5/1/20 Implementing Multi-Tiered Support for Classroom Management Professional Development in Your School Nikki Grasley-Boy, M.Ed., BCBA, Nicholas Gage, Ph.D., & Ashley MacSuga-Gage, Ph.D. 1 Agenda § Introductions § Classroom management PD § What is MTS-PD? • Overview • Research § Implementing MTS-PD in your school • Teaming • Data collection • Skills • Structuring support § Questions 2 1
5/1/20 Introductions 3 4 2
5/1/20 Classroom Management PD 5 Importance of Classroom Management § Teacher classroom management skills are associated with • Improved student outcomes (Gage et al., 2017; Korpershoek et al., 2016; Oliver et al., 2011) • Improved teacher outcomes (Aloe et al., 2014; Klassen & Chiu, 2010) 6 3
5/1/20 Importance of Professional Development (PD) § Effective PD (Darling-Hammond et al., 2017; Fixsen et al., 2005) • Active learning • Expert coaching and feedback • Sustained duration • Time-intensive (Yoon et al., 2007) 7 Importance of Classroom Management PD § Classroom management often limited or missing from • Pre-service training (Freeman et al., 2014; Oliver & Reschly, 2010) • In-service professional development (Wei et al., 2010) § 54% reported no classroom management PD in past year § 33% had less than 8 hours 8 4
5/1/20 What is MTS-PD? 9 Multi-Tiered Support for Professional Development (MTS-PD) § Myers et al. (2011), Simonsen et al. (2014) FEW ~5% § Applying 3-tiered support framework to PD ~15% SOME • Tier 1 § Universal PD and screening • Tier 2 § Targeted PD and performance feedback ALL • Tier 3 ~80% of Teachers § Individualized PD and support 10 5
5/1/20 MTS-PD Research § Tier 1 & 2 • Gage et al., 2017; MacSuga-Gage, 2013 § Tier 2 • Gage et al., 2018; Simonsen et al., 2017 § All tiers • Myers et al., 2011; Thompson et al., 2012 11 Implementing MTS-PD in Your School 12 6
5/1/20 Teaming § Responsibilities • Tier 1 skill training • Screening and progress monitoring § Direct observation § Teacher self-monitoring • Facilitate Tier 2 and Tier 3 supports 13 Teaming § Considerations • Behavioral expertise • Coaching responsibilities § Lead PD or assign to others? § Lead observations or assign to others? 14 7
5/1/20 Data Collection § Electronic • SCOA (Anderson, 2012) § Frequency and duration recording • Preset or custom teacher and student behaviors § https://louisville.edu/education/abri/assessment/scoa-application.pdf 15 Data Collection § Paper-based • Self-created § Event recording § Interval recording • Checklists/rating scales § Classroom Management: Self-Assessment Revised (Simonsen et al., 2006) • https://www.pbis.org/resource/positive-behavior-support-classroom-management-self-assessment § Missouri School-Wide Positive Behavior Support Teacher Self-Assessment of Effective Classroom Practices • http://pbismissouri.org/tier-1-effective-classroom-practices/ 16 8
5/1/20 Data Collection § Graphing data • Electronic • By hand 17 Skills § 5 broad areas of classroom management practices (OSEP, 2016) 1. Maximizing structure 2. Establishing, teaching, and reinforcing behavioral expectations 3. Actively engaging students 4. Continuum of responses for appropriate behaviors 5. Continuum of responses for inappropriate behaviors 18 9
5/1/20 Skills Grasley-Boy et al., 2019 19 Steps for Training a Skill § Lesson should include: • Skill definition • Rationale for using • Examples • Critical features • Goal • Applied activity • Plan for developing and reinforcing skill • Review and conclusion 20 10
5/1/20 Structuring Support § Recommended supports (Grasley-Boy et al., 2019; Simonsen et al., 2014) • Tier 1 § School-wide PD on one skill § Screening observations/self-monitoring • Tier 2 § Performance feedback • Observation or self-monitoring data • Tier 3 § Individualized support • Real-time feedback, in-class modeling, etc. 21 Questions? ngb@ufl.edu @nikki_g_b gagenicholas@coe.ufl.edu asmg@coe.ufl.edu 22 11
