Maggie Kearns

Phase 4
Managing the Learning Environment
Describe the context/situation: In the afternoon, we have multiple math groups that rotate in and
out of the room and between a paraprofessional and myself. Because we have limited time with the
students, it important for all of these transitions to be as smooth as possible and to occur quicly so
that we are not losing instructional time. !dditionally, it is essential for these transitions to occur
quietly so as not to disturb other learners and adults in the room. "tructured transitions will also
help the students to reali#e what is e$pected of them during those times.
Operational Definition: "tudents will transition from one wor area to the other without taling to
other students or adults or going to any other areas in the room. ! proper transition will include the
students putting away their materials, standing up, waling to the ne$t wor area, and being seated
within %& seconds of the timer going off, signifying the end of that group time. If students are
entering the room instead of transition from another group within the classroom, their transition will
include being seated and their correct group within %& seconds of entering the classroom.
Baseline Data: 'he data that I have collected demonstrates that the students consistently tae
over one minute to transition from one group to the ne$t. !dditionally, they did not consistently
demonstrate any of the three rules for transitions, which are quiet feet, quiet voices, and taing a
direct route.
Date Transition Time
Quiet
Feet
Quiet
Voices
Direct
Route
11-Feb 74 0 0 1
12-Feb 92 1 0 0
13-Feb 69 0 1 1




Proposed intervention:
-desired outcomes or expectations: "tudents will transition from one group to the ne$t
within %& seconds from when the timer goes off and will not disturb any other students in the class.
'his means that they will not tal to any other students besides their partner and will not wal to
other areas of the room besides the areas that they are to be woring. 'hey may as to use the
bathroom or get a drin during this time, but will need permission from Ms. Kennedy or myself. 'he
students will transition when a timer goes off. 'hey will put away their materials, get up and wal to
their ne$t group, and be seated within %& seconds.
-ntecedent strategies:
(e are going to start being consistent about which groups meet in which areas. By having
distinct areas to wor each day, there will be less confusion about where to go and what each
group will be doing, maing transitions smoother and allowing for more instruction time.
(hen the students first come in to wor, I will introduce to them a card that has the rules
for transition times. 'he rules are as follows) *uiet feet, *uiet voices, and (al straight to where
you+re going. I will e$plain to them that the goal is to be in their seats and ready to wor within %&
seconds of the timer going off and by following the rules. (e will go over these guidelines every
day to mae sure that they are conscious of the e$pectations for them.
-conse!uence strategies: If the students appropriately transition by being quiet and going
directly to where they are supposed to go for ten days, the group will get to vote on a pri#e. 'he
options will be playing a game, getting a snac, or free time.
data collection: ,ach 'hursday I will time the transitions between math groups and record
how long they tae. I will also eep trac of if the students were eeping their feet and voices quiet
and if they went directly to where they were supposed to go. !dditionally, I will eep a chart
hanging in the class so that the students can see how many days they have gone with doing
appropriate transitions that will have an - for each day they have done it.