Dear Knowledge Network members,
The 2020-21 school year is well underway. The challenges posed by Covid-19 remain as crucial as ever, whether instructing students remotely or working in a newly reopened school. We all have learned much about how to navigate these troubled waters. Adapting to these novel circumstances has stressed even the most adept teacher and parent. Along with the practical experience gained over these past six months and the rich knowledge base on effective instruction, The Wing Institute hopes to provide you with information to make each instructional day a little more successful and reinforcing for all.
This issue contains the following resources:
- Can coaching with video analysis improve classroom management?
- What practices are critical for creating a school-wide behavior management system?
- What are effective classroom strategies?
- How can teachers more effectively deliver praise?
- What do we know about the use of restraint and seclusion in schools?
- How effective is teacher prep program classroom management clinical practice for new teachers?
Additional content includes two papers on effective behavior management that are pertinent to teachers and parents during Covid-19:
- How important is a well structured environment?
- What is active supervision and why is it important?
- Data Mining: How Important is Classroom Management?
For more information on behavior management and it's impact on achievement, please link to these education driver papers: Classroom Management, Increasing Appropriate Behavior, Decreasing Inappropriate Behavior, and Rules and Procedures.
We are confident that our education system will get through these troubling times and emerge stronger than ever.
Stay safe,
The Wing Institute
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National Assessment of Education Progress
Over Time: There has been absolutely no improvement in 12th grade reading performance over the last 27 years, despite spectacularly low proficiency rates.
By Race: Forty-seven percent of 12th grade White students were proficient in reading, twenty-five percent of Hispanic students, and seventeen percent of Black students.
College Readiness: Of the students who applied or were accepted to a four-year college, only 50 percent were at or above NAEP Proficient in reading.
Over Time: There has been absolutely no improvement in 12th grade math performance over the last 10 years, despite spectacularly low proficiency rates.
By Race: Thirty two percent of 12th grade White students were proficient in math, eleven percent of Hispanic students, and eight % of Black students.
College Readiness: Of the students who applied or were accepted to a four-year college, only 37 percent were at or above NAEP Proficient in math.
Citation: U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational Progress (NAEP). (2020). The Nation's Report Card: 2019 Mathematics and Reading Assessments at Grade 12.
Link(s): https://www.nationsreportcard.gov
https://www.nationsreportcard.gov/mathematics/supportive_files/2019_infographic_G12_math_reading.pdf
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Wing Institute Original Papers
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An effective classroom behavior management program involves both proactive strategies to prevent challenging behavior, and reactive strategies to respond to challenging behavior when it occurs. One type of proactive strategy is attending to the physical environment of the classroom, including how desk arrangement, visual displays, and classroom noise can affect student behavior. Modifying characteristics of the physical environment is a primary intervention in a multitiered system of support (MTSS). This overview summarizes research on the effects of the physical classroom environment on student behavior. Read More
Citation: Guinness, K., Detrich, R., Keyworth, R. & States, J. (2020). Overview of Structured Environment. Oakland, CA: The Wing Institute. https://www.winginstitute.org/classroom-structured-environments.
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Active supervision is a behavior management practice designed to teach and reinforce appropriate behavior and to prevent and reduce misconduct. To maximize situational awareness, the practice emphasizes constant scanning and moving around the classroom and other potential trouble spots for disruptive behavior, such as hallways, playground, and field trips. Active supervision enables teachers to more effectively deliver feedback to students. By frequently interacting with students, they increase opportunities to build positive relationships, provide encouraging feedback for appropriate behavior, and more swiftly and consistently respond to inappropriate behavior. Teachers should constantly scan the entire area looking for appropriate behavior, problem behavior, and dangerous activities, paying special attention to areas, activities, and groups where problems have occurred in the past. They can use this time to reinforce expectations by reminding students of rules and routines, prompt appropriate behavior, and deliver corrective consequences as needed. Read more
Citation: Guinness, K., Detrich, R., Keyworth, R. & States, J. (2020). Overview of Supporting Appropriate Behavior. Oakland, CA: The Wing Institute. https://www.winginstitute.org/classroom-active-supervision
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Using Coaching with Video Analysis to Improve Teachers' Classroom Management Practices: Methods to Increase Implementation Fidelity. Research strongly supports effective classroom management as essential for quality instruction and teacher satisfaction. Unfortunately, in-service training for teachers in classroom management practices frequently fails to achieve the desired results. Didactic lectures do not offer sufficient opportunities to practice new techniques, and little time is available for feedback on the effective use of newly acquired skills. Coaching with embedded video-analysis is one method for providing teacher consultation services utilizing technology to record teaching sessions, watch and analyze recordings, identify a target area for improvement, and use the information gained to improve practice. As general education teachers’ role in working with students with challenging conduct grows, coaching with video-analysis may improve implementation fidelity and sustainability of evidence-based classroom management practices. This study finds coaching with video-analysis increased the implementation of evidence-based classroom management practices.
