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Chapter 6 • Observe

Use Data to Monitor and Adjust

Your Management Plan

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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).

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Chapter 6, Task 2:Use Data to Monitor and Adjust Your Classroom

Management and Discipline Plan

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Tool 1: CHAMPS versusDaily Reality Rating Scale

Determine the degree to which student behavior during daily

activities and transitions matches your CHAMPS

expectations.

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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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Tool 2: Ratio of InteractionsMonitoring 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.

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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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Tool 3:Misbehavior Recording

Sheet

Determine whether you need to implement an intervention plan or plans to deal with specific types of

student misbehavior.

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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

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WHEN: •During the early part of the third month of school

•In mid- to late January

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Tool 4:Grade Book Analysis Worksheet

Determine whether student tardiness rates,

attendance rates, work completion rates,

and work quality are satisfactory.

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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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Tool 5: On-Task Behavior Observation Sheet

Determine how effectively your students

use independent work time.

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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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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.

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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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Tool 7:Family/Student Satisfaction

Survey

Determine how your students and their families

perceive various logistical and organizational

features of your classroom.

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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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