CASE STUDY EDUCATOR 2: focused on improving classroom behavior supports in order to increase positive learning Seventh-Grade Team Targeting behaviors. Although some educators on the Consistent Classroom team have aligned their student learning goals to Expectations the improved classroom behavior, Mr. Yardley expects that improvements in the classroom Steve Yardley is a seventh-grade English environment will lead to improvement in his teacher in an urban middle school. The on annual district-wide students’ performance team consists of four teachers. Based on assessments. disciplinary logs, the seventh-grade last year’s Professional Practice Goal team gave an average of 10 office referrals per week. The majority of the office referrals were In order to introduce more positive classroom for behaviors that were demonstrated in the behaviors and avoid escalating negative classroom setting. Careful reading of the behaviors, the seventh-grade team will adopt a disciplinary logs suggests that many incidents consistent set of classroom rules and leading to a referral began with a relatively minor consequences, redirect undesired behaviors misbehavior (for example, a student talking through a tiered system of responses, and during class) that was not addressed in a timely reinforce positive expectations using a “ticket or effective manner until it escalated to the point system in order to reduce the average board” of an office referral. Observation feedback from number of office referrals to no more than one the instructional coach and school’s per week by June 2016. administration indicates that the seventh-grade team does not enforce a consistent set of Student Learning Goal classroom expectations, explicitly teach and model positive behavioral expectations, or follow By June 2016, 100 percent of Mr. Yardley’s a tiered progression of consequences for seventh-grade English students will achieve misbehavior. The team also does not implement their growth targets for performance on the structured behavioral reinforcements, such as statewide assessment. the use of a ticket chart or other positive classroom team wants structures. Mr. Yardley’s to create a team professional practice goal Discussion Protocol What outcomes do the goals strive for? How do the goals support inclusive practice? How do these goals promote high expectations for all educators and learners? What data would you need to determine that these goals are appropriate for inclusive practice? What practices should be implemented to support these goals? What supports should be provided to all students, some students, and a few students to achieve the student learning goal? Refer to Tool 3a: and Tool 3b: for additional questions to guide your discussion.
CASE STUDY EDUCATOR 2: Seventh-Grade Team Targeting Consistent Classroom Expectations Steve Yardley is a seventh-grade English teacher in an urban middle school. The team consists of four teachers. Based on last year’s disciplinary logs, the seventh-grade team gave an average of 10 office referrals per week. The majority of the office referrals were for behaviors that were demonstrated in the classroom setting. Careful reading of the disciplinary logs suggests that many incidents leading to a referral began with a relatively minor misbehavior (for example, a student talking during class) that was not addressed in a timely or effective manner until it escalated to the point of an office referral. Observation feedback from the school’s instructional coach and administration indicates that the seventh-grade team does not enforce a consistent set of classroom expectations, explicitly teach and model positive behavioral expectations, or follow a tiered progression of consequences for misbehavior. The team also does not implement structured behavioral reinforcements, such as the use of a ticket chart or other positive classroom structures. Mr. Yardley’s team wants to create a team professional practice goal focused on improving classroom behavior supports in order to increase positive learning behaviors. Although some educators on the team have aligned their student learning goals to the improved classroom behavior, Mr. Yardley expects that improvements in the classroom environment will lead to improvement in his students’ performance on annual district-wide assessments. Professional Practice Goal In order to introduce more positive classroom behaviors and avoid escalating negative behaviors, the seventh-grade team will adopt a consistent set of classroom rules and consequences, redirect undesired behaviors through a tiered system of responses, and reinforce positive expectations using a “ticket board” system in order to reduce the average number of office referrals to no more than one per week by June 2016. Student Learning Goal By June 2016, 100 percent of Mr. Yardley’s seventh-grade English students will achieve their growth targets for performance on the statewide assessment. Discussion Protocol What outcomes do the goals strive for? How do the goals support inclusive practice? How do these goals promote high expectations for all educators and learners? What data would you need to determine that these goals are appropriate for inclusive practice? What practices should be implemented to support these goals? What supports should be provided to all students, some students, and a few students to achieve the student learning goal? Refer to Tool 3a: and Tool 3b: for additional questions to guide your discussion.
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