The Classroom Checkup: An Assessment/Intervention Tool for

Improving Classroom Management

Wendy M. Reinke, Ph.D.

Johns Hopkins University

Bloomberg School of Public Health

Acknowledgement

• Teri Lewis-Palmer, Ph.D.

• George Sugai, Ph.D.

• Tom Dishion, Ph.D.

• Randy Sprick, Ph.D.

• Ken Merrell, Ph.D.

• Participating Classroom Teachers

Objectives

• Brief Rationale

• Overview of Classroom Check-up (CCU)

• Review Case Examples and Research

• Using CCU in real world

Nonclassroom

Setting S

ystems

ClassroomSetting Systems

Individual Student

Systems

School-wideSystems

School-wide PositiveBehavior Support

Systems

Rationale

• Classrooms with poor behavior management produce negative student outcomes – classroom management linked to the number

of students at risk for EBD • (National Research Council, 2002)

– poor classroom management place students at risk of current and future behavior problems

• (Aber, Jones, Brown, Chaudry, & Samples,1998; Ialongo, Poduska, Werthamer, & Kellam, 2001; Kellam, Ling, Merisca, Brown & Ialongo, 1998)

Rationale• Critical classroom management skills have

been identified– (Good & Brophy, 2003; Gunter, Hummel, & Venn, 1998; Kame’enui &

Darch, 1995; Paine, Raddichi, Rosellini, Deutchman, & Darch, 1983)

• Consultation and feedback can be effective in increasing effective teaching practices – (Sheridan and Welch, 1996)

• Treatment integrity problems are common to school-based consultation – (Gresham, 1991; Fuchs & Fuchs, 1996; Wickstrom, Jones, LaFleur, &

Witt, 1998)

Classroom Check-up

• A consultation model designed to increase implementation of classroom interventions– Critical Classroom 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

Goal

• Improve student outcomes by creating effective classroom environments through providing teachers with feedback and support for implementing important classroom management skills.

Components of the Classroom Check-Up

Step 1: Assess Classroom Teacher Interview

Classroom Ecology Checklist

Brief Classroom Interaction Observation

Classroom Academic Engagement

Step 2: Feedback Coach provides feedback on assessment findings.

Feedback includes both identified teacher strengths and

weaknesses

Step 3: Menu of Options Teacher and Coach collaboratively develop a menu of

options for intervening to create positive classroom outcomes

Step 4: Choose Intervention(s) Teacher chooses any number of interventions to implement.

Coach provides ongoing support in the implementation of

the intervention(s)

Step 5: Teacher Self-

Monitoring of Treatment

Integrity

Teacher monitors daily implementation of the chosen

intervention using an intervention procedural checklist

Step 6: Performance Feedback Coach conducts ongoing classroom observations and

provides feedback to the teacher on current performance

Monitor, Review, and Revise as needed

Step 1: Assess Classroom

1. Teacher Interview (20-30 minutes)– Build rapport– Strengths and weaknesses– Identify areas of concern

2. Classroom Ecology Checklist– Instructional Management– Behavioral Management– Physical Environment

3. Classroom Observations– 15 minute observation

Brief Classroom Interaction Observation Classroom code: _______ Date: _______________ Observer: ______________ Start Time: ___________ Stop Time: __________ Topic: _________________ Type of Instruction: Initial Drill and Practice (Circle one) Interval 1

(1-5 minutes) Interval 2

(6-10 minutes) Opportunity to Respond

(OTR)

Correct Academic Response (CAR)

Disruptive Behavior

Praise SPECIFIC

Praise GENERAL

Reprimand/ Correction

Comments:

Active Supervision 5 4 3 2 1 Smooth Transitions 5 4 3 2 1 Varied Reinforcement 5 4 3 2 1 Positive Climate 5 4 3 2 1 Contingent Reinforcement 5 4 3 2 1 Schedule Followed 5 4 3 2 1 Social Obj. Reviewed 5 4 3 2 1 Academic Obj. Reviewed 5 4 3 2 1 Attention Getting Signal 5 4 3 2 1 Overall Rating 5 4 3 2 1

Observation of Critical Classroom Variables

• Opportunities to Respond (OTR)– 4-6 per minute for new material– 9-12 per minute for drill and practice

• Correct Academic Responses (CAR)– 80% for new material– 90% for drill and practice

• # CAR/ # OTR x 100%= Percent Correct Academic Responding

Critical Classroom Variables

• Praise – Specific – General

• Reprimands

• Ratio of Interaction– # praise: # reprimands

Critical Classroom Variables

• Classroom Academic Engagement– 5 minute observation

Classroom Academic Engagement—5minutes Classroom ID:__________ Date:_____________________ Observer:_________ Beginning Time:______________ (+) indicates engaged (0) indicated not engaged

