mspa march 2016 (coaching) - wild apricot

Coaching&SchoolPsychologyMichiganAssocia2onofSchoolPsychologists

March2016

RobertJ.Dixon,PhD,[email protected] 1

Classroom Coaching & School Psychology:

Developing your toolbox to positively impact instructionRobert J. Dixon, PhD, NCSP

University of Wisconsin-La Crosse [email protected]

Outcomes•  Common reasons for learning difficulties in

the regular classroom. •  An assessment strategy that focuses on

authentic learning opportunities. •  How to examine the assessment data to

frame consultation efforts. •  Develop action plans and coaching efforts

to improve core instruction


March2016


NASP Practice Model: Relevant Domains Practices That Permeate All Aspects of Service Delivery •  Data-Based Decision Making and Accountability

•  Consultation and Collaboration

Direct and Indirect Services for Children, Families, and Schools •  Interventions and Instructional Support to Develop Academic Skills •  Interventions and Mental Health Services to Develop Social and Life Skills

•  School-Wide Practices to Promote Learning •  Preventive and Responsive Services

•  Family-School Collaboration

Foundations of Service Delivery •  Diversity in Development and Learning •  Research and Program Evaluation

•  Legal, Ethical, and Professional Practice

4 4

A New Era (2002) Recommendations

1.  Focus on Results not Process

2. Embrace a Model of Prevention not a Model of Failure

3. Consider Children with Disabilities as General Education Children First

NASDSE (2006): Multi-tier Model


March2016


Neglecting the Core•  If the water in the

aquarium is dirty, don’t spend time diagnosing individual fish

Class-Wide Interventions?•  Medical Evidence-

Based Practices o  Option A: Vaccination o  Option B: Frequent hand

washing o  Option C: Dr. Fowler’s Extract

of Wild Strawberry

•  Education Evidence-Based Practices?

A LiNle Test J1) People use what percentage of their

brains? A.  1% B.  10% C.  100% D.  5% when asleep, 20% when awake E.  Varies with intelligence


March2016


To put it bluntly, if you are using only 10% of your brain, then you are in a vegetative state so close to death that you should hope (not that you could) that your relatives will pull out the plug on the life support machine.

Geake, J. (2008). Neuromythologies in Education, p. 128.

2) A person’s learning style determines A.  which part of the brain the individual uses

during a learning task B.  how well they can learn information

presented in different modalities (visual, auditory, kinesthetic)

C.  nothing about their performance on learning tasks


March2016


3) Research shows that A.  People learn best when instruction matches

their individual learning style, e.g., auditory learners are taught using an auditory mode of instruction

B.  People learn best when instruction forces learners to use learning styles different from their preferred style, e.g., auditory learners are taught using a visual mode of instruction

C.  There is no connection between learning style and how well people learn

•  The contrast between the enormous popularity of the learning styles approach within education and the lack of credible evidence for its utility is, in our opinion, striking and disturbing. If classification of students’ learning styles has practical utility, it remains to be demonstrated.

Paschler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2009). Learning styles: Concepts and evidence. Psychological Science in the Public Interest, 9 (3), 105-119.

Effect Size


March2016


HaNie & Interventions

Evidence: Teaching Approaches

•  An active teacher, passionate for their subject and for learning, a change agent

OR •  A facilitative, inquiry or discovery-based

provider of engaging activities

Activator or FacilitatorActivator Facilitator

•  Reciprocal Teaching •  Feedback •  Teaching students self-

verbalization •  Meta-cognition strategies •  Direct Instruction •  Mastery Learning •  Goals – Challenging •  Frequent-Effects of testing •  Behavioral Organizers

•  Simulations & gaming •  Inquiry-based teaching •  Smaller class sizes •  Individualized instruction •  Problem-based learning •  Different teaching for

boys/girls •  Web-based learning •  Whole language reading •  Inductive teaching


March2016


Driving Questions

Paradox of School Psychology•  “to serve children effectively school

psychologists must, first and foremost, concentrate their attention and professional expertise on adults”

Gutkin & Connolly, 1990

Which is the Right Question?

