Author Archives for Jack States
February 10, 2021 11:34 am
Published by Jack States
Dropout Prevention in the Time of COVID-19. Students on the path toward dropping out of high school often exhibit signals that they are at risk well before they stop engaging in school. As school closures due to COVID-19 separate students from structured routines and educational supports, the number of disengaged students may continue to grow. Educators should be aware of and look for signs of disengagement and act to maximize engagement and supports for at-risk students during COVID-19 closures.
Citation: Kassner, L., Jonas, D., and Klein, S. (2020). Dropout Prevention in the Time of COVID-19. U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, What Works Clearinghouse.
Link: https://ies.ed.gov/ncee/edlabs/regions/appalachia/blogs/blog29_dropout-prevention-in-COVID-19.asp
February 9, 2021 1:31 pm
Published by Jack States
Improving Attendance in a Remote Learning Environment. The purpose of this brief is to adapt the suggestions and strategies provided in Improving Attendance and Reducing Chronic Absenteeism to guide practice during remote instruction. Strategies from both briefs will be helpful during hybrid instructional models.
Citation: Freeman, J., Flannery, B., Sugai, G., Goodman, S., Simonsen, B., & Barrett, S. (Aug, 2020). Improving Attendance in a Remote Learning Environment. Eugene, OR: Center on PBIS, University of Oregon. www.pbis.org.
Link: https://assets-global.website-files.com/5d3725188825e071f1670246/5ff34f3363042168264ed6e3_Remote%20Attendance%20Brief%20Revised%2012.23.2020.pdf
February 9, 2021 12:50 pm
Published by Jack States
Building From the Bottom Up: The Importance of Tier 1 Supports in the Context of Tier 2 Interventions. School-Wide Positive Behavior Interventions and Supports (SWPBIS) relies on effective implementation of Tier 1 practices to ensure accurate identification of students in need of more intensive supports at Tier 2 or Tier 3. While measures of school-level fidelity are widely used, measures of classroom-level implementation of Tier 1 supports are less common. In the context the authors assessed whether a class-wide Tier 1 program, Class-Wide Function-Related Intervention Teams (CW-FIT), enhanced the effectiveness of the Tier 2 intervention.
Citation: Van Camp, A. M., Wehby, J. H., Copeland, B. A., & Bruhn, A. L. (2021). Building From the Bottom Up: The Importance of Tier 1 Supports in the Context of Tier 2 Interventions. Journal of Positive Behavior Interventions, 23(1), 53-64.
Link: https://journals.sagepub.com/doi/abs/10.1177/1098300720916716
February 9, 2021 12:09 pm
Published by Jack States
Gamification for Classroom Management: An Implementation Using ClassDojo. Research supports effective classroom management as an essential component of successful instruction. In order to promote learning and reduce negative behaviors and increase positive ones, this study intervention used gamification as the educational approach and ClassDojo as the online tool to track behavior to determine the effectiveness of both elements to achieve the goal. The study showed the benefit of this method and app regarding the improvement of desired behaviors as well as the decrease of the disruptive ones. The implementation engaged the students and activated their behavioral development in order to display a better performance.
Citation: Barahona Mora, A. (2020). Gamification for Classroom Management: An Implementation Using ClassDojo. Sustainability, 12(22), 9371.
Link: https://www.mdpi.com/2071-1050/12/22/9371/pdf
February 9, 2021 11:44 am
Published by Jack States
An Evaluation of the Caught Being Good Game With an Adolescent Student Population. This study investigated the Caught Being Good Game (CBGG), for use with an adolescent student population. The CBGG is a positive variation of the Good Behavior Game (GBG), a popular group contingency intervention in classroom management literature. The CBGG was effective in leading to increases in academically engaged behavior and decreases in disruptive behavior in the participating class group.
Citation: Bohan, C., Smyth, S., & McDowell, C. (2021). An Evaluation of the Caught Being Good Game With an Adolescent Student Population. Journal of Positive Behavior Interventions, 23(1), 42-52.
Link: https://pure.ulster.ac.uk/ws/files/78831798/JPBI_19_112.R3_Proof_hi.pdf
February 9, 2021 11:32 am
Published by Jack States
Effective classroom management is critical for student and teacher success. Current approaches to assess teachers’ classroom management are either (a) simple and efficient, but have unknown psychometric properties, or (b) psychometrically sound, but resource intensive.This article describes the development and validation of a four-item rating of teachers’ active supervision, opportunities to respond, specific praise, and positive to corrective ratio.
