Evaluation of Teacher Practices and Student Achievement in High-Poverty Schools

2020 ◽  
Vol 38 (7) ◽  
pp. 816-830
Author(s):  
Linda A. Reddy ◽  
Adam Lekwa ◽  
Christopher Dudek ◽  
Ryan Kettler ◽  
Anh Hua
Keyword(s):  
Student Achievement ◽  
Behavior Management ◽  
Linear Models ◽  
Teacher Practices ◽  
Management Strategies ◽  
Assessment System ◽  
High Poverty ◽  
Classroom Strategies ◽  
Rasch Unit ◽  
Proficiency Scores

This investigation examined whether teacher practices, as measured by the Classroom Strategies Assessment System (CSAS), were associated with students’ proficiency and gain scores, as measured by the Measure of Academic Progress (MAP), in 13 high-poverty charter schools in New Jersey. Results from two-level hierarchical linear models, fitted to a sample of 2,188 Kindergarteners through eighth-grade students in 110 classrooms, revealed that instructional and behavior management strategies on the CSAS were associated with (a) MAP gains in mathematics but not in reading and (b) MAP Rasch Unit (RIT) (proficiency) scores in mathematics and reading. The relationship between CSAS scores and student achievement did not differ across grade levels. In general, students in classrooms with higher quality use of classroom strategies exhibited higher gains in mathematics and proficiency scores in mathematics and reading. Implications for research and educational practices are discussed.

Advancing Instructional Coaching with Teacher Formative Assessment and Input

2017 ◽  
pp. 48-74 ◽  
Author(s):  
Adam J. Lekwa ◽  
Linda A. Reddy ◽  
Elisa S. Shernoff
Keyword(s):  
Formative Assessment ◽  
Instructional Coaching ◽  
School Personnel ◽  
Assessment System ◽  
High Poverty ◽  
Urban Elementary Schools ◽  
Classroom Strategies ◽  
Coaching Model ◽  
Development And Validation ◽  
Quantitative And Qualitative Methods

With increased attention to teacher quality and accountability, instructional coaching has emerged as a popular form of teacher support and professional development in literacy and other areas of instruction. Despite significant interest from school personnel, researchers, and federal funders, there remains a lack of consensus around the key components and activities of instructional coaching. To that end, studies that use quantitative and qualitative methods can offer valuable information on the development and validation of coaching practices. This chapter briefly describes the Classroom Strategies Assessment System Coaching Model that draws on the adult learning and formative assessment literature. We offer key observations of educators' knowledge of and experience in instructional coaching from focus groups conducted with teachers in high-poverty, urban elementary schools. Directions for practice and research are discussed.

Comparison of the Effects of Coaching for General and Special Education Teachers in High-Poverty Urban Elementary Schools

2020 ◽  
Vol 54 (1) ◽  
pp. 36-53
Author(s):  
Linda A. Reddy ◽  
Adam Lekwa ◽  
Elisa Shernoff
Keyword(s):  
Special Education ◽  
Elementary Schools ◽  
Special Education Teachers ◽  
Behavior Management ◽  
Student Outcomes ◽  
Management Practices ◽  
Assessment System ◽  
High Poverty ◽  
Urban Elementary Schools ◽  
And Behavior

Research that examines coaching approaches for special education teachers is very limited. This study, a secondary analysis of a wait-list controlled, randomized trial (106 teachers, 2,195 students, 18 schools), investigated the effects of a data-driven coaching that integrated observational assessment and performance feedback on general education (GE) versus special education (SE) teacher practices and student outcomes in high-poverty urban elementary schools. Coaches used observational data via the Classroom Strategies Assessment System to identify practice needs, set goals, create plans, and monitor progress toward goals. Prior to coaching, GE and SE teachers were observed using evidence-based instructional and behavior management practices; however, some practices were at rates lower than recommended by the research literature. Results suggest that goal selection and frequency and quality of practices were generally comparable between GE and SE teachers. However, SE teachers used 30% fewer behavior corrective feedback statements, on average, than GE teachers ( p = .04). Overall, the effect of the coaching intervention did not differ across GE and SE teachers; both had significantly improved instructional and behavior management practices and student outcomes when compared with teachers in the control condition. Limitations and future directions for research and practice are discussed.