•  What about the student is causing the performance problem?

•  What about instruction, curriculum, and environment should be altered so the student can be more successful? o  RIOT x ICEL


March2016


Two Important Quotes•  What two activities are least apt to

occur during a typical English or language arts class? 1.  Reading 2.  Writing

Schmoker, 2011

•  30 minutes of intervention can’t make up for poor classroom instruction during the other 5 to 6 hours of the school day.

Noll, 2013

APA Teacher Survey•  2334 Teachers •  66% have no say in professional

development •  Top concerns of teachers

o  35% rated instructional skills o  25% rated classroom management o  20% rated diversity and communicating with

care givers as tops.

2006 APA Teacher Needs Survey


March2016


Never doubt that a small group of thoughtful, committed citizens (teachers) can change the world (school); indeed, it's the only thing that ever has.

Margaret Mead

Big Ideas of PLC’s1.  Ensuring that Students Learn

o  What do we want students to learn? o  How will we know when each student has

learned it? o  How do we respond when a student has

difficulty (or already knows it)?

2.  A Culture of Collaboration 3.  A Focus on Results

o Data Rich & Information Poor (DRIP) o Assessment Literacy??

Data Collection


March2016


Bring on the Data!•  We value what we measure and measure

what we value. o Weighing cows does not fatten them (but…)

•  How do we know when a student is really learning?

•  Don’t forget DRIP •  PLC Data Analysis

o Mini data retreats with standardized or screening data.

Examining Core Instruction

•  Jim Knight •  Randy Sprick


March2016


Data: Fundamental Five•  Time on Task

•  Opportunities to Respond

•  Ratio of Interactions

•  Disruptions

•  Alignment with Expectations


March2016


Procedures•  Graduate Students – 1st semester, 1st year •  Observe Literacy Block

o  Flow of instruction o  On-task, disruptive, positive to negatives, etc. o  Multiple teachers per grade

•  Debriefing session

AlloNed vs. Actual Instructional Time

Grade Level Allo-ed Time Actual TimeFirst 45 (Core) + 30

(Intervention)63 to 75

Second 70 to 75 66 to 72Third 45 to 55 42 to 67Fourth 40 --Fifth 60 to 65 --

Behavior BenchmarksBenchmark Concern Caution Cool

Time on Task <80% 81-90% 91-100%

Opportunities <10 10-40 40+

Interactions <1:1 1:1 3:1

Disruptions >10 5-10 <5

Alignment 1’s & 2’s 2’s & 3’s 4’s & 5’s


March2016


Average Time on Task

70

75

80

85

90

95

100

First Second Third Fourth Fifth

Perc

ent T

ime

on T

ask

First GradeT FWRC SWRC ES TOT

A 24.2 86.1 2.32 81

B 21.7 84.2 2.34 86

C 20.6 86.7 2.48 80

Teacher C

Beg

T-Led

LRN

Trans

Teacher A

Beg

T-Led

LRN

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Teacher B

Beg

T-Led

LRN

Trans

Second GradeT FWRC SWRC ES TOT

A 44.5 93.7 1.25 77

B 93.6 137.1 1.11 90

C 56.2 90.4 .86 83

Teacher A

Beg

T-Led

LRn

Trans

Teacher B

Beg

T-Led

LRN

Trans

Teacher C

Beg

T-Led

LRN

Trans


March2016


Third GradeT FWRC SWRC ES TOT

A 82.8 108.8 .60 79

B 86.6 138.1 1.20 90

C 90.8 130.6 .92 78

Teacher A

Beg

T-Led

LRN

Trans

Teacher B

Beg

T-led

LRN

Trans

Teacher C

Beg

T-led

LRN

Trans

Coaching: Impact Areas•  Behavior •  Content Knowledge •  Direct Instruction •  Formative Assessment

