Agenda Introductions Classroom management PD What is MTS-PD? - - PDF document

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Agenda Introductions Classroom management PD What is MTS-PD? - - PDF document

Jul 13, 2023 322 likes •470 views

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

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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.

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Agenda

§ Introductions § Classroom management PD § What is MTS-PD?

  • Overview
  • Research

§ Implementing MTS-PD in your school

  • Teaming
  • Data collection
  • Skills
  • Structuring support

§ Questions

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Introductions

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Classroom Management PD

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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)

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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)

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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

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What is MTS-PD?

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Multi-Tiered Support for Professional Development (MTS-PD)

§ Myers et al. (2011), Simonsen et al. (2014) § Applying 3-tiered support framework to PD

  • Tier 1

§ Universal PD and screening

  • Tier 2

§ Targeted PD and performance feedback

  • Tier 3

§ Individualized PD and support

~80% of Teachers

ALL

SOME

FEW

~15% ~5%

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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

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Implementing MTS-PD in Your School

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Teaming

§ Responsibilities

  • Tier 1 skill training
  • Screening and progress monitoring

§ Direct observation § Teacher self-monitoring

  • Facilitate Tier 2 and Tier 3 supports

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Teaming

§ Considerations

  • Behavioral expertise
  • Coaching responsibilities

§ Lead PD or assign to others? § Lead observations or assign to others?

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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

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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/

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Data Collection

§ Graphing data

  • Electronic
  • By hand

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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

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Skills

Grasley-Boy et al., 2019

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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

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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.

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Questions?

ngb@ufl.edu @nikki_g_b gagenicholas@coe.ufl.edu asmg@coe.ufl.edu

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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

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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

  • pportunities 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

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References

§ Simonsen, B., Fairbanks, S., Briesch, A., & Sugai, G. (2006). Classroom management: Self-assessment revised. Retrieved from http://neswpbs.org/sites/default/files/7r_classroom_management_selfassessment.pdf § Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). A review of evidence-based practices in classroom management: Considerations for research to practice. Education & Treatment of Children, 31, 351–380. § Simonsen, B., Freeman, J., Dooley, K., Maddock, E., Kern, L., & Myers, D. (2017). Effects of targeted professional development on teachers’ specific praise rates. Journal of Positive Behavior Interventions, 19, 37–47. doi:10.1177/1098300716637192 § Simonsen, B., MacSuga-Gage, A. S., Briere, D. E., Freeman, J., Myers, D., Scott, T. M., & Sugai, G. (2014). Multitiered support framework for teachers’ classroom- management practices: Overview and case study of building the triangle for teachers. Journal of Positive Behavior Interventions, 16, 179–190. doi:10.1177/1098300713484062 § Thompson, M. T., Marchant, M., Anderson, D., Prater, M. A., & Gibb, G. (2012). Effects of tiered training on general educators' use of specific praise. Education & Treatment of Children, 35(4), 521-546. doi:10.1353/etc.2012.0032 § U.S. Department of Education, Office of Special Education Programs. (2016). Supporting and responding to behavior: Evidence-based classroom management strategies for teachers. Retrieved from https://osepideasthatwork.org/evidence-basedclassroomstrategies § Wei, R. C., Darling-Hammond, L., & Adamson, F. (2010). Professional development in the United States: Trends and challenges (Vol. 28). Dallas, TX: National Staff Development Council. § Yoon, K. S., Duncan, T., Lee, S. W., Scarloss, B., & Shapley, K. L. (2007). Reviewing the evidence on how teacher professional development affects student

  • achievement. Issues and Answers Report, REL 2007 – No. 033. Washington, D.C.: U.S. Department of Education, Institute of Education Sciences, National Center

for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southwest. Retrieved from https://ies.ed.gov/ncee/edlabs.

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