Suppor&ng  Classroom  Prac&ces  Partridge  Elementary,  Waynesville  R-­‐VI  School    

 

Partridge  Elementary,  Waynesviille  R-­‐VI  School    District:  George  Lauritson,  Principal;  Paula  Cantrell,  Counselor;  Lisa  O’Donnell,  Special  Educa&on;  Lisa  

Suspancic,  Instruc&onal  Coach;  Robin  Jus&ce,  Teacher;  &    MO  SW-­‐PBS:  Nanci  Johnson  Data/Web  Consultant  

Outcomes  •  Iden&fy  effec$ve  classroom  prac$ces  and  the  components  of  classroom  support  

•  Outline  support  for  effec$ve  classroom  prac$ces  in  a  Missouri  elementary  school  

•  Describe  the  role  of  administrators  in  strategic  effec$ve  classroom  prac$ces  implementa&on  

•  Explain  how  MO  SW-­‐PBS  aligns  with  a  strategic  effec$ve  classroom  prac$ces  implementa&on  process  

•  Iden&fy  outcomes  correlated  to  a  strategic  effec$ve  classroom  prac$ces  implementa&on    

School  Demographics  •  Partridge  Elementary  •  440  +/-­‐  students  •  51%  Free/Reduced  •  35%  Mobility  

•  50%  Racial/Ethnic  Diversity  

•  42  Staff  Members  •  Located  on  Ft  Leonard  Wood  Base  

Iden&fy  effec$ve  classroom  prac$ces  &  the  components  of    classroom  support  

•  Reviewing  MO  SW-­‐PBS  Effec&ve  Classroom  Prac&ces  

•  Iden&fying  research  based  components  of  an  effec$ve  classroom  prac$ces  implementa&on  process  

Missouri  SW-­‐PBS    Effec&ve  Classroom  Prac&ces  

•  Classroom  Expecta&ons  •  Classroom  Procedures  &  Rou&nes  •  Classroom  Encouraging  •  Classroom  Discouraging  •  Classroom  Ac&ve  Supervision  •  Classroom  Opportuni&es  to  Respond  •  Classroom  Ac&vity  Sequencing  &  Choice  •  Classroom  Task  Difficulty  h]p://pbismissouri.org/educators/effec&ve-­‐class-­‐prac&ce    

Iden&fying  research  based  components  of  an  effec$ve  classroom  prac$ces  implementa&on  support    process  

 •  Teachers  typically  receive  li9le  pre-­‐  or  in-­‐service  training  in  classroom  management1  

•  Mul=-­‐component  training  packages  (“didac&c”  or  direct  training  +  coaching  +  performance  feedback  +  etc.)  result  in  desired  behavior  change,  especially  when  trained  skills  are  effec=ve2  

What  we  know  about  teachers…  •  Experienced  teachers  who  receive  explicit,  intense,  and  direct  training  in  discrete  skills  (OTRs,  prompts,  and  specific  praise)  required  performance  feedback  before  increasing  skill  use.3  

•  Bo9om  line:  “training  by  itself  does  not  result  in  posi=ve  implementa=on  …or  interven=on  outcomes”4  

Emerging  research  on  self-­‐management  interven&ons…    

 •  are  related  to  desired  behavior  changes  in  adults  who  are  obese,  have  asthma,  have  depression,  and  experience  insomnia5  

•  result  in  be]er  instruc&onal  decisions6  

•  result  in  increases  in  praise7  

Recent  Research  in  Teacher  Change  •  Self-­‐monitoring  may  lead  to  increases  in  monitored  behaviors  (i.e.,  specific  praise),  and  frequency  counts  may  be  the  preferred  self-­‐monitoring  strategy.  8  

•  Self-­‐monitoring  may  work  for  some,  but  it  may  not  be  sufficient  for  all  teachers.9  

•  Self-­‐management  with  coaching  prompts  resulted  in  desired  increases  in  specific  praise  across  teachers,  but  effects  did  not  maintain  for  all  teachers  during  follow-­‐up.10  

•  Consulta=on  approaches  may  provide  intensive  supports  for  new  or  in-­‐service  teachers.11  

Partridge  Elementary’s  Plan  for  Effec$ve  Classroom  Prac$ces  

Implementa$on  

•  Establishing  components  of  an  Effec$ve  Classroom  Prac$ces  Implementa$on    

•  Planning  for  Effec$ve  Classroom  Prac$ces  Implementa&on  Support  

Establishing  components  of  an  Effec$ve  Classroom  Prac$ces  Implementa$on  Support  

•  Professional  Development  •  Coaching  •  Observa&on    – Learning  Walk  Form  (District  Tool,  iPad)  

•  Feedback  sessions    •  Self-­‐monitoring    – This  is  something  we  are  working  on!    