1 2 3 4 5 6 7 8 9 10 11 12

13 14 15 16 17 18 19 20 21 22 23 24

25 26 27 28 29 30 31 32 33 34 35 36

37 38 39 40 41 42 43 44 45 46 47 48

49 50 51 52 53 54 55 56 57 58 59 60

Comments:______________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Step 2: Feedback

1. Meet with classroom teacher2. Summarize observations

1. Identify areas of strength2. Identify areas of weakness

3. Provide both visual and verbal feedback1. OTR2. % CAR3. % AET4. Type of Praise5. Reprimands6. Positive to Negative Ratio7. Monitoring8. Transitions9. Clear Expectations10. Physical Environment

Behavior/Level Red Yellow Green Monitoring Form

Percent Correct Academic

Responding

Less than 75% new material

Less than 80% drill and practice

75% new material

80% drill and practice

80% new material

90% drill and practice

∙ 10 min. BCIO form

∙ teacher-guided instruction optimum

time

Percent Academically

Engaged

Less than 80% 81-90% 91-100% ∙ 5 min. Classroom Academic

Engagement Form ∙ teacher-guided

instruction optimum time

Opportunities to

Respond Less than 10 10 - 15 15 and greater ∙ 10 min. BCIO

form ∙ teacher-guided

instruction optimum time

Ratio of Interactions

Less than 1:1 or < 1 praise statement per

minute

@ least 1:1 Consistently

@ least 5:1 consistently

∙ 10 min. BCIO form

∙ teacher-guided instruction optimum

time

Specific vs. General Praise

No Red Zone All praise is

good

Less Specific Praise than

General Praise

More Specific Praise than

General Praise

∙ 10 min. BCIO form

∙ teacher-guided instruction optimum

time

Disruptions 10/10 min. 5-9 / 10 min. 0-4 / 10 min. Misbehavior Recording Form ∙ use for duration of one activity or

entire period ∙ any activity ∙ use for class-wide monitoring

Example Feedback Form

Type of Reprimand Ratio of Praise Interactions

X general praise only

X fluent

X 1:2

Step 3: Menu of Options

1. During Feedback Session identify potential interventions

1. Potential interventions are guided by consultant’s knowledge of research

2. Interventions build upon teacher strengths

2. Write down all potential interventions1. Menu of interventions to choose from

Step 4: Choose an Intervention

1. Identify one or two interventions from menu

1. Intervention tailored to teachers needs

2. Develop plan with teacher for implementation

1. Guides self-monitoring

Step 5: Teacher Self-Monitoring

1. Teacher monitors daily implementation of the chosen intervention using an intervention procedural checklist

Date: XX/XX/XXCheck 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

• Visual performance feedback– Graphic of observed

use of classroom management strategies

0

5

10

15

20

1 3 5 7 9 11

Praise

Disruptions

0

5

10

15

20

1 3 5 7 9 11

Praise

Disruptions

0

5

10

15

20

1 3 5 7 9 11

Praise

Disruptions

Nice!

Case ExamplesCase Examples

Case Example 1BCIO observations

Classroom 1

0

1

2

3

4

5

1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31 33 35 37 39 41 43 45 47 49

School Day

# p

er

Min

ute

Praise Rate

Disrupt RateBaselineNo intervention

Intervention-No performance feedbackprovided to the teacher

Intervention continued with the data being shown to the teacher each day. Notice that the performance feedback helped to increase praise. Most importantly, disruptions dropped.

Case Example 2BCIO Observations

Classroom 2

0

1

2

3

4

1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31 33 35 37

School Day

# p

er

min

ute

Praise rateDisrupt rate

Baseline-No Intervention

Intervention-No performance feedback provided to the teacher

Intervention with performance feedback provided to teacher

No performance feedback, but intervention continues to be effective

The ResearchThe Research

CCU plus Performance Feedback• Effective in improving teacher implementation of

classroom management strategies, especially total use of praise, use of behavior specific praise, and decreased use of reprimands.

• Student disruptions decreased.

