incorporating evidence-based practices into teacher training and professional development programs...
TRANSCRIPT
Incorporating Evidence-Based Practices Into Teacher Training and
Professional Development Programs
Kathleen Lynne Lane, Ph.D.
Vanderbilt University
Overview
Importance of evidence-based practices in teacher training programs
Suggested strategies for teacher preparation
Illustration of how to infuse evidence-based practices into teacher preparation programs
Evidence-Based Practices
Current legislation and policy within education emphasize commitment to evidence-based practices (Shavelson & Towne, 2002).
The goal is to ensure that valuable resources are dedicate to practices (e.g., curriculum, behavioral interventions, systems changes, or educational approaches) that will produce benefits (Horner et al., 2005).
Importance of Evidence-Based Practices in Teacher Training
Produce teachers who are ongoing critical consumers of
educational practices and research can help build a school’s capacity to
provide evidence-based practices, even in less than optimal conditions
have the skills necessary to make wise decisions with respect to resource allocation by identifying effective, feasible interventions
How do we prepare teachers to meet this challenge?
Coursework that reflects current, evidence-based practices Learning evidence-based practices Learning how to identify evidence-based practices
Opportunities to learn how to integrate evidenced-based practices into current systems Sharing evidence-based practices and methods for identifying
such practices with current educators in a respectful manner
Opportunities to practice implementation in a range of contexts Applied practice in a range of contexts Ideal to less than optimal
Project Building Capacity: Background
Public schools face a mounting challenge in addressing the behavioral, social, and academic needs of students with emotional disturbances (ED), particularly given the serious shortage of qualified teachers in the public school system to serve students with ED. While the behavioral and social deficits of these youngsters have been well-documented over the past 25 years, relatively little attention has been devoted to academic issues for students with ED until recently.
Project Building Capacity: Goals
to address the shortage of teachers prepared to work with students with ED,
to prepare teachers to address the academic, social, and behavioral needs of students with ED, and
to prepare teachers to work collaboratively with general education teachers and PBS team members to identify and meet the needs of students with ED and those at-risk for ED within the context of the PBS model.
Knowledge and Expertise
Further, Project Building Capacity contributes to the expansion and dissemination of knowledge and expertise in the areas of academic development for children with
ED and positive behavior support for all students,
including those at-risk for ED.
Personnel Preparation Program: Three Unique Components
1. Research-based curriculum and practica experiences extensive training in empirically-derived academic instructional
methods and three-tiered PBS models that include systematic screenings to
identify students at-risk for ED,
2. Training on how to work with faculty to design, implement, and evaluate multi-tiered models,
3. Integrated training and field placement opportunities inclusive, diverse classrooms in which academic interventions are
implemented under supervised conditions, in collaborative partnerships with credentialed teachers
Component 1: Coursework
Course work: Researched-based curriculum
Theoretical knowledge Instruction in evidence-based practices
New course: Taught how to determine if a practice is evidence-based construct a three-tiered model of support
using evidence-based interventions at the secondary and tertiary levels of support
implement three-tiered models of support in applied settings
Component 2: Professional Development
Professional Development: Working with teams from local schools to
design, implement, and evaluate three-tiered models
Refine consultation skills Infuse guidelines for determining evidence-
based practices into existing school practices
Component 3: Practicum
Integrated training and field placements Inclusive schools implemented three-tiered
models of positive behavior support Support implement of evidence-based
practices in schools Identify challenges and supports
Illustration
Year-long training series Constructing a three-tiered
model of support Primary, secondary, and
tertiary levels of prevention Evidence-based practices Rigorous, feasible
monitoring system
Professional Development
Elementary School: Demographics
Source Variable Level N (%)
Teachers Employed 48
Consent for PBS Program 47 (97.92%)