Read more
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Sustaining and Scaling Positive Behavioral Interventions and Supports: Implementation Drivers, Outcomes, and Considerations. Positive behavior interventions and supports (PBIS) is a system-wide conduct management approach designed to increase student behavior consistency in schools. PBIS was introduced with the reauthorization of the Individuals with Disabilities Education Act in 1997. This paper examines the 25-year history of the PBIS implementation experience, including the core features of PBIS as a multi-tiered framework and the process and outcomes for implementing PBIS across over 26,000 schools. The authors summarize the national outcome data of PBIS implementation, and they propose future directions and considerations, improving scaling up services and sustainability of school-wide behavior management strategies. Read more
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Evidence-based practices in classroom management: Considerations for research to practice. The purpose of this paper is to synthesize and summarize the research base on evidence-based classroom management strategies. Twenty practices are identified as having sufficient evidence to be recommended for use school-wide and in classrooms. An assessment tool is included for educators in evaluating and maximizing the impact of potential classroom management practices. Read More
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Tier I Implementation Supports for Classroom Management: A Pilot Investigation Targeting Teachers’ Praise. Research strongly supports the efficacy of classroom management strategies for improving conduct and academic achievement. Despite the compelling evidence-base on the potential impact of these strategies, teachers struggle to implement classroom management practices effectively. This study examines the effects of a pilot evaluation of an implementation support package for promoting teachers’ delivery of praise for students’ behavior. This research suggests the support package intervention increases teachers’ behavior-specific praise, heightened praise-to-correction ratios, and increases in students’ on-task behavior. Read More
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2017-18 Civil Rights Data Collection: The Use of Restraint and Seclusion on Children with Disabilities in K-12 Schools. The U.S. Department of Education Office of Civil Rights released a detailed survey on the use of restraint and seclusion in K-12 schools to address the possible inappropriate use of thee procedures. The survey was in part a response to a previous GAO report that flagged the significant absence or reliable data collection on the use of these procedures (Nowicki, J. 2020). This survey also makes available detailed school district and school level data at ocrdata.ed.gov. Read More
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2020 Teacher Prep Review: Clinical Practice & Classroom Management. This report is from the National Center for Teacher Quality (NCTQ), and organization that provides ongoing reviews of the effectiveness of the nation’s teacher preparation programs. This particular report examines two critical components of teacher preparation—clinical practice (also known as student teaching) and classroom management—and the degree to which current teacher preparation programs have adopted and implemented best practices for each.
It is generally accepted that new teachers benefit from high quality student teaching. The NCTQ report reviews specific evidence of just how beneficial quality clinical training can be, including research that: (1) identifies clinical practice as one of three "aspects of preparation that have the highest potential for effects on outcomes for students, and (2) provides evidence that first-year teachers can be as effective as typical third-year teachers if they spent their student teaching experience in the classrooms of highly effective teachers.
NCTQ has reviewed existing teacher preparation clinical programs in 2013, 2016, and 2020, assigning grades (A to F) based on their performance on three indicators (length, supervisory visits, and selection of the mentor teacher). Unfortunately only 9% earned an A or B, and 91% earned C’s or D’s. The data also showed that there had been no improvement over the seven-year time period between first and most recent reports.
The second critical component reviewed—classroom management—showed great progress but still lags in one of the most critical strategies for effective management. NCTQ identifies five critical components that should be taught in teacher preparation programs: 1) Establishing rules and routines that set expectations for behavior;, 2) Maximizing learning time by managing time, class materials and the physical setup of the classroom, and by promoting student engagement; 3) Reinforcing positive behavior by using speci c, meaningful praise and other forms of positive reinforcement; 4) Redirecting off-task behavior through unobtrusive means that do not interrupt instruction and that prevent and manage such behavior, and; 5) Addressing serious misbehavior with consistent, respectful and appropriate consequences. The good news is that there has been a 26% increase in the number of programs looking to research-based approaches to classroom management. The bad news is that one of the most effective and well documented classroom management strategies—praising good behavior—is the least likely to be taught. Read More
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Wing Institute Recruiting
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Search for Education Research Writers
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The Wing Institute is recruiting contract-based content writers in the field of evidence-based education.
We are looking for professionals who can:
- conduct literature reviews;
- analyze the relevant data, research, and policies; and
- write succinct overviews for publication on our web site.
Positions to be filled by November 1, 2020.
Please send resume to Jack States at the Wing Institute: jstates@winginstitute.org
Research topics will focus on the eight education drivers associated with student achievement and success in school. These drivers encompass essential practices, procedures, resources, and management strategies. Specific topics include but are not limited to: skills for effective teaching, effective teacher training, quality of leadership, and external influences affecting student outcomes.
Those interested must be able to analyze both the quality and quantity of evidence studies to determine if current research meets a threshold of evidence for providing information to support the work of educators.
Criteria for inclusion is based on:
- Quality: A continua of evidence prioritizing well designed randomized trials and single subject designed studies.
- Quantity: A continua of evidence spotlighting meta-analyses and replications of single subject designed studies.
Each Overview consists of a summary of the research, graphics as needed, and citations, and supporting conclusions.
Compensation
- $2,000 for each Overview (2,500-5,000 words)
- Author’s name on the publication
- Working with other professional is the field of evidence-based education
Expectations
- Work with internal teams to obtain an in-depth understanding of evidence-based research.
- Work remotely and supply your own equipment (computer)
- Plan, develop, organize, write the above documents.
- Analyze documents to maintain continuity of style of content and consistency with prior Wing Institute documents.
- Recommend updates and revisions derived from updates in research.
Education
- Master’s degree in Education, Behavior Analysis, English, Psychology, Communication, or related degrees, is required.
Skills
Ability to deliver high quality documentation
- Ability to communicate complex or technical information easily
- Excellent written and verbal communication skills in English
- Ability to write from the perspective of education policy makers, school administrators, teachers, and parents
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It is conventional wisdom among teachers that classroom management is an essential skill for teacher survivability and student success. Unfortunately, common knowledge isn't always accurate and educators must verify hunches with objective research. Research conducted over the past 30 years confirms that classroom management is truly a core ingredient of effective teaching. Effective classroom management's effect on student success has been determined to be one the most powerful skills teachers need to master their vocation. Read More
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