 

 Planning  for  Effec$ve  Classroom  

Prac$ces  Implementa&on  •  Professional  Development  >    – Whole  staff  >  staff  mee&ngs,  before/aler  school,  district  level  training  

–  Provided  by  >  Instruc&onal  Coach,  Building  level  “peer  experts”,  Other  

•  Coaching  >    –  Provided  as  requested;  pre-­‐instruc&onal  cues,  co-­‐teaching,  debriefing  

•  Observa=on  >  “Learning  Walks”  Instruc&onal    Coaches,  Administrator,  Peers  

•  Feedback  >  During  or  immediately  aler  lessons  •  Scheduling  >  Subs&tutes  

Learning  Walks:  

District  Form  iPads  

Administra&ve  Planning  for  Effec$ve  Classroom  Prac$ces  Implementa&on  

•  Iden&fying  Purpose  and  Outcome  Goals    •  Alloca&ng  resources    •  Selec&ng  Effec$ve  Classroom  Prac$ces      – How  – What  

•  Aligning  strategic  work    (e.g.,  SW-­‐PBS,  RTI,  MO  Teacher  Standards,  etc)  with  Effec$ve  Classroom  Prac$ces  Implementa&on    

 

Iden&fying  Purpose  and    Outcome  Goals  

Purpose  •  Implementa&on  of  effec&ve  prac&ces  with  fidelity    

 Outcome  Goals  •  Increased  academic  instruc&onal  &me  •  Improved  schoolwide  climate  •  Improved  behavioral  and  academic  outcomes  for  students  

Alloca&ng  Resources  Administra*ve  role  is  to  create  a  systema*c  structure  that  supports  the  

founda*on  of  the  school  culture  including:    

•  Data  Teams  by  Grade  Level  

•  High  Expecta&ons  of  Staff  •  High  Expecta&ons  of  Students  

•  Daily  Walk  Throughs  •  New  Teacher  Induc&on  •  Steering  Commi]ee  

Selec&ng  Effec$ve  Classroom    Prac$ce(s):  How  

Data  Teams  >    •  Quarterly  process  for  iden&fying  where  we  can  improve  

•  Each  grade  level  relieved  by  subs&tutes  for  ½  day  

•  Excel  Spreadsheet  for  each  Classroom  with  Student  level  data  – Grade  level  academic  expecta&ons  – A]endance,  Nurse,  ODRs,  Classroom  Managed  

Selec&ng  Effec=ve  Classroom  Prac=ce(s):  What  

•  District  Level  – Student  Engagement  (MO  Teacher  Standard  1.2)  – Assessment  (MO  Teacher  Standard  7.2)  

•  Building  >  Grade  Levels  Needs  – Effec&ve  Feedback  – Reciprocal  Teaching  – Spaced  vs.  Massed  Prac&ce  

Aligning  strategic  work  with  Effec$ve  Classroom  Prac$ces  Implementa&on  

•  “Integrated  SW-­‐PBS,  PLC,  RTI,  CW  &  MO  Teacher  Standards  are  how  we  do  the  business  of  school.”  

•  Each  grade  level  iden&fies  how  mul&-­‐&ered  support  is  occurring:  – Monitoring  of  academic  and  behavior  progress  of  every  student  on  a  consistent  basis  occurs  simultaneously  (grade  level  spreadsheets)  

Iden&fy  outcomes  correlated  to  a  strategic  Effec$ve  Classroom  Prac$ces  

Implementa&on    •  Teachers  U&liza&on  of  Effec$ve  Classroom  Prac$ces  Support  

•  Instruc&onal  Coaches  Perspec&ves  on  Effec$ve  Classroom  Prac$ces  Support  

•  Intersec&on  of  SW-­‐PBS  and  Effec$ve  Classroom  Prac$ces  Implementa&on    

•  Communica&on  of  Expecta&ons  &  Outcomes  with  Stakeholders  

Teachers  U&liza&on  of    Effec$ve  Classroom  Prac$ces  Support  •  Data  Teams  and  Collabora&ve  Work  Professional  Development    •  Support  is  also  provided  when  data  team  iden&fies  a  need  for  a  grade  

level,  a  classroom  or  an  individual  student  •  Partridge  PBS  Team  members  provide  support  as  requested  or  indicated.  