Coaching I: Behavior


March2016


Coaching: Behavior•  Is the classroom management under

control? •  “If a teacher is struggling with behavior, they

are struggling with everything” Sue Woodruff

Review: Behavior BenchmarksBenchmark Concern Caution Cool

Time on Task <80% 81-90% 91-100%

Opportunities <10 10-40 40+

Interactions <1:1 1:1 3:1

Disruptions >10 5-10 <5

Alignment 1’s & 2’s 2’s & 3’s 4’s & 5’s

STOIC (Randy Sprick)•  Structure for Success

•  Teach Expectations (CHAMPs)

• Observe & Monitor

•  Interact Positively

• Correct Fluently


March2016


CHAMPs Classroom Activity• Conversation

• Help

• Activity

• Movement

•  Participation

Coaching II: Content

Coaching: Content•  Does the teacher understand the content,

have a plan, and understand which information is most important? o  State standards – Core concepts o  More Content than one can possibly teach. o  Initiative Overload and Shifting expectations.


March2016


NRP: The Big Five1.  Phonemic Awareness 2.  Phonics 3.  Fluency 4.  Vocabulary 5.  Comprehension

Worth Being Familiar With

Important to Know & Do

Big Ideas & Core Tasks

Stages: Backwards Design

Desired Results

Assessment Evidence

Learning Plan

What is it I want the students to understand and know and be able to do?

How will I know that they know what I want them to know?

What do I need to do in the classroom to prepare them for the assessment?


March2016


Coaching III: Instruction

Coaching III: Instruction•  Is the teacher using teaching practices that

ensure all students master content? o  What methods are being employed in the class? o  Balance of teacher-directed time and student learning

opportunities.

John HaNie: Visible Learning•  Microteaching – in-depth analysis of a

lesson, reflection & debriefing (.88 - #4) •  Teacher Clarity – organization, explanation,

guided practice and assessment (.75 - #8) •  Teacher-Student Relationships (.72 - #11) •  Teacher Subject Matter Knowledge (.09 -

#125)


March2016


RIOT x ICEL•  Observations, Interviews

o  Instruction •  Instructional approaches, pacing, difficulty, pre-requisite skills •  Allocated time

o  Curriculum •  Instructional demands reflected in curriculum and the

classroom (e.g. Big 5 in Reading) •  Scope and sequence

Marzano•  41 Elements

o  Segments involving routine events (5)

o  Segments addressing content (18)

o  Segments enacted on the spot (18)

Innovating Applying Developing Beginning Not Using

Coaching IV: Assessment


March2016


Coaching IV: Assessment•  Do the teacher and students know if

students are mastering content? o  Data Rich/Information Poor (DRIP Syndrome)

PLC - Essential Questions1.  What is it we want all students to learn? 2.  How will we know when each student has

mastered the essential learning? 3.  How will we respond when a student

experiences initial difficulty in learning? 4.  How will we deepen the learning for

students who have already mastered essential knowledge and skills?

Dufour & Dufour

Different ApproachesAssessment-Based Activity-Based

•  Evidence of understanding

•  Performance Tasks •  Distinguish “Get It” &

Not •  What criteria •  What are common

misunderstandings?

•  Interesting & engaging activities

•  Resources and materials

•  Assignments •  Determine Grades •  Did activities work


March2016


John HaNie: Visible Learning•  Self-Reported Grades (1.44 - #1) •  Formative Evaluation (.90 - #3) •  Feedback (.73 - #10)

Bringing it Together

Behavior

Content

Instruction

Assessment


March2016


Training & SupportTraining

ComponentsKnowledge Skill

DemonstrationUse in the Classroom

Theory and Discussion 10% 5% 0%

…+Demonstration in Training 30% 20% 0%

…+Practice and Feedback in Training

60% 60% 5%

…+ Coaching in Classroom 95% 95% 95%

Joyce & Showers 2002

Partnership Philosophy•  Equality = Collaboration

o  Resist the Expert Role; Draw teachers out

•  Choice = Voluntary o  Let the data do the talking; Equifinality

•  Voice = Listening o  Validate the professional role

•  Dialogue = Create New Knowledge o  Taking the time to talk about teaching. Never enough time for this

Partnership Philosophy•  Reflection = Learning from Actions

o  20 year veteran vs. 1 year repeated 20 times

•  Praxis = Application of Ideas o  Practicing to perfection; Analogies

•  Reciprocity = Give and take o  Learn new ideas to spread


March2016


Practice Coaching1.  What are the rewards that you experience

as a school psychologist? 2.  What are your professional goals? 3.  What obstacles interfere with you

achieving your professional goals? 4.  To gain skills to overcome the barriers, what

professional learning activities are most/least effective for you?

