MTS-PD APBS 2020 · Importance of Classroom Management PD §Classroom management often limited or missing from •Pre-service training (Freeman et al., 2014; Oliver & Reschly, 2010)

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Implementing Multi-Tiered Support for Classroom Management Professional Development in Your SchoolNikki 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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[email protected]@nikki_g_b

[email protected]

[email protected]

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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 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

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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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