Transcript Incorporating Evidence Based Practices Into Teacher

Incorporating Evidence-Based
Practices Into Teacher Training and
Professional Development Programs
Kathleen Lynne Lane, Ph.D.
Vanderbilt University
Overview
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Importance of evidence-based
practices in teacher training programs
Suggested strategies for teacher
preparation
Illustration of how to infuse evidencebased 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

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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?
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Coursework that reflects current, evidence-based
practices
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Opportunities to learn how to integrate evidencedbased practices into current systems
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Learning evidence-based practices
Learning how to identify evidence-based practices
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
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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
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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
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inclusive, diverse classrooms in which academic interventions are
implemented under supervised conditions, in collaborative
partnerships with credentialed teachers
Component 1:
Coursework
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Course work:

Researched-based curriculum
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Theoretical knowledge
Instruction in evidence-based practices
New course: Taught how to
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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:
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Working with teams from local schools to
design, implement, and evaluate threetiered models
Refine consultation skills
Infuse guidelines for determining evidencebased practices into existing school
practices
Component 3:
Practicum
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Integrated training and field placements
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Inclusive schools implemented three-tiered
models of positive behavior support
Support implement of evidence-based
practices in schools
Identify challenges and supports
Illustration
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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
Teachers
Variable
Level
Employed
48
Consent for PBS Program
Students
47 (97.92%)
Total Enrollment
835
Special Education
Gender
Ethnicity
N (%)
~10%
Male
408 (48.86%)
Female
427 (51.14%)
Caucasian
705 (84.43%)
African American
53 (6.35%)
Hispanic
51 (6.11%)
Elementary School:
Primary Plan
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Mission & School-wide Expectations
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Procedures for Teaching

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
Procedures for Reinforcing
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Eagle Pledge
Posters
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
Treatment Integrity
X
X
EBS Survey
X
X
Social Validity
X
X
X
X
X
Secondary Interventions
Support
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 selfmonitoring phase.
Project
WRITE
Improving the writing
skills of students with
behavioral concerns and
poor writing skills
Behavior
Writing
(SRSS: SSBD) probes
and TOWL
(<25)
Story elements of
5+ more (stable)
Tertiary Interventions
Support
Description
Schoolwide
Data: Entry
Criteria
Data to
Monitor
Progress:
School wide
data? Other?
Exit Criteria
Functionbased
interventio
ns
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)
34
26
4.44%
2.97%
109
82
14.25%
9.38%
622
766
81.31%
87.64%
Fall 2005
Fall 2006
Year 1 of PBS at HES
n = 765
Year 2 of PBS at HES
n =874
Systematic Screening for Behavior Disorders
(Walker & Severson, 1992)
Nominated vs. At-Risk Students
Externalizing and Internalizing
140
120
Number of
Students
100
80
60
40
20
16
17
1.70%
1.78%
2.06%
Externalizing:
Fall 2005
Externalizing:
Fall 2006
Internalizing:
Fall 2005
14
0
6
6 %
0.67
Internalizing:
Fall 2006
Discipline Comparison
Quarter 1 2005-2006 to Quarter 1 2006-2007
Rate (per instructional day)
2.5
2
1.5
2005-2006
2006-2007
1
0.5
0
Minors
Majors
Total
Attendance Comparison
Quarter 1 2005-2006 to Quarter 1 2006-2007
Rate (per instructional day)
25
20
15
2005-2006
2006-2007
10
5
0
Absences
Tardies
Identifying Students for Targeted
Supports
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Using school-wide data to identify
students needing additional supports:
academically and/or behaviorally
Secondary Interventions
Support
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 selfmonitoring 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
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Second Grade
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Behavior Concern
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Student Risk Screening Scale (SRSS; Drummond,
1994): moderate (4-8) or high (9+) risk
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Systematic Screening for Behavior Disorders
(SSBD; Walker & Severson, 1992): Exceeding norms:
Externalizing or Internalizing
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Writing Deficit
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Test of Written Language-3 (TOWL-3; Hammill &
Larsen, 1996): At or below 25 percentile
Project WRITE Overview
Screening: 2nd grade student
Students
exceeding
criteria on
behavioral
screeners
Students
exceeding
criteria on
writing
screeners
SRSD Instruction for each
consenting student with both
writing and behavioral deficits
Project WRITE: Participants
Leg Student Gender
Ethnicity
TOWL
Behavior
SSBD
SRSS
Ext
High
1
Joe
Male
A.A.
12.5
1
Bob
Male
White
25
2
Adrian
Male
White
25
2
Lyle
Male
White
9
Moderate
3
Kevin
Male
A.A.
5
High
3
Renee
Female
White
25
Moderate
Ext
Int
High
Project WRITE: Method
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Intervention Description
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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=2
Who 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)
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6 student participants randomly assigned to
1 of 3 legs
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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
Pre-Intervention
Pos t-Intervention
Maintenance
7
6
5
4
Joe
3
Bob
2
1
0
-1
Number of Story Elements
7
6
5
4
Adrian
3
Lyle
2
1
0
-1
7
6
5
4
Kevin
3
Rene
2
1
0
-1
1
2
3
5
6
7
8
9
Probes
10
11
12
13
14
15
16
Project WRITE: Leg 1
7
Pre-Intervention
Post-Intervention
Maintenance
6
5
4
3
2
1
0
-1
Joe
Bob
Project WRITE: Leg 2
Pre-Intervention
Post-Intervention
Maintenance
Number of Story Elements
7
6
5
4
3
2
1
0
-1
Adrian
Lyle
Project WRITE: Leg 3
Pre-Intervention
Post-Intervention
Maintenance
7
6
5
4
Kevin
Rene
3
2
1
0
-1
1
2
3
5
6
7
8
9
Probes
10
11
12
13
14
15
16
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.
Maintenance
Probe 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 evidencebased 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