Procedure: Evaluate Intervention

Coaching Process > Evaluate Intervention

1 - Interview
2 - Assess Classroom
6 - Evaluate Intervention - Selected
3 - Check-Up Meeting
5 - Implement Intervention
3 - Check-Up Meeting Feedback
4 - Menu of Options: Choose Intervention
Performance Feedback Loop
Procedure Overview
How To
1. Gather Frequency Data
2. Complete Assessment Rubric
3. Provide Evaluation Feedback
4. Complete Evaluation Feedback Form
Reflection & Tips
Overview
Once the teacher is implementing an intervention in the classroom, it will be important to monitor whether the intervention is working. If an intervention is not working as expected, problem solving, planning for adjustments to the intervention, and ongoing monitoring are needed.
Purpose
Sometimes interventions don’t work the way we thought. It is important to develop a plan for gathering data to see if the interventions work when implemented well. If the intervention is not working as planned, it will need to be adjusted. It is important to know two things:
Your plan should include a specific timeline and methods for evaluating whether the intervention is working.
  1. Was the intervention implemented? If not, then you can’t determine if it is working. You will need to problem solve with the teacher about barriers to implementation.
  2. Is the intervention working? If student behaviors are not changing and the intervention is being implemented, you will need to problem solve with the teacher. Problem solving involves using data from observations in the classroom, evaluating what is/isn’t working, determining if the plan needs to be adjusted, and/or whether an entirely new plan needs to be created.

There are four elements to effective implementation and evaluation:

1) Identify a timeline for when you will assess whether the intervention is working as expected. If the intervention is being implemented well, the impact should be readily observed.
2) Gather data on the area targeted by the intervention. Compare these data to the same data gathered prior to feedback and the teacher implementation of the intervention to see if there is improvement.
3) Problem solve and adjust the intervention when needed. If the intervention is being implemented well, and there is no improvement, consider adjusting the intervention using effective problem solving.
4) Encourage continued use of an intervention that is working. If an intervention is effective, it is important to keep it up. Problem areas will pop back up if the intervention is dropped.

How To

How to Evaluate the Intervention(s) – Conducting Follow-Up Observations

Come up with a timeline and system for determining if the intervention is working. Usually, the first week of implementation is the most challenging and this is a good time to monitor and provide support to teachers. Monitoring can include having the teacher self-monitor, and/or coach observations with performance feedback (see Implement Intervention).

Once you have established that the intervention is being implemented, you can evaluate changes in teacher use of practices and student behaviors.

It is important that you gather data on the area targeted by the intervention. In other words, if during the feedback meeting the teacher wanted to focus on improving the use of praise, an intervention from the menu of options linked to praise should have been selected. Now you can gather the same data you gathered to provide feedback (data on the teacher’s use of praise) and compare this to before they started using the intervention.

CP2-DC Gathering Frequency Data
Use the Double Check Classroom Assessment Rubric like you did prior to giving the teacher feedback.
View Rubric
1

Gather Frequency Data

Arrange to conduct a follow-up classroom observation during a time that the teacher is implementing the intervention.

Gathering the frequency data will be important because it will let you know whether the teacher increased their use of praise and opportunities to respond and whether student engagement increased. It will also let you know if the teacher now uses fewer reprimands and if student disruptive behavior decreased.

You may want to do a refresher by watching the observation videos and practicing so that you will gather the data similarly to when you gathered these data in the past.

2

Complete Assessment Rubric 

The Double Check Classroom Assessment Rubric can be completed for the areas targeted by the intervention. For instance, if the teacher’s goals were to improve the use of praise and smooth transitions, complete these sections of the rubric so that it can be determined if these areas have improved in comparison to the data gathered prior to the intervention.
3

Provide Evaluation Feedback

Summarize the data gathered from the follow-up observation in the classroom during a time the intervention was implemented. You can use the Evaluation Feedback Form to summarize the data and to quickly determine whether the intervention is working or needs to be adjusted.
4

Complete Evaluation Feedback Form

CP6 - DC Evaluation Feedback Form
Provide the frequency data (e.g., number of disruptive behaviors) observed during the follow-up observation(s) and the average from the observations that you did prior to the Double Check feedback session. Provide the average observed level of student engagement for this follow-up visit and from the observations conducted before the Double Check Feedback Session. For rubric data, provide the rating score from this observation and the average of rubric scores gathered prior to the Double Check feedback session.
View Evaluation Feedback Form
View Form Example

Reflection & Tips:

CP6 - Evaluate Intervention - DC Reflection
Take a moment to reflect on your skills and comfort in evaluating whether the intervention is working.
View Reflection Tool

References to Other Relevant Resources:

Reinke, W., Herman, K., & Sprick, R. (2011). Motivational interviewing for effective classroom management: The classroom check-up. New York, NY: Guilford Press.

