SBC Assessment
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Liberty University *
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Feb 20, 2024
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SBC Assignment
Juan P Martinez
Mary Lou Fulton Teachers College
Arizona State University
SPE 562 - Personnel Supervision and Organizational Behavior Management in Educational
Settings
CI: Julie Doherty July 23, 2021
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SBC Pinpointed Problem
The lack of effort by some elementary school teachers to update their daily records of the implementation of accommodations and behavior intervention plans is the pinpointed project selected for this analysis. Presently 14 teachers out of 25 are keeping daily records of implementing their student’s accommodations and behavior interventions plans. This is an important step to because it helps the ARD Committee evaluate a student’s progress. The documents are also used during the ARD meetings to adjust or develop new IEP goals based on the documented progress. This complication is socially valid because it impedes the ARD Committee from knowing which accommodations were used and effective during classroom instruction. My project will focus on all 25 elementary school teachers working with third grade Autism students and the setting will be the classroom. SBC Assessment
Two methods were used to identify the root cause of the issue. The first was an anonymous survey sent out to all 25 elementary school teachers. Questions in the survey included, what is the best time to complete your sped record keeping documents, how much time
does it take to complete your sped record keeping documents, what are the biggest challenges to completing your sped record keeping documents, do you have a specific time during instruction to complete your record keeping documents and how many times a week do you have to update your sped record keeping documents. An observation revealed that many of our classroom teachers had challenges with time management. Therefore, the focused our survey questions on time management.
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The second method used to identify the root cause of the problem was an observation of 6
of the 25 teachers who submit their record keeping documents. During the observation 4 of the 25 teachers who did not submit their record keeping documents were also observed. The observation center in how teachers utilize their time in the classroom. The collected data from the observation and the surveys were compared to decide if time management was factor and to determine if there were additional obstacles.
Survey:
1.
What is the best time to complete your Sped record keeping documents?
2.
What are some positive or negative consequences in completing or not completing your record documents?
3.
What are the biggest challenges to completing your Sped record keeping documents?
4.
What are the biggest reasons that keep you from completing your record documents?
5.
What motivates you to complete or not to complete your record keeping documents?
6.
Are the documents helpful, if not what would you change, if they are why?
SBC Identified Problem
In the survey there were 3 motivational questions, and the results revealed that elementary school teachers did not feel motivated to complete their record documents. It is not a know how to or can-do problem but a want to problem for my pinpointed problem. There has been plenty of training to elementary school teachers in teaching them how to complete their record documents. Each teacher is required to sign a sheet that they have received the proper training. Some teachers do not want to keep a record of how they implemented the accommodations and behavior intervention plans.
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SBC Antecedent Strategy
Two antecedent strategies have been put in place to help the elementary school teachers with effective planning throughout a school day. The expectation for establishing the strategies is
to increase the number of school teachers to update their daily records of the implementation of accommodations and behavior intervention plans. The first antecedent strategy is to put alarm clocks in each classroom. The alarms will have 3 timers throughout the school day. 15 minutes before school starts, to remind teachers to complete their record documents from a previous day. A second timer will set off during the teacher’s planning period to complete their record documents for previous classes during the school day. A third timer will set off 15 minutes before the end of the school day, to help the teachers remember to complete the rest of their record keeping documents. The second antecedent strategy is convening a professional learning community with all the campus elementary teachers. The PLC covers the importance of organization throughout the instructional school day. After the surveys and observations, most of the elementary school teachers know how to implement accommodations and behavior intervention plans but some do not understand the importance of keeping record documents. Our desire is that by convening a PLC on organization and installing clocks with alarms in the classroom, the elementary school teachers will be more organize with their school day and fully comprehend the importance of keeping up with the record documents daily.
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SBC Staff Motivation System
Elementary school teachers have 90-minute planning period, this means their students are
out in specials/electives like music, art, and choir. The teachers will use 85% or more of their planning period to update their student’s record documents. Elementary school teachers also have 10 minutes after class instruction (exit ticket) that they can utilize to complete their record documents. 95% of elementary school teachers will utilize 80% or more of their 10-minute exit ticket end of instructional time to complete record documents for students in that classroom to determine that the behavior change system was successful.
The completion of the elementary school teachers record documents, will be part of the special education children’s evaluation of mastery of their individualized educational goals. This is the expected result because if the elementary school teachers are completing their record documents and collaborating with each other in ways to improve, then the percentage of teachers
completing their records will grow. Also, the ARD committee will have data to keep progress of the children’s growth to their specific individualized goal. SBC Data Collection System
The elementary school teachers low record documentation updates are the pinpointed project selected for the analysis. Presently 14 of the 25 elementary school teachers are keeping daily records of implementing their student’s accommodations and behavior interventions plans. This record documents are of highly importance because it lets the ARD committee know exactly how special education children are performing in their classrooms. The ARD committee uses the record documents to evaluate the progress of the special education children and
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determine their individualized education goal. Based on the survey results and observations the elementary school teacher’s issue was a lack of motivation, want to problem All 25 elementary school teachers will have collected data through out 3 different classes in 2 different school days. The collected data will be reviewed within 5 school days of the last classroom observation. Each class is 45 minutes, the last 10 minutes of class are used to complete the exit ticket. The data collected will have the rate of occurrences the elementary school teacher updated their record documents. This will establish how many elementary school teachers are choosing to update their record documents during their exit ticket time. Data Collection Sheet:
Name of the teacher: _____________________
Name of child/student:____________________
Name of Special ED Teacher: ______________
Frequency (# of times updates record documents during planning period) _________________
Frequency (# of times updates record documents using exit ticket time) _________________
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SBC Staff Motivation System
The SBC procedure that will be used is a token of economies to encourage and motivate the elementary school teachers. The elementary school teachers will be observed throughout the school day during their exit ticket time and planning period to determine if they are using their time effectively to update their record documents. Each time they are observed updating their record documents during their exit ticket times, they will receive two golden star and one golden star during their planning periods. Immediately after getting to 18 golden stars, they will earn a jeans free day pass or pick a toy from the treasure box. The treasure box will include toys they can use in the classroom as manipulatives for their lesson or motivating their own students to submit their class work. The ARD committee will evaluate the performance of each teacher at every 3-week grading period.