periods To help you identify the possible cause of poor work completion rates and misbehavior during independent work periods WHEN: During the fourth month of school In mid- to late February

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21. 21 Tool 6: Opportunities to Respond Observation Sheet Determine the degree to which your students are engaged during the teacher-directed instruction parts of your class.

22. 22 WHY: To help you decide whether you need to modify your instructional methods to create more active student involvement To help you identify the possible causes of poor work completion rates and misbehavior during teacher-directed lessons WHEN: During the fourth month of school In mid- to late February

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24. 24 Tool 7: Family/Student Satisfaction Survey Determine how your students and their families perceive various logistical and organizational features of your classroom.

25. 25 WHY: To help you identify those aspects of your classroom program that are working well and those that may need modification To help you identify whether there are aspects of your classroom program that you need to communicate more clearly to students and their families WHEN: Last two weeks of school (Optional) Mid-year

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