Praise Reprimands

Teacher Base-line

CCU/ Self-Monitor

Visual Perform

Feedback

Base-line

CCU/ Self-Monitor

Visual Perform

Feedback 1 Rate 0.39 0.58 1.63 0.38 0.60 0.27 %

change +48.72 +317.95 -57.89 +28.95

2 Rate 0.55 0.68 1.94 1.79 0.55 0.59 %

change +23.63 +252.73 +69.27 +67.04

3 Rate 1.48 2.16 3.72 1.60 0.96 0.44 %

change +45.95 +151.35 +40.00 +72.50

4 Rate 0.46 1.23 2.40 0.29 0.10 0.17 %

change +167.39 +421.74 +65.52 +41.38

Proportion of Specific vs General Praise

0%

20%

40%

60%

80%

100%

% of Praise

Pre1

Post1

F-up1

Pre2

Post2

F-up2

Pre3

Post3

F-up3

Pre4

Post4

F-up4

Teachers

General PraiseSpecific Praise

Disruptive Behavior

Classroom Base-line CCU/ Self-Monitor Visual Perform Feedback

1 Rate

3.18 2.52 0.92

% change +20.75 +63.49 2 Rate

1.25 1.05 1.02

% change +16.00 +18.40 3 Rate

2.67 2.24 1.37

% change +18.94 +48.69 4 Rate

0.82 0.67 0.80

% change +18.29 +2.43

Praise and DisruptionsClassroom 1

-1

0

1

2

3

4

5

6

Praise

Disruptions

Classroom 2

-1

0

1

2

3

4

5

6

Classroom 3

-1

0

1

2

3

4

5

6

# p

er M

inute

Classroom 4

-1

0

1

2

3

4

5

6

1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31 33 35 37 39 41 43 45 47 49 51 53 55 57 59 61 63 65 67Days

Baseline

CCU

Self-monitoring

1 month Follow-up

Visual Performance FeedbackSelf-monitoring

CCU in the Real WorldCCU in the Real World

Interventions

Collaboration: (your relationship with the teacher is an intervention in itself)

• What do you want to change?• What has been tried before?• What was helpful? • What was not helpful?• How confident are you that this will be

useful?

CCU and Motivational Interviewing• CCU is modeled after the Family Check-up (FCU)• The FCU is based on the principles of

Motivational Interviewing, a specific type of intervention that functions as a catalyst to the behavioral change process (Miller & Rollnick, 2002)

• Motivational Interviewing strategies, including feedback and expert advice are used to guide the development of interventions during the CCU

Ingredients to Effective Brief Interventions

• Feedback

• Responsibility

• Advice

• Menu

• Empathy

• Support Self-Efficacy

Linking Assessment to Intervention

• Collaboratively design interventions to:– Teach Expectations– Increase use of praise– Increase use of specific praise– Decrease Reprimands– Increase OTR– Increase CAR– Change physical environment of classroom

Designing Interventions1. Use data—objective information about

behavior is more reliable than labels, conclusions, or stereotypes.

2. All students must be treated with dignity and respect.

3. Students should be taught the skills and behaviors necessary for success.

4. Motivation and responsibility should be encouraged through positive interactions.

5. Student misbehavior represents a teaching opportunity.

Teach Expectations

• Identify common misbehavior• Design a lesson plan to teach and

reinforce the expectations that will replace the misbehavior

• Model a lesson for the teacher• Teacher teach the lesson• Reinforce students who exhibit

expectations

Increase Praise• “Catch” students being good• Post a visual reminder to praise students• Double-up on Praise• Increase OTR• Publicly post samples of student work• Increase Non-contingent Positive Interactions

with Students– Greet at door– Say hello in hallway

Decrease Reprimands

• Teach Expectations

• Use planned ignoring for attention seeking behavior

• Provide Specific Praise to students

• Provide pre-corrections

• Make Corrections fluent

Increase OTR (Pacing)• Ask drill and practice questions from a deck of note

cards• Break down complex problems into smaller chunks• Mix in individual and whole group OTR• Ensure calling on various students

A

Teacher DeskChalk Board

A=Absent

04/24/06Math 2nd period

Correct Academic Responding• Below optimal:

– Review material to mastery– Provide ample guided practice– Review material to determine if material is at

appropriate level

• Above optimal– Be sure responses are not dominated by only a

few– Review the material to determine if material level

is at appropriate rigor

Monitor(gather data)

Review

Revise

Conclusions

• Attention to Critical Variables is not enough

• Consultation/ Coaching relationship is an intervention in itself

• Interventions need to be sensitive to context

• Combination of collaboration and effective interventions increase positive outcomes for students

Resources• Sprick, R., Knight, J., Reinke, W.M., &

McKale, T. (in press). Coaching for Positive Classrooms: Supporting Teachers with Classroom Management. Pacific Northwest Publishing: Eugene, OR.

• Sprick, R. Garrison, M., & Howard, L. (1998), CHAMPs: A proactive and positive approach to classroom management. Pacific Northwest Publishing: Eugene, OR.

Wendy M. Reinke, Ph.D.wmreinke@jhsph.edu