Perspec&ves  on    Effec$ve  Classroom  Prac$ces  Support  

•  Steering  Commi]ee  •  Instruc&onal  Coaches  •  Teachers  

Intersec&on  of  SW-­‐PBS  and  Effec$ve  Classroom  Prac$ces  Implementa&on  •  SW-­‐PBS  creates    – a  founda&on  for  a  systema&c    schoolwide  culture  – a  suppor&ve  environment  with  consistent  expecta&on  and  rules  

•  SW-­‐PBS  promotes  and  requires  the  use  of  data  (Classroom  Walk  Throughs,  ODRs,  &  Classroom  Minors)  to  con&nually  assess  the  culture,  which  guides  ongoing  planning  and  prac&ce.  

Partridge  Elementary    Schoolwide  Outcomes  

•  Improved  classroom  environments  (decreased  student  ODRs  and  Classroom  Minors)  

•  Increased  Parental  Involvement  •  High  Levels  of  Teacher  Reten&on  •  Increased  MAP  scores  

Quick  Review  

•  Focus  on  Effec&ve  Classroom  Prac&ces  •  Develop  systems  of  instruc&onal  support  •  Establish  and  maintain  a  trus&ng  learning  community  with  frequent  change  (e.g.,  student  mobility,  changes  related  to  being  a  “military  base”  school)  

Ques&ons  

Addi&onal  Sessions  to  A]end  

•  5B-­‐6B  MTSS    •  7A  SW-­‐PBS  &  the  MO  Learning  Standards  •  8C  Teacher  Evalua*on  Standards  &  MO  SW-­‐PBS    

•  8D  Use  of  a  Structured  Peer  Observa*on  Process  to  Monitor  Classroom  Level  PBS  Implementa*on  

References  •  1(Begeny  &  Martens,  2006;  Freeman,  Simonsen,  Briere,  &  MacSuga,  in  press;  Markow,  Moessner,  &  Horowitz,  2006;  Special  Educa&on  Elementary  Longitudinal  Study,  2001,  2002,  2004;  Richter,  Lewis  &  Hagar,  2012;  Wei,  Darling-­‐Hammond,  &  Adomson,  2010)  

•  2(e.g.,  Abbo]  et  al.,  1998;  Allan  &  Forman,  1984;  Hiralall  &  Martens,  1998;  Madsen,  Becker,  &  Thomas,  1968;  The  Metropolitan  Area  Child  Study  Research  Group  &  Gorman-­‐Smith,  2003;  Rollins  et  al.,  1974;  Simonsen,  MacSuga-­‐Gage,  Briere,  Freeman,  &  Sugai,  in  prepara&on)  

•  3(Simonsen,  Myers,  &  DeLuca,  2010)  •  4(Fixen,  Naoom,  Blasé,  Friedman,  &  Wallace,  2005,  pp.  40-­‐41)  

References  Con&nued  •  5(Caplin  &  Creer,  2001;  Creer,  Caplin,  &  Holroyd,  2005;  

Cre&,  Libman,  Bailes,  &  Frichman,  2005;  Ngamvitroj  &  Kang,  2007Donaldson  &  Norman,  2009;  Rokke,  Tomhave,  &  Jocic,  2000)  

•  6(Allinder,  Bolling,  Oats,  &Gagnon,  2000;  Liberty,  Heller,  &  D’Huyve]ers,  1986)  

•  7(Keller,  Brady,  &  Taylor,  2005;  Sutherland  &  Wehby,  2001;  Workman,  Watson,  &  Helton,  1982).    

•  8(Simonsen,  MasSuga,  Fallon,  &  Sugai,  2012).  •  9(Simonsen,  MasSuga,  Briere,  Freeman,  Myers,  Sco],  &  

Sugai,  in  press)  •  10(Simonsen,  Freeman,  Dooley,  Maddock,  &  Kern,  in  

prepara&on)  •  11  (Briere,  Simonsen,  Myers,  &  Sugai,  under  review;  

MacSuga  &  Simonsen,  2011)