Sprick, R., Knight, J., Reinke, W. M., Skyles, T., & Barnes, L. (2010). Coaching classroom management: Strategies and tools for administrators and coaches. (2nd ed.). Eugene, OR: Pacific Northwest Publishing.

CARES Overview

Greeting Students at the Door

Using Journals to Build Relationships

Identifying Reinforcers for the Classroom

Using Social and Emotional Coaching

Using Behavior-specific Praise

Using Active Supervision

Using Group Contingencies

Using Precorrection

Teaching Behavior Expectations

Providing Academic Feedback

Increasing Opportunities to Respond

Developing and Using Clear Academic Objectives

Posting and Using a Schedule

Coaching Process – Menu of Options

Coaching Process – Providing Feedback

Coaching Process – Introduction and Overview

Observation Practice 4

Observation Practice 3

Observation Practice 2

Observation Practice 1

Using an Attention Signal

Teaching Classroom Routines

Physical Classroom Structure

Values Card Sort – Example

Card Sort Introduction

Coaching – Interview Guide

Opening the Meeting

Defining and Teaching Classroom Rules

Mrs. James

Miss Faber

Positive Behavior Supports & Classroom Climate

Concentration Areas: Smooth Transitions, Pacing of Instruction, Student Engagement, Clear Expectations, Use of Praise, Use of Reprimands, Level of Disruptive Behavior

What is Positive Behavior Supports & Classroom Climate?

Positive Behavior Supports refers to the proactive ways that teachers work with their students, as well as the ways that teachers respond to challenging situations with students. The focus is on recognizing and affirming student strengths rather than punishing them or taking something away from them. A positive approach to the classroom will promote a classroom climate that is welcoming to all students and is a place where students want to engage with the teacher, each other, and the curriculum. All individuals, students and teachers, and the interactions between and amongst all classroom members play a role in the climate.

There is no single element that works independently of the others. All Positive Behavior Supports & Classroom Climate elements, together with the CARES domains, support one another and need to be applied to the classroom to be successful.

Why is it important?

In a classroom climate that is positive and welcoming to all members, the classroom becomes a safe place where culture and diversity can be openly discussed. A supportive climate is one that promotes student engagement and success. Students feel supported and motivated to be an active member of the classroom community. The teacher taking a positive and proactive approach creates a climate of care and respect and promotes desired student behaviors. This classroom is also a place that provides consistency to students, which is especially important for students who may experience stress and uncertainty outside of the school building. Teachers who have positive and proactive classrooms report fewer disruptive behaviors from their students, an increase in student achievement, and better overall perceptions of school climate.

CARES

Concentration Areas: Connection to the Curriculum; Authentic Relationships; Reflective Thinking About Cultural, Racial/Ethnic, and Class Differences; Effective Communication; Sensitivity to Students’ Culture

What is CARES?

CARES is an acronym for the five domains that research has found to be successful in engaging students of culturally diverse backgrounds at school. Each letter refers to a significant element of interaction within the classroom. Applying all five domains of CARES works because it promotes a better understanding of students and ourselves by using strategies that deepen those relationships every day.

There is no single element that works independently of the others. All five CARES domains, together with the Positive Behavior Supports & Classroom Climate elements, support one another and need to be applied in the classroom to be successful.

Why is it important?

Research has shown that each of the five CARES domains has a significant impact on students and their behavior when used regularly and over time. Students who are known and understood by their teachers as individuals in the classroom report deeper connections academically and to their school. When teachers understand their own cultural heritage, they better understand the differences between themselves and their students and report higher levels of mutual respect with students. This also helps teachers to recognize the similarities they share with their students as well as recognize ways in which they are different. Students are more connected and engaged in classrooms where teachers welcome exploration; invite, acknowledge, and celebrate cultural differences; make relevant connections to the curriculum; listen attentively to understand how each student is approaching the concepts; and use humor and other effective communication tools.

Double Check Classroom Check-Up Overview