Students Total Enrollment 835
Special Education ~10%
Gender Male 408 (48.86%)
Female 427 (51.14%)
Ethnicity Caucasian 705 (84.43%)
African American 53 (6.35%)
Hispanic 51 (6.11%)
Elementary School: Primary Plan
Mission & School-wide Expectations
Procedures for Teaching Eagle Pledge Posters
Procedures for Reinforcing Tickets Classroom Drawings and School-wide Quarterly
Assemblies
Procedures for Monitoring Student Outcomes Treatment Integrity & Social Validity
Setting
Classroom Hallway Playground Cubbies Cafeteria Restrooms
Respect -Eyes on speaker
-Listen
-Follow directions
-Space & materials
-Walk
-Quiet
-Hands off walls
-Hands to self
-Follow game rules
-Respond when called
-Share/include everyone
-Use your own stuff
-Wait your turn
-4 people at a time
-Hands to self
-Low voice
-Eat your own food
-Clean up
-Clean up
-Allow privacy by only knocking on door once
Best Effort -Quality of work is accurate, neat, and complete
-Watch the person in front of you
-Zone Zero
-Walk on 3rd square
-Pick up trash
-Report unsafe objects or behavior
-Help keep area safe and clean
-Eat, then talk
-Stay in seat
-Keep floor clean
-Appropriate use of facilities
Responsibility
-Follow Eagle Expectations
-Be on time
-Be prepared
-Observe rules of tattling vs. telling
- Be Aware of personal space
-Report visitors without stickers
-Remind others to be quiet
-Be Aware of personal space
-Follow playground rules
-Play approved games
-Put materials and clothes where they belong
-Unpack all materials
-Know what to order
-Bring lunch/ lunch money
-Get all items
-Raise hand
-Wash hands
-clean up after self and others
-Report messes
Care of Property
-Respect all materials
-Pick up trash
-Hands off walls and signs
-Pick up trash
-Respect nature
-Use equipment appropriately
-Clean space
-Belongings in proper places
-Pick up trash
-Keep your area clean
-Pick up trash
-Wipe seat
-Keep walls & floor clean
-Flush
Elementary Assessment Schedule Measure Quarter 1 Quarter 2 Quarter 3 Quarter 4
Attendance X X X X
SWIS (ODR) X X X X
GEIT & SPED X X X X
IAI Reading & Math X X
STARS Reading X X
TOWL (Writing) X
TCAP X
Tickets X X X X
SRSS & SSBD X X X
Treatment Integrity X X X X
EBS Survey X X
Social Validity X X
Secondary InterventionsSupport Description Schoolwide
Data: Entry Criteria
Data to Monitor Progress:
School wide data? Other?
Exit Criteria
Check, Connect, and Expect
This program involves checking in with a mentor at the beginning and end of the day to receive a performance goal for the day.
Students who score moderate to high risk on the SRSS
Daily BEP Progress Reports
Students who have met there goal consistently for 3 weeks will move to the self-monitoring phase.
Project WRITE
Improving the writing skills of students with behavioral concerns and poor writing skills
Behavior (SRSS: SSBD) and TOWL (<25)
Writing probes
Story elements of 5+ more (stable)
Tertiary InterventionsSupport Description Schoolwide
Data: Entry Criteria
Data to Monitor Progress:
School wide data? Other?
Exit Criteria
Function-based interventions
Individualized interventions developed by the behavior specialist and PBS team
Students who score high risk on the SRSS
Target and replacement behavior
Students who have met there goal consistently for 3 weeks will move to maintenance.
Implementing the Plans & Monitoring Progress
Practicum
Student Risk Screening Scale (SRSS, Drummond, 1993)
344.44%
10914.25%
62281.31%
262.97%
829.38%
76687.64%
Fall 2005
Year 1 of PBS at HESn = 765
Fall 2006
Year 2 of PBS at HESn =874
6
Systematic Screening for Behavior Disorders (Walker & Severson, 1992)
Nominated vs. At-Risk Students Externalizing and Internalizing
141.70%
161.78%
172.06%
0
20
40
60
80
100
120
140
Externalizing:Fall 2005
Externalizing:Fall 2006
Internalizing:Fall 2005
Internalizing:Fall 2006
Nu
mb
er
of
Stu
de
nts
60.67 %
Discipline ComparisonQuarter 1 2005-2006 to Quarter 1 2006-2007
0
0.5
1
1.5
2
2.5
Minors Majors Total
2005-2006
2006-2007
Rat
e (p
er in
stru
ctio
nal d
ay)
Attendance ComparisonQuarter 1 2005-2006 to Quarter 1 2006-2007
0
5
10
15
20
25
Absences Tardies
2005-2006
2006-2007
Rat
e (p
er in
stru
ctio
nal d
ay)
Identifying Students for Targeted Supports
Using school-wide data to identify students needing additional supports: academically and/or behaviorally
Secondary InterventionsSupport Description Schoolwide
Data: Entry Criteria
Data to Monitor Progress:
School wide data? Other?
Exit Criteria
Check, Connect, and Expect
This program involves checking in with a mentor at the beginning and end of the day to receive a performance goal for the day.
Students who score moderate to high risk on the SRSS
Daily BEP Progress Reports
Students who have met there goal consistently for 3 weeks will move to the self-monitoring phase.
