Empowering Teachers: Evidence- based practices to tackle Problem Behavior and Manage the Learning Environment BY MARY BUCCI AND CINDY ELAYOUBI

PROJECT DESCRIPTION A series of 4-part training to develop classroom management and increase student achievement Numerous studies suggest that effective classroom management would enhance students’ learning and active engagement in the classroom. Active student responding has been linked to improved academic performance and a decrease in disruption and off-task behaviors (Greenwood, Delquadri, & Hall, 1984). The rationale of the training material is to train teachers and school personnel on proactive, evidence-based practices such as positive behavior supports and active student responding teaching techniques to increase student academic performance and eliminate problem behavior in the classroom and increase student academic achievement.

LEARNING OBJECTIVES Learn to systematically link student and teacher behaviors Learn to reflect on professional practices in the school setting Examine environmental influences on student’s behavior in school settings Learn to develop interventions that are linked to student’s needs and match environmental and lifestyle variables of the student Provide a behavior management toolkit resource for school-based practitioners

PROJECT OUTCOMES This project was selected in an effort to increase the effectiveness of the behavior analyst by increasing the knowledge base of our teachers. Provide teachers and staff with a visual aid to assist in performing behavioral interventions at a classroom and individual level. Learn to systematically link student and teacher behaviors Examine environmental influences on student’s behavior in school settings Learn to develop interventions that are linked to student’s needs and match environmental and lifestyle variables of the student.

STEP BY STEP PLAN- DISTRICT TEACHERS AND STAFF District Teachers and staff Create training materials Offered the training opportunities to various school buildings at appointed district Set-up training dates for school-wide trainings Met with building principal, guidance counselor and school psychologist to determine training goals relevant to the specific school Training materials were modified and adapted by interdisciplinary team to include school psychologist and guidance counselor input to meet staff and student needs Training dates were set for 4 separate training dates with embedded feedback forms Training materials were ed ahead to be approved by building administration Follow-up digital content were sent to teachers and staff Feedback forms were analyzed and used to inform future trainings to address teacher and staff concerns Formative assessment was effective in determining effectiveness of training materials Follow-up checklist was created to reinforce concepts outside of the training sessions 2-month follow-up was conducted orally to assess the effectiveness of the training materials.

STEP BY STEP PLAN – IU TEACHERS AND STAFF Create training materials Offered the training opportunities to various teachers during scheduled consultation Training materials were modified and adapted to meet staff and student needs Training dates were set for 4 separate training dates with embedded feedback forms Training materials were provided as a packet Follow-up digital content were sent to teachers and staff Feedback forms were analyzed and used to inform future trainings to address teacher and staff concerns Formative assessment was effective in determining effectiveness of the training materials Follow-up checklist was created to reinforce concepts outside of the training sessions 1-month follow-up was conducted orally to assess the effectiveness of the training materials.

EVALUATION OF PROJECT Feedback forms were used to evaluate effectiveness of intervention The training emphasized the importance of active student responding and how it effects student achievement in the classroom. Research shows when ASR increases in the classroom, students are less likely to engage in problematic behavior and do better on tests and overall academic work.

DATA ANALYSIS ON EFFECTIVENESS OF TRAINING MATERIALS Analysis of Feedback Provided By District Staff: Was the training material relevant to you? If so, detail in what way? 100% - Yes Do you plan to use portions of this training in your professional practices? 100% - Yes Should we have more sessions that focus on behavior management? Yes- 86% No- 14%

DATA ANALYSIS ON EFFECTIVENESS OF TRAINING MATERIALS Analysis of Feedback Provided By IU Staff: Overall, staff stated that the Behavior Management Toolkit was effective because: It provides examples of student behavior and outcomes It was reviewed both independently and with the behavior analyst Behavior Analyst was able to provide feedback related to the toolkit Teachers felt empowered to implement global positive behavior supports One staff suggested that the training be provided yearly as a refresher to encourage fidelity and generalization across students.

PROFESSIONAL LEARNING AND GROWTH Training materials established a professional relationship with the consultant and rest of the presenters which as a result made teachers and staff feel more comfortable approaching the team with questions and comments The training material was a starting point for teachers to build upon for their own professional development and practices