Managing the Learning Environment Describe the context/situation: The attached checklist will be used during the 3rd

hour Pre-Algebra class. This class has a total of 15 students in it. It is taught by a special education teacher, a math teacher, and a practicum student. It is located in room 003 of Central High School. Operational definition: The behaviors to be decreased are on the checklist. The first is talking out of turn which is defined as a student speaking when they were not called on or when they are talking during the silent work time. When a student does not have their homework completed and ready to turn in or review, they will receive a check under the no homework section. When a student refuses not to work both on homework or classwork during class time within the teacher asking twice, they are considered for the refusal to work w/in 2 requests section. Similarly, students who do not do what they are asked within 2 requests are not following directions w/in 2 requests. When a student uses foul language they receive a check in that row. When a student is physically fighting another student, whether it is joking or not, they are to receive a check in the physically fighting row. Baseline Data: The checklists and the graph are attached to the end of this assignment. Students who received 10 check marks or more during the 7 day baseline period are considered for this intervention. According to the data, 6 students will receive it. (One student, CJ, is supposed to be moving to another class due to his higher abilities, so he may not receive the intervention for too long.) These students are noted on the graph by the highlighting of their initials. These students check mark amounts ranged from 10-19 during the 7 day baseline assessment time. Proposed intervention -Desired outcomes or expectations: As a result of the intervention, the students will have decreased the amount of checks given to them in the class period. These expectations will be communicated to them verbally throughout class as a reminder of what they are working towards. The students will know that based on their behavior in class during the week, they are able to work towards a pass that will allow them to have a break during the third hour class. The fading of the reminder may occur as students learn that I will be reminding them until they decrease the amount of checks.

-Antecedent strategies: The students may need a frequent reminder of the reinforcement during the course of the intervention. This reminder will be given verbally at the beginning of each class period. At times, I may ask the students to tell me what they are to be doing during this period so that I am sure they know and understand. -Consequence strategies: If the students are able to decrease their amount of check marks to 2 per week, they will receive the break pass reward. This pass allows the student to take a break during class whether they use it to regroup in the hallway for 2-3 minutes or use it to get water or use the restroom. Once this pass is used, it is not usable again. The students have to earn each pass. Once a student is earning a pass each week, the criteria for success will be changed to fewer check marks. -Data collection: The attached weekly checklist will be used to collect student data during each class period. I will have the data sheets each day in order to take the data throughout the period. Weekly Checklist Chart Student Name: _____________________________ Week of: ___________________________ Monday Tally Talking out of turn when not called on to contribute or when talking during silent work time No homework Tuesday Tally Wednesday Tally Thursday Tally Friday Tally

Monday Tally Refusal to work w/in 2 requests Not following directions w/in 2 requests Foul language Physically fighting Other Total

Tuesday Tally

Wednesday Tally

Thursday Tally

Friday Tally

Checks Per Week Per Student ..bold indicates baseline data Week 9/10-9/14 9/17-9/21 9/24-9/28 AB 7 9 6 DC 3 10 7 CJ 7 12 switched to 8th hour class x x x SS 4 10 8 MW 3 7 4 RJ 5 11 6

10/1-10/5 10/8-10/12 10/15-10/19

4 suspended 4

9 5 switched to 8th hour class

4 6 3

5 3 3

7 6 4

Week 10/22-10/26 10/29-11/2 11/5-11/9 11/12-11/16 11/19-11/23 11/26-11/30 Total Weeks Earned Pass

AB 5 expelled x x x x x

DC x x x x x x x

CJ x x x x x x x

SS 5 7 2* 2* 2* 0* 4

MW 2* 0* 0* 0* 0* 0* 6

RJ 2* 3 1* 2* 0* 0* 5

*=student earned break pass. Criteria: 2 checks per week means student receives 3 minute break pass reward.

Danielle Chemello MLE Reflection 12/3/12 Graph and Data Sheets Attached to end of reflection. Results -Written description of data trends over the course of the semester Throughout the semester, students were to decrease the amount of check marks they received each week. These check marks were marked when students did not have their homework, talked out of turn, did not follow directions, and more as indicated on the weekly data table sheets. Once a student could reduce their amount of check marks to 2 per week, they would receive a 3 minute break pass that they could use once. Originally, six students were to receive this reward for meeting criteria. However, 2 of these students were switched to a different math class, while a third student was expelled. The remaining three students received the intervention for 9 weeks. During this time, each student was able to decrease their amount of check marks at varying rates. SSs average amount of checks per week during baseline was 7. She was able to decrease her average amount of checks per week to 3. Throughout the semester she met criteria and was able to earn the pass during 4 weeks. MWs average amount of checks per week during baseline was 4. With the intervention, she was able to decrease her average amount of checks per week to 1. Throughout the semester she met criteria and was able to earn the pass during 6 weeks. Lastly, RJs average checks per week during baseline was 7. She was able to decrease this to an average of 2 checks per week during the intervention. Throughout the semester, she met criteria and earned the pass during 5 weeks. Discussion -Written discussion of overall effectiveness of the intervention The intervention was effective for all three of the students. They were able to decrease their average amount of checks per week to 2 or lower during at least 4 weeks. This was incredibly helpful because the classroom ran much more smoothly with the decreased amount of times the students talked out of turn. They also followed directions more closely too because they knew that if they did, they would be able to earn a pass to get a break from the classroom. The pass was such an effective reward too, because all three students often got frustrated with the academic material, their classmates, or the teachers. The pass probably even helped the students

avoid more problem behaviors because they were able to cool down or get a break from the things or people that were frustrating them. -Exploration of factors that contributed or seemed to limit student success The main factor that contributed to success was definitely the break pass as a reward. All three students said that it was nice to get a break from the class as they needed it. They each used their passes as they earned them and were quick to ask if they earned a pass each Friday. The only problem with the passes was that the students would ask to use them during lecture, even though I told them from the beginning that they could not use them during lecture. Whenever I said that they could not have a pass during those times, the students seemed discouraged. They would reluctantly stay in class until the independent work time, when I allowed them to use their pass. -Suggestions for addressing limitations and promoting future success In regards to the students asking to use their passes during lecture, I think it would have been best to remind the students daily that they could not use their pass during lecture. This way, they would be more likely to remember to ask for the pass at a different time. Also, if I were to continue this intervention into the next semester, I would change the criteria for success. All three students met criteria during at least the last 4 weeks of the intervention. By changing the criteria to 0 check marks per week, the students would better refine their behavior. Especially for MW who had such success, I would change the criteria to 0 checks for two weeks. This way she would have to work twice as hard to earn 1 pass.