5/1/20 References § Aloe, A. M., Amo, L. C., & Shanahan, M. E. (2014). Classroom management self-efficacy and burnout: A multivariate meta- analysis. Educational Psychology Review, 26 , 101–126. doi:10.1007/s10648-013-9244-0 § Anderson, J. (2012). School-wide Classroom Observation and Analysis (SCOA) (Version 1.8) [Mobile application software]. Available from http://itunes.apple.com § Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development . Palo Alto, CA: Learning Policy Institute. Retrieved from https://learning- policyinstitute.org/sites/default/files/product-files/Effective_ Teacher_Professional_Development_REPORT.pdf § Fixsen, D. L., Naoom, S. F., Blase, K. A., Friedman, R. M., & Wallace, F. (2005). Implementation research: A synthesis of the literature (FMHI Publication No. 231). Tampa: The National Implementation Research Network, Louis de la Parte Florida Mental Health Institute, University of South Florida. § Freeman, J., Simonsen, B., Briere, D. E., MacSuga-Gage, A. S., & Sugai, G. (2014). Pre-service teacher training in classroom management: A review of state accreditation policy and teacher preparation programs. Teacher Education and Special Education , 37 , 106–120. doi:10.1177/0888406413507002 Gage, N. A., Grasley - Boy, N. M., & MacSuga - Gage, A. S. (2018). Professional development to increase teacher behavior - specific praise: A single - case design § replication. Psychology in the Schools , 55 , 264-277. doi:10.1002/pits.22106 § Gage, N. A., MacSuga-Gage, A. S., & Crews, E. (2017). Increasing teachers’ use of behavior-specific praise using a multitiered system for professional development. Journal of Positive Behavior Interventions , 19 , 239–251. doi:10.1177/1098300717693568 § Gage, N. A., Scott, T. M., Hirn, R., & MacSuga-Gage, A. S. (2017). The relationship between teachers’ implementation of classroom management practices and student behavior in elementary school. Behavioral Disorders, 43 , 302–315. doi:10.1177/0198742917714809 § Grasley-Boy, N., Gage, N. A., & MacSuga-Gage, A. S. (2019). Multi-tiered support for classroom management professional development. Beyond Behavior, 28 (1), 5-12. doi:10.1177/1074295618798028 § Klassen, R. M., & Chiu, M. M. (2010). Effects on teachers' self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress. Journal of Educational Psychology, 102 , 741-756. doi:10.1037/a0019237 23 References § Knoster, T. K. (2015). The teacher’s pocket guide for effective classroom management (2nd ed.). Baltimore, MD: Paul H. Brookes. § Korpershoek, H., Harms, T., de Boer, H., van Kuijk, M., & Doolaard, S. (2016). A meta-analysis of the effects of classroom management strategies and classroom management programs on students’ academic, behavioral, emotional, and motivational outcomes. Review of Educational Research , 86 , 643–680. doi:10.3102/0034654315626799 § MacSuga-Gage, A. S. (2013). Supporting teachers’ professional development: Investigating the impact of a targeted intervention on teachers’ presentation of opportunities to respond . Retrieved from http://digitalcommons.uconn.edu/dissertations/103/ § MacSuga-Gage, A. S., & Simonsen, B. (2015). Examining the effects of teacher-directed opportunities to respond on student outcomes: A systematic review of the literature. Education & Treatment of Children, 38 , 211–240. doi:10.1353/etc.2015.0009 § Myers, D. M., Simonsen, B., & Sugai, G. (2011). Increasing teachers' use of praise with a response-to-intervention approach. Education & Treatment of Children , 34 , 35-59. doi:10.1353/etc.2011.0004 § Oliver, R. M., & Reschly, D. J. (2010). Teacher preparation in classroom management: Implications for students with emotional and behavioral disorders. Behavioral Disorders , 35 , 188–199. § Oliver, R., Wehby, J., & Reschly, D. J. (2011). Teacher classroom management practices: Effects on disruptive or aggressive student behavior. Campbell Systematic Reviews , 4 , 1–55. § Royer, D. J., Lane, K. L., Dunlap, K. D., & Ennis, R. P. (2018). A systematic review of teacher-delivered behavior- specific praise on K-12 student performance. Remedial and Special Education, 40, 112–128 . doi:10.1177/0741932517751054 24 12
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