Portfolio of Implementation

Talking Together followed Socially Wise implementation for a class of 6-7 7th grade students in a 6-8th grade middle school.  The students attended this class period typically for literacy supports.  Individually the students had been identified with learning disabilities and/or emotional support needs and all have IEPs.  The classroom includes para educator support and one student has individual TSS support (agency wrap services) to help maintain attention to task. 

Talking together lessons were held from the end of September through November of 2019 on a weekly or bi-weekly basis for about 70 minutes.  The Recorder's Log was completed by rotating students, selected at random.  Students struggled with recording accurately and "nice comments" were not differentiated from participation points, if any were actually made.  For this group of students, refraining from negative comments and call outs and engaging with the content were all significant victories.

As will be seen in the data, the students reduced their number of disruptions and significantly increased their participation as a community.  The number of interruptions would increase if more than a week occurred between lessons, possibly due to attention seeking behavior when the guest teacher (myself) returned after a longer period of time.  A group contingency of class reinforcer for meeting the group goals for participation, low interruptions and unpleasant gestures was established from the beginning and supported student engagement.  Chocolate and pizza go a long way!  Making negative comments remained low.  The students struggled with memorizing the exact language for the discussion skill, rules and support skill.  They were able to follow the steps with the cue cards in their folders as a scaffold.  Most are able now at 3 months postvention to cite the SEE steps without a prompt or the cue card while working on FRAME and other SIM lessons.  

As an extension activity for the student who requires individual prompting from an aide, a chart of calling out vs. participation questions was developed to be used during inclusive classroom programming which shows an overall trend of reduction of calling out although not extinction.  

1) For the fidelity of implementation I worked with two of my work colleagues on completing a lesson from the Talking Together program.  I worked with each of my colleagues separately and we went through a lesson as if I were an instructor and they were my student/participant so that I might better understand the program and the elements of each lesson part.  I asked my colleagues to each play the role of a student so that I didn't necessarily know their responses, but I had a good idea of what they might say in response to some of my questions.  With my first colleague the questioning was a little less authentic than the second colleague.  With my second colleague I just had him respond off the cuff as would any other student so that I could work on my feedback and practice my skills. 

2) The length of implementation of each lesson only took about 10-15 minutes which is very helpful.  This type of 'mentor lesson' is easily rolled into a 45 or 50 minute class period with the opportunity for instruction and then application of the skills.  In the 'mentor lesson' the participants were following the teachers instruction and it is designed as whole group instruction.   After this initial 15 minute lesson I can see how the teacher may split up the whole group and go into independent or small group work and follow up with specific students or spend the time facilitating additional questions or discussion. 

3) As this was completed with two separate colleagues there were no student progress charts to submit. 


4) The lesson went very well in its entirety.  I created a powerpoint presentation and then scripted out what I would say during the powerpoint presentation.  This helped me to stay on track, keep it short, and then make sure I was asking questions at the correct places.  It also allowed for me to see where I could have opportunities for student interaction, small group work, and follow up lessons/application.  
Because I did this with my colleagues I did end up answering a lot of my own questions to keep the time moving.  If I were to do this with students I would have to definitely make sure that they were the ones responding to my questions instead of answering my own.  I would also ask more questions that may be relevant to students; ex; topical movies or music which could pique the students interest a little more and create buy-in.  
I want to generate some more ideas on follow up lessons. I realize that one time me facilitating a conversation around having participation and discussions is not going to always stick in students heads so I think it would be good to maybe come up with some additional 5 minute (super short) lessons that reinforce these concepts that allow me to work with the students on a short term basis but not to take up too much time but instead to continuously remind them of these norms.  I think I would also like to create some buy in about the norms we have established, such as other ideas students feel passionately about when working with their peers (i.e. please ask before entering my personal space etc.) 

5) To be updated when we have the coaching meeting with Patty/Diane. 

I have engaged in group coaching session on 9/2, 11/2, 12/4, 12/5, 2/1, and 4/5/19.  I engaged in individual coaching sessions on 10/19/18 and 4/9/19. I will be engaging in a group coaching session/training on 4/23-4/25/19.

The explicitness of the lesson is an asset.  I used the play-by-play version of the lesson as it provides a more in-depth script for delivering the instruction.  In addition, the play-by-play lessons provide suggestions for teacher and student response to questions and demonstrations. There are also opportunities for repetition and practice of the focus skills.  I found the lesson easy to follow and laid out in a natural progression of preview, teach, practice, review, and preview.