Project WRITE
Improving the writing skills of students with behavioral concerns and poor writing skills
Behavior (SRSS: SSBD) and TOWL (<25)
Writing probes
Story elements of 5+ more (stable)
Identifying Nonresponsive Students With Behavior & Writing Concerns
Second Grade
Behavior Concern Student Risk Screening Scale (SRSS; Drummond, 1994):
moderate (4-8) or high (9+) risk Systematic Screening for Behavior Disorders (SSBD;
Walker & Severson, 1992): Exceeding norms: Externalizing or Internalizing
Writing Deficit Test of Written Language-3 (TOWL-3; Hammill & Larsen, 1996):
At or below 25 percentile
Project WRITE Overview
Students exceeding criteria on behavioral screeners
Students exceeding criteria on writing screeners
Screening: 2nd grade studentScreening: 2nd grade student
SRSD Instruction for each consenting student with both
writing and behavioral deficits
SRSD Instruction for each consenting student with both
writing and behavioral deficits
Project WRITE: Participants
Leg Student Gender Ethnicity TOWL Behavior
SSBD SRSS
1 Joe Male A.A. 12.5 Ext High
1 Bob Male White 25 Moderate
2 Adrian Male White 25 Ext High
2 Lyle Male White 9 Moderate
3 Kevin Male A.A. 5 High
3 Renee Female White 25 Int
Project WRITE: Method
Intervention Description Self-Regulated Strategy Development (SRSD) 4 days a week; 30-min sessions delivered 1:1
by a research assistant
Two Mnemonic Strategies
1. POW for planning
Pick my idea
Organize my notes
Write and say more
2. WWW What=2 How=2Who is the main character?When does the story take place?Where does the story take place?What does the main character do or
want to do; what do other characters do?
What happens when the main character tries to do it; what happens with other characters?
How does the story end?How does the main character feel;
how do other characters feel?
Experimental Design & Statistical Analysis
Multiple baseline across participants design with multiple probes during baseline (Johnston & Pennypacker, 1993)
6 student participants randomly assigned to 1 of 3 legs
Data analyzed via visual inspection to examine stability, level, and trend, as well as mean changes by phase and percentage of non-overlapping data points
-1
0
1
2
3
4
5
6
7
Joe
Bob
Pre-Intervention Post-Intervention Maintenance
-1
0
1
2
3
4
5
6
7
Nu
mb
er o
f S
tory E
lem
en
ts
Adrian
Lyle
-1
0
1
2
3
4
5
6
7
1 2 3 5 6 7 8 9 10 11 12 13 14 15 16
Probes
Kevin
Rene
Project WRITE: Leg 1
-1
0
1
2
3
4
5
6
7
Joe
Bob
Pre-Intervention Post-Intervention Maintenance
Project WRITE: Leg 2
-1
0
1
2
3
4
5
6
7
Nu
mb
er
of
Sto
ry E
lem
en
ts
Adrian
Lyle
Pre-Intervention Post-Intervention Maintenance
Project WRITE: Leg 3
-1
0
1
2
3
4
5
6
7
1 2 3 5 6 7 8 9 10 11 12 13 14 15 16
Probes
Kevin
Rene
Pre-Intervention Post-Intervention Maintenance
Pre-Intervention Probe for Joe
The sledding race. There is a girl that thinks she is perfect bet she isn’t perfect at everything.
Post-Intervention Probe for Joe
A long time ago in January two boys went to the store. They had no money to buy anything. They tried to get fish but they couldn’t do that. They are mad because they do not have any fish. Then they are sad because they do not have any pets at all. So they go to the library and tried to get a pet there but they got in more trouble than they were at first. Their mom and dad went with them this time they bought the fish for them. They were happy and they went to the store with some money to get one more fish.
MaintenanceProbe for Joe
Long ago outdoors in the grass a mean, mean rabbit got all of the other rabbits afraid of him. He told them about a rabbit and a carrot. Most of the rabbits left. One of the rabbits wanted to stop him but he was afraid that he was going to get hurt. The rabbits were so mad that he did it anyway. Finally he did it. The mean mean rabbit disappeared. They were sad cause they thought that he would be hurt really bad, but he was not hurt at all. He was happy. The rabbit came back and he did it again. But this time nobody was afraid of the mean rabbit. Nobody even came. The rabbit was so mad that he scared them so bad now that they stayed the whole entire time now. He was still very mad. He decided to disappear and never come back.
Summary
Given the importance of incorporating evidence-based practices to produced the greatest benefit for all students, it is important for teacher training and professional development programs to prepare teachers who
are ongoing critical consumers of educational practices and research
can help build a school’s capacity to provide evidence-based practices, even in less than optimal conditions
have the skills necessary to make wise decisions with respect to resource allocation by identifying effective, feasible interventions