Session Information
• Session 8D
• Parasol II
• Friday 9:30-10:45
Use of a Structured Peer Observation
Process to Monitor Classroom Level PBS
Implementation
Jessica Schumacher – School Counselor
Angela Wimmer – Instructional Coach
Williamsburg Elementary
North Callaway County R-1 School District
Christie Lewis- School Counselor
South Park Elementary, Moberly School District
Danielle Starkey & Barbara S. Mitchell
MO SWPBS
MO SW-PBS
Session Outcomes
• By the end of this session participants will be
able to…
– Explain how classroom level PBS
implementation is associated with longterm sustainability of SWPBS.
– Develop a process for monitoring classroom
level PBS practices in your setting.
MO SW-PBS
Three Levels of Implementation
A Continuum of Support for All
Academic Systems
Behavioral Systems
Tier Three
Tier Three
• Individual Students
• Assessment-based
• High Intensity
• Individual Students
• Assessment-based
• Intense, durable procedures
Tier Two
• Some students (at-risk)
• High efficiency
• Rapid response
Tier Two
• Some students (at-risk)
• High efficiency
• Rapid response
Tier One
Tier One
• All students
• Preventive, proactive
• All settings, all students
• Preventive, proactive
MO SW-PBS
Sustainability of SWPBS
• Matthews et al., 2013
– Implementation of Classroom Systems significantly
predicts sustained implementation of SWPBS &
student outcomes
– Within Classroom Systems the strongest
predictors of sustainability are:
• regular acknowledgement of expected behaviors
• matching instruction to student ability
• access to additional support
MO SW-PBS
Classroom System PBS
• The use positive, behavior specific feedback is
a teaching practice that consistently results in
improved student academic and social
behavior.
• However, significant evidence indicates that
educators rarely use praise effectively in the
classroom.
(Thompson, Marchant, Anderson, Prater, & Gibb, 2012, p. 521)
MO SW-PBS
Classroom System PBS
“Despite recommendations for increasing
positive to negative statements in the classroom
(e.g., 4:1), research regularly shows higher ratios
of negative to positive statements for social
behavior.”
(Matthews et al., 2013, p. 7)
MO SW-PBS
Classroom System PBS
• Classroom teacher access to additional
support such as coaching or peer networking
may be associated with sustainability IF the
support is focused on improving key
instructional practices.
– Having clear expectations & rules
– Identifying classroom routines
– Providing effective feedback
MO SW-PBS
Peer Observation Process
• Preparation
– Inform staff
– Set a schedule (who and when)
– Provide a place to meet
– Select data collection method
• SCOA application for I-Pad
• Paper/pencil
MO SW-PBS
Peer Observation Process
• Part I – Introduction (10 min)
– Explain Purpose
• Not evaluative, opportunity to look for Classroom
System PBS practices
– Define Key Practices
• Expectations & Rules
• Routines
• Feedback Statements (3 types)
MO SW-PBS
Types of Feedback
Positive
Specific
• Tells student what he/she did correctly. May
include a rationale and/or a tangible reinforcer.
• “Great job bringing all of your materials to
class. This will help you be an effective learner.”
• Tells the student what he/she should do differently.
Corrective
Negative
• “Remember part of being safe in the classroom
is using materials correctly. Please keep pencils
in your hands.”
• Does NOT tell student what T0 DO in the same or
similar situations.
• “Stop” “Act like a 4th grader” “Keep Your Dear
Teacher Happy”
Peer Observation Process
• Part II - Observe & Collect Data (15-20 min)
– Occurs during an instructional period
– NOT observing individual students
– Expectations & rules aligned with matrix
– Evidence of behavioral routines
– Number and types of feedback statements
teachers give to students about behavior.
– Leave positive specific feedback for classroom
teacher
MO SW-PBS
Peer Observation Process
• Part III – Debrief & Discuss (10 min)
– Open-ended questions, affirmations, reflections,
summaries
• What did you see?
• How well did you think that worked?
• Was there anything that surprised you?
– Submit data
• Building averages are totaled, no individual teacher
data submitted
MO SW-PBS
Peer Observation Process
• Follow Up
– External feedback given to the Tier 1 Team
– Provide a list of “strengths” and “things to
consider”
– Tier 1 team reviews and shares with full staff
– Input from staff used to generate action plan
items
• Staff perception survey sent out
MO SW-PBS
Survey Results
Survey Item
“Agree” or “Strongly Agree”
It was valuable to complete the observations.
27/27 = 100%
I would recommend participation in the
process to a colleague.
27/27 = 100%
Having a SWPBS consultant facilitate the
process was important.
23/27 = 85%
I would choose to participate in the
observation process again.
MO SW-PBS
27/27 = 100%
Survey Results
Survey Item
Participation in the observation process will
positively influence my teaching practices.
“Agree” or “Strongly Agree”
27/27 = 100%
As a result of the observation process I have a
better understanding of Classroom Level PBS
practices.
25/27 = 93%
If the observation process is continued in my
building I would like to receive my individual
data.
27/27 = 100%
MO SW-PBS
Survey Comments
• I would like some peer coaching to take place as well
where one of the PBS reps/leaders/coaches comes
into my classroom and gives me some ideas right on
the spot.
• I thought it was very helpful to observe another
teacher with a PBS expert.
MO SW-PBS
Survey Comments
• I had mixed feelings on the observation processes. It
was helpful to focus on only the PBS aspects of the
lesson. I would have liked to see them observe a
class that was a little more "difficult" with some
potential tier 2 candidates because I would like to
see some of the practices in action.
• This would be more useful if we observed once a
quarter as a "reminder" instead of at the end of the
year.
MO SW-PBS
Support for Classroom Level PBS
Implementation
External Coaching
•
•
•
•
•
Schedule
Introduce
Observe
Debrief & Discuss
Feedback
MO SW-PBS
Internal Coaching
• Booster training sessions
• Goal setting
• On-going data collection &
monitoring
• Individualized feedback
• Peer coaching
• Increased implementation
• Improved student outcomes
Implementation Example
• Jessica Schumacher
– School Counselor
• Angela Wimmer
– Instructional Coach
Williamsburg Elementary,
North Callaway County R-1 School District
MO SW-PBS
Implementation Example
• Christie Lewis
– School Counselor
South Park Elementary,
Moberly School District
MO SW-PBS
MO SW-PBS