Selected References•  Hattie, J. (2009). Visible Learning: A Synthesis of Over 800

Meta-Analyses Relating to Achievement. New York: Routledge.

•  Knight, J. (2007). Instructional Coaching: A Partnership Approach to Improving Instruction. Thousand Oaks, CA: Corwin.

•  Marzano, R. J. & Simms, J. A. (2013). Coaching Classroom Instruction. Bloomington, IN: Marzano Research Laboratory

•  Sprick, R., Knight, J., Reinke, W., McKale Skyles, T., & Barnes, L. (2010). Coaching Classroom Management: Strategies & Tools for Administrators & Coaches. Eugene, OR: Pacific Northwest Publishing.

•  Wiggins, G. & McTighe, J. (2005). Understanding by Design, 2nd ed. Alexandria, VA: ASCD

Coaching & School Psychology February 2015

Robert J. Dixon, PhD, NCSP [email protected] 17

References •  Batsche, G., Elliot, J., Graden, J. L., Grimes, J., Kovaleski, J. F.,

Prasse, D., et al. (2006). Response to Intervention: Policy Considerations and Implementation. Alexandria, VA: National Association of State Directors of Special Education.

•  Mortimore, P., & Sammons, P. (1987). New evidence on effective elementary schools. Educational Leadership, 45(1), 4-8.

•  Noll, B. (2013). Seven ways to kill RTI. Phi Delta Kappan, 94(6), 55- 59.

•  Schmoker, M. (2006). Results Now: How We Can Achieve Unprecedented Improvements in Teaching and Learning. Alexandria, VA: ASCD.

•  Sprick, R., Knight, J., Reinke, W., McKale Skyles, T., & Barnes, L. (2010). Coaching Classroom Management: Strategies & Tools for Administrators & Coaches. Eugene, OR: Pacific Northwest Publishing.

reproducible

© 2010 Pacific Northwest Publishing

Coaching Classroom Management form

5.2

Basic 5 Observation Form(15 minutes)

Teacher: ________________________________________ Date: ___________________ Time: ________________

Observer: ______________________________________ Class: ___________________ Activity: ________________

Step 1 (10 minutes)

BenchmarkObservation period (10 minutes)

total(positive) (Negative)

Ratio of Interactions

Opportunities to Respond

Disruptions

Ratio of interactions = : (Positive : Negative)

Step 2 (5 minutes)

1 2 3 4 5 6 7 8 9 10 11 12

13 14 15 16 17 18 19 20 21 22 23 24

25 26 27 28 29 30 31 32 33 34 35 36

37 38 39 40 41 42 43 44 45 46 47 48

49 50 51 52 53 54 55 56 57 58 59 60

Divide the number of on-task (+) marks by the total number of marks (60). Time on Task (percentage of on-task behavior) = %.

During a 10-minute observation period, record simple tally marks for each of the following behaviors.

For the next 5 minutes, focus on a different student every 5 seconds. Record a “+” symbol to indicate on-task or engaged behavior and a “–” symbol to indicate off-task behavior. When each student has been observed, begin the progression again. Continue until 5 minutes has elapsed.

reproducible

© 2010 Pacific Northwest Publishing

Coaching Classroom Management form

8.2a

Classroom Activities Observation Log (Version 1)

Teacher Participant ID: ________________ Date: _______________ Period: __________ Class Length: __________

Observer: _________________________________ School: ___________________ Subject: _____________________

Daily Elements of Instrucztion

Start Time

End Time

Start Time

End Time

Start Time

End Time

Start Time End Time Total

Minutes

Beginning Routine

Minutes

Teacher-Led Instruction

Whole Group Instruction

Minutes

Learning Activities

Small Group Instruction

Minutes

Independent Work

Minutes

Centers/Lab

Minutes

Cooperative Learning

Minutes

Tests/Quizzes

Minutes

Learning Activities Total

Transitions

Minutes

Ending Routine

Minutes

Total Class Time

Pre-Intervention

Variables Questions to guide discussion Y N Comments

Structure/ Organize the classroom for success.