The Relationship Between School Administrator and Teacher Ratings of Classroom Practices and Student Achievement in High-Poverty Schools

2019 ◽  
pp. 153450841986286
Author(s):  
Linda A. Reddy ◽  
Anh N. Hua ◽  
Christopher M. Dudek ◽  
Ryan Kettler ◽  
Ilona Arnold-Berkovits ◽  
...  
Keyword(s):  
Student Performance ◽  
Behavior Management ◽  
Management Practices ◽  
Assessment System ◽  
School Administrator ◽  
High Poverty ◽  
Observational Assessment ◽  
Discrepancy Scores ◽  
Growth Scores ◽  
The Relationship

This study examined the relationship of school administrator and teacher self-ratings of instructional and behavioral management practices to student growth on statewide achievement tests (Partnership for Assessment of Readiness for College and Career [PARCC]). The study included 78 teachers and 1,594 students from fourth through eighth grades in nine high-poverty charter schools. Observation scores completed by school administrator and teacher self-ratings were collected on the Classroom Strategies Assessment System (CSAS), an observational assessment that reports outcomes as discrepancy scores: differences between recommended frequency and observed frequency of specific instructional and behavior management strategies for teachers. Correlations revealed negative relations between both informants’ discrepancy scores and PARCC growth scores, demonstrating that teachers with lower discrepancy scores tended to have students with greater PARCC growth scores. Hierarchical multiple regression analyses revealed school administrator and teacher CSAS total discrepancy scores were related to student performance on PARCC mathematics, but not English Language Arts (ELA), and teachers’ CSAS Total discrepancy scores explained an additional 4.8% of variance in PARCC mathematics. Implications of findings for professional development and research are offered.

Improving Universal Classroom Practices Through Teacher Formative Assessment and Coaching

2018 ◽  
Vol 44 (2) ◽  
pp. 81-94 ◽  
Author(s):  
Christopher M. Dudek ◽  
Linda A. Reddy ◽  
Adam Lekwa ◽  
Anh N. Hua ◽  
Gregory A. Fabiano
Keyword(s):  
Formative Assessment ◽  
Behavior Management ◽  
Management Practices ◽  
Controlled Trial ◽  
Assessment System ◽  
Behavioral Management ◽  
Classroom Strategies ◽  
Coaching Process ◽  
Assessment Of Evidence ◽  
Coaching Approach

This article presents the Classroom Strategies Coaching (CSC) Model, a data-driven coaching approach that uses teacher formative assessment data to drive improvements in universal practices. The classroom strategies assessment system (CSAS), a formative assessment of evidence-based instructional and behavioral management practices was used to facilitate the coaching process. Results from 32 elementary school teachers who received brief coaching after participating as waitlist controls in a randomized controlled trial are presented. Teachers’ practices remained stable across baseline periods. Following coaching, teachers displayed improvements toward their behavioral management goals (e.g., ds = .50–.83). Results also showed meaningful reductions in the overall need for change in instruction ( d = .88) and in behavior management practices ( d = .68) at postintervention. Findings illustrate the benefits of integrating teacher formative assessment in coaching to improve teaching practices. Implications for practice and future directions are outlined.

A Model for Addressing Crisis Behavior in Youth With Autism Spectrum Disorder Within a Functional and Contextual Framework

2020 ◽  
pp. 386-407
Author(s):  
Bryan H. King ◽  
Agnieszka Rynkiewicz ◽  
Małgorzata Janas-Kozik ◽  
Marta Tyszkiewicz-Nwafor
Keyword(s):  
Autism Spectrum Disorder ◽  
Behavior Management ◽  
Management Strategies ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Behavior Intervention Plan ◽  
Intervention Plan ◽  
Contextual Framework ◽  
Multiple Issues ◽  
Crisis Behavior

This chapter provides a model that extends the current resources available for crisis behavior assessment and intervention for youth with autism spectrum disorder (ASD) and co-occurring psychiatric conditions who are in crisis stabilization settings. Visual diagrams and intervention materials incorporated into this chapter illustrate the use of both preventative and responsive behavior management strategies that can be implemented in a time of crisis to stabilize and treat the psychiatric patient with ASD. The chapter begins with a review of a contextual method for evaluating and understanding the function of the presenting crisis behavior by considering the multiple issues that can underlie the crisis presentation. Working from this contextual model, the chapter then provides a blueprint for implementing intervention strategies to address crisis behaviors. This includes a table illustrating key elements to consider when developing a behavior intervention plan for dissemination and generalization.

scholarly journals It Has Not Been a Good Day: Managing Difficult Behaviors of Relatives With Dementia

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 639-639
Author(s):  
Karen Roberto ◽  
Brandy Renee McCann ◽  