Citation: Simonsen, B., Freeman, J., Kooken, J., Dooley, K., Gambino, A. J., Wilkinson, S., … & Kern, L. (2020). Initial validation of the Classroom Management Observation Tool (CMOT). School Psychology, 35(3), 179. (https://psycnet.apa.org/record/2020-32849-001)
Link: https://psycnet.apa.org/record/2020-32849-001
January 25, 2021 10:29 am
Published by Jack States
Differential Reinforcement Overview. Across school settings, the ultimate goal is for students to engage in appropriate behavior instead of inappropriate behavior so all students may access a safe and productive learning environment. In the overviews on supporting appropriate behavior and decreasing inappropriate behavior, the behavioral processes of reinforcement and negative consequences are discussed along with interventions based on these principles. Differential reinforcement involves combining these two processes to promote optimal behavior; appropriate or desirable behavior is reinforced, and inappropriate or undesirable behavior is not reinforced. Further, there are several variations of differential reinforcement, allowing for flexibility and individualization for the context in which the intervention is to be applied.
Citation: Guinness, K., Detrich, R., Keyworth, R. & States, J. (2021). Overview of Differential Reinforcement. Oakland, CA: The Wing Institute. https://www.winginstitute.org/instructional-delivery-differential
Link: https://www.winginstitute.org/instructional-delivery-differential
January 25, 2021 10:14 am
Published by Jack States
In the midst of the Covid-19 pandemic, States are struggling to reopen and keep open, most, if not all, of their 138,000 K-12 schools. Given this level of uncertainty, it is critical to track data that will help schools identify problems quickly, assess their nature, and respond in timely and effective ways to safeguard the health of students and education staff while providing a quality education. This Wing Institute dashboard will on track issues regarding the reopening of schools under the Covid-19 pandemic.
Citation: American Academy of Pediatrics. (2021). Children and COVID-19: State-Level Data Report. 2021. Available in: https://downloads.aap.org/AAP/PDF/AAP%20and%20CHA%20-%20Children%20and%20COVID-19%20State%20Data%20Report%201.14.21.pdf
Link: https://www.winginstitute.org/covid-19-impact
January 21, 2021 12:01 pm
Published by Jack States
Planning for the Future: Leadership Development and Succession Planning in Education. School Superintendents face immense challenges in recruiting and retaining high-quality principals and district leaders. As a result, superintendents continually recruit and hire new assistant principals and district-level leaders. This article looks at the research and best practices on succession planning in education and other sectors.
Citation: Fusarelli, B. C., Fusarelli, L. D., & Riddick, F. (2018). Planning for the future: Leadership development and succession planning in education. Journal of Research on Leadership Education, 13(3), 286-313.
Link: https://journals.sagepub.com/doi/10.1177/1942775118771671
January 19, 2021 12:11 pm
Published by Jack States
The Next Generation of State Reforms to Improve their Lowest Performing Schools: An Evaluation of North Carolina’s School Transformation Initiative. Over the past 20 years, significant resources have been spent to raise low-performing schools’ performance. This research examines the impact of federally mandated school reforms under the Every Student Succeeds Act (ESSA) on North Carolina schools. The revised education legislation allows states more discretion in reforming their lowest-performing schools, removes requirements to disrupt the status quo, and does not allocate substantial additional funds. This study relies on a regression discontinuity design to evaluate North Carolina’s turnaround initiative aligned with ESSA requirements. The results reveal no significant growth in student test performance and decreased performance in year two. Schools also continued to experience high teacher turnover despite the school reform intervention.
The study authors suggest current reform interventions that do not disrupt the status quo of how schools go about instruction are likely to fail. The paper also highlights the need for school leaders to embrace implementation science to ensure that adequate resources are available to implement initiatives as designed.
Citation: Henry, G. T., & Harbatkin, E. (2020). The Next Generation of State Reforms to Improve their Lowest Performing Schools: An Evaluation of North Carolina’s School Transformation Intervention. Journal of Research on Educational Effectiveness, 13(4), 702-730.
Link: https://www.edworkingpapers.com/sites/default/files/ai19-103.pdf