1. Istheroomarrangedsoyoucangetfromanypartoftheroomtoanyotherpartoftheroomrelativelyefficiently?

2. Canyouandyourstudentsaccessmaterialsandthepencilsharpenerwithoutdisturbingothers?

3. Doestheschedulecreateconsistency,variety,andopportunitiesformovement?

4. Doyouhaveeffectivebeginningandendingroutines?

5. Haveyoudefinedclearexpectationsforinstructionalactivities?

6. Haveyoudefinedclearexpectationsfortransitionsbetweenactivities?

Y

Y

Y

Y

Y

Y

N

N

N

N

N

N

Teach students how to behave responsibly in the classroom.

1. Haveyoucreatedlessonsonexpectationsandexplicitlytaughtthemforclassroomactivitiesandtransitions?

2. Haveyoucreatedlessonsandexplicitlytaughtexpectationsforclassroomroutinesandpolicies?

3. Haveyouprovidedteachingandreteachingasneeded?(Thinkaboutabasketballcoachreteachingparticularplaysorpatterns.)

Y

Y

Y

N

N

N

Observe student behavior (supervise!).

1. Doyoucirculateandscanasameansofobserving/monitoringstudentbehavior?

2. Doyoumodelfriendly,respectfulbehaviorwhilemonitoringtheclassroom?

3. Doyouperiodicallycollectdatatomakejudgmentsaboutwhatisgoingwellandwhatneedstobeimprovedinyourmanagementplan?

Y

Y

Y

N

N

N

Interact positively with students.

1. Doyouinteractwitheverystudentinawelcomingmanner(e.g.,sayinghello,usingthestudent’sname,talkingtothestudentateveryopportunity)?

2. Doyouprovideage-appropriate,non-embarrassingfeedback?

3. Doyoustrivetointeractmorefrequentlywitheverystudentwhenheisengagedinpositivebehaviorthanwhenheisengagedinnegativebehavior?

Y

Y

Y

N

N

N

Correct irresponsible behavior fluently—that is, in a manner that does not interrupt the flow of instruction.

1. Doyoucorrectconsistently?2. Doyoucorrectcalmly?3. Doyoucorrectimmediately?4. Doyoucorrectbriefly?5. Doyoucorrectrespectfully?6. Doyouhaveamenuofin-classconsequencesthat

canbeappliedtoavarietyofinfractions?7. Doyouhaveaplanforhowtorespondtodifferent

typesofmisbehaviorfluently?

YYYYYY

Y

NNNNNN

N

Classroom Management STOIC Checklist

Copyright © 2008 Pacific Northwest Publishing

CHAMPs Classroom Activity Worksheet

Activity:

ConversAtion

Canstudentsengageinconversationwitheachotherduringthisactivity?

Ifyes,aboutwhat?

Withwhom?

Howmanystudentscanbeinvolvedinasingleconversation?

HelP

Howdostudentsgetquestionsanswered?Howdostudentsgetyourattention?

Ifstudentshavetowaitforhelp,whatshouldtheydowhiletheywait?

ACtivity

Whatistheexpectedendproductofthisactivity?(Note:Thismayvaryfromdaytoday.)

MoveMent

Canstudentsgetoutoftheirseatsduringtheactivity?

Ifyes,acceptablereasonsinclude: Pencil Restroom Drink Handin/Pickupmaterials Other:

Dotheyneedpermissionfromyou?

PArtiCiPAtion

Whatbehaviorsshowthatstudentsareparticipatingfullyandresponsibly?

Whatbehaviorsshowthatastudentisnotparticipating?

Pre-Intervention

Copyright©2008PacificNorthwestPublishing

mspa march 2016 (coaching) - wild apricot

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