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CONSISTENCY IN FEEDBACK AND USE OF DAILY PROGRESS REPORTS TIER 2 COMMUNITY OF LEARNING.

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Presentation on theme: "CONSISTENCY IN FEEDBACK AND USE OF DAILY PROGRESS REPORTS TIER 2 COMMUNITY OF LEARNING."— Presentation transcript:

1 CONSISTENCY IN FEEDBACK AND USE OF DAILY PROGRESS REPORTS TIER 2 COMMUNITY OF LEARNING

2 Please take a moment to orient yourself to the control panel: 1) The audio section tells you how you are connected in this webinar. If you are on the phone and watching computer, the telephone button should be checked. If you are using built in mic and speakers, the mic and speakers option should be checked. 2) Audio control to mute and unmute yourself is here. To mute or unmute please click mic icon. 3) If you have a question or something to contribute verbally, clicking this icon will tell the presenters you have a question. You will be unmuted to ask it. 4) If you want to type a question, click this section to type a question. The presenters will respond either verbally or in typed response.

3 TASK AND QUESTION TO START TASK: Raise hand and when acknowledged, please identify who you are and what school and district you represent. QUESTION: In question box, please answer the following in your own words: The intent of the Daily Progress Report at tier 2 is to do what?

4 PURPOSE OF DAILY PROGRESS REPORT Vehicle for delivering feedback around desired behaviors “You were showing safe behavior in class, so you earned a 2” Communication tool to help students learn to self monitor Rather than “don’t do X” they are being guided in skill acquisition and learning what the situational expectations are. Measures fluency of skill being acquired DPR does not measure the violations, the tier 1 data tool does DPR measures how well the replacement skill is being demonstrated

5 WHAT IT IS NOT DPR is NOT a disciplinary tool Discipline is “function” of tier 1 Not a measure of inappropriate behaviors Not a frequency count of misconduct The sole progress monitoring data-point Always pair with tier 1 data Do we see reduction in the behaviors that identified need for support AND do we see demonstration of desired skill

6 DPR ALSO IS NOT… An intervention The DPR measures whatever the intervention is focused on or is being taught. Additional feedback of expectations in all settings Specific skills in specific settings in addition to all expectations in all settings. An attempt at re-teaching Re-teaching is the active process in which the desired behavior is restated, modeled by the student, acknowledged and corrected. DPR is feed back tool that reminds students they had been retaught if a behavior is less than expected.

7 FEEDBACK (AS LINKED TO DPR) Specific/Targeted Used when talking to student about specific behaviors on DPR (or specific behaviors in general) “You showed me safe behaviors during the chemistry lab by using the equipment the way it was designed. That’s what I was looking for from you! Nice job! You earned a 2” Remember the things you attend to are the things that get repeated General Used when talking to student about behaviors generally “You did a nice job being safe on the playground at recess, you earned a 2.”

8 FEEDBACK Specific/Targeted If behavior was re-taught or otherwise is not meeting expectations “You did well being safe in lab, so you earned a 2, but we had to talk about you being respectful to Hailey during instruction. You changed your behavior and apologized, so you earned a 1. What could you do different?” Any behavior not meeting expectation should have specific instructive feedback attached to it The DPR should NOT be used to “ding” students or otherwise focus solely on misconduct

9 DISCUSS This is chance to share: facilitators will ask for volunteers to share (raise hand!) or type in chat box. If no volunteers, facilitators will call on participants. What is advantage of staff using DPR as feedback tool? What is difficult about DPR being used appropriately? How have you built staff fluency around its use?

10 DPR USE CONSISTENCY

11 Grant Middle School STAR CLUB (Students tracking awesome results) Daily Progress Report NAME:______________________ DATE:__________________ Teachers please indicate YES (2), SO-SO (1), or NO (0) regarding the student’s achievement to the following goals. EXPECTATIONS 1st block2nd block3rd block4th block Be Safe2 1 0 Be Respectful2 1 0 Be Responsible2 1 0 Total Points Teacher Initials BEP Daily Goal _32___/_40___BEP daily score _____/______Percentage_________ In training _____BEP Member _____ Student Signature_________________________ Teacher comments: Please state briefly any specific behaviors or achievements that demonstrate the students progress (if additional space is required, please staple a note and indicate so below) Adapted from Responding to Problem Behavior in Schools: The Behavior Education Program by Crone, Horner, and Hawken Focus of feed- back How well student displayed expected behaviors

12 Grant Middle School STAR CLUB (Students tracking awesome results) Daily Progress Report NAME:______________________ DATE:__________________ Teachers please indicate YES (2), SO-SO (1), or NO (0) regarding the student’s achievement to the following goals. EXPECTATIONS 1st block2nd block3rd block4th block Be Safe2 1 0 Be Respectful2 1 0 Be Responsible request break Total Points Teacher Initials BEP Daily Goal _32___/_40___BEP daily score _____/______Percentage_________ In training _____BEP Member _____ Student Signature_________________________ Teacher comments: Please state briefly any specific behaviors or achievements that demonstrate the students progress (if additional space is required, please staple a note and indicate so below) Adapted from Responding to Problem Behavior in Schools: The Behavior Education Program by Crone, Horner, and Hawken Specific skill from SAIG or BIP that is focus of feedback in setting

13 2, 1, 0 AND SPECIFIC SKILLS Score options should be 2, 1, or 0 to facilitate accurate feedback 2= meet same expectations that all students have. 1= skill is getting better, then briefly how to improve. 0= skill was absent in this setting this time. If a student has a specific sub-goal to an expectation (ask for break as a skill under responsible): Specific skill gets targeted feedback in setting it’s focused on, and then general expectation in other settings. Safety on playground means use equipment as designed versus general safety at dismissal time.

14 SCENARIO FOR APPLICATION (VOLUNTEERS, RAISE YOUR HANDS!) A student who is participating in CICO gets frustrated at start of a class and blurts out comments of frustration. Teacher asks student to lower their voice and raise their hand to show respectful behavior; the student makes a couple more comments and eventually calms down and apologizes. How would you report that score, process with student at end of period and why would they earn that score? Would score received change if student earned an ODR for same situation?

15 FADING TO SELF MONITOR Intent of fading is to get the student to be able to accurately monitor their own behaviors in settings as result of the intervention Essential to discontinue reliance on adults/staff for behavioral feedback Many approaches: Fade reliance on adult for feedback (match scores until student is accurate 80% of time) Discontinue form and fade adult check in Discontinue adult check in and maintain form Peer mentor for student entering CICO, Others?

16 DISCUSSION What have been benefits of a successful CICO system? What have impacts on students been? What have been challenges of implementing CICO? How have you addressed these?

17 CLOSING Other questions or comments for the good of the group? Reminder to check upcoming events on Community of learner material and recordings will be on


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