mspa march 2016 (coaching) - wild apricot
TRANSCRIPT
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
Coaching&SchoolPsychologyMichiganAssocia2onofSchoolPsychologists
March2016
RobertJ.Dixon,PhD,[email protected] 2
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
Coaching&SchoolPsychologyMichiganAssocia2onofSchoolPsychologists
March2016
RobertJ.Dixon,PhD,[email protected] 3
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
Coaching&SchoolPsychologyMichiganAssocia2onofSchoolPsychologists
March2016
RobertJ.Dixon,PhD,[email protected] 4
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
Coaching&SchoolPsychologyMichiganAssocia2onofSchoolPsychologists
March2016
RobertJ.Dixon,PhD,[email protected] 5
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
Coaching&SchoolPsychologyMichiganAssocia2onofSchoolPsychologists
March2016
RobertJ.Dixon,PhD,[email protected] 6
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
Coaching&SchoolPsychologyMichiganAssocia2onofSchoolPsychologists
March2016
RobertJ.Dixon,PhD,[email protected] 7
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
Coaching&SchoolPsychologyMichiganAssocia2onofSchoolPsychologists
March2016
RobertJ.Dixon,PhD,[email protected] 8
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
Coaching&SchoolPsychologyMichiganAssocia2onofSchoolPsychologists
March2016
RobertJ.Dixon,PhD,[email protected] 9
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
Coaching&SchoolPsychologyMichiganAssocia2onofSchoolPsychologists
March2016
RobertJ.Dixon,PhD,[email protected] 10
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
Coaching&SchoolPsychologyMichiganAssocia2onofSchoolPsychologists
March2016
RobertJ.Dixon,PhD,[email protected] 11
Data: Fundamental Five• Time on Task
• Opportunities to Respond
• Ratio of Interactions
• Disruptions
• Alignment with Expectations
Coaching&SchoolPsychologyMichiganAssocia2onofSchoolPsychologists
March2016
RobertJ.Dixon,PhD,[email protected] 12
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
Coaching&SchoolPsychologyMichiganAssocia2onofSchoolPsychologists
March2016
RobertJ.Dixon,PhD,[email protected] 13
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
Trans
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
Coaching&SchoolPsychologyMichiganAssocia2onofSchoolPsychologists
March2016
RobertJ.Dixon,PhD,[email protected] 14
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
Coaching&SchoolPsychologyMichiganAssocia2onofSchoolPsychologists
March2016
RobertJ.Dixon,PhD,[email protected] 15
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
Coaching&SchoolPsychologyMichiganAssocia2onofSchoolPsychologists
March2016
RobertJ.Dixon,PhD,[email protected] 16
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.
Coaching&SchoolPsychologyMichiganAssocia2onofSchoolPsychologists
March2016
RobertJ.Dixon,PhD,[email protected] 17
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?
Coaching&SchoolPsychologyMichiganAssocia2onofSchoolPsychologists
March2016
RobertJ.Dixon,PhD,[email protected] 18
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)
Coaching&SchoolPsychologyMichiganAssocia2onofSchoolPsychologists
March2016
RobertJ.Dixon,PhD,[email protected] 19
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
Coaching&SchoolPsychologyMichiganAssocia2onofSchoolPsychologists
March2016
RobertJ.Dixon,PhD,[email protected] 20
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
Coaching&SchoolPsychologyMichiganAssocia2onofSchoolPsychologists
March2016
RobertJ.Dixon,PhD,[email protected] 21
John HaNie: Visible Learning• Self-Reported Grades (1.44 - #1) • Formative Evaluation (.90 - #3) • Feedback (.73 - #10)
Bringing it Together
Behavior
Content
Instruction
Assessment
Coaching&SchoolPsychologyMichiganAssocia2onofSchoolPsychologists
March2016
RobertJ.Dixon,PhD,[email protected] 22
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
Coaching&SchoolPsychologyMichiganAssocia2onofSchoolPsychologists
March2016
RobertJ.Dixon,PhD,[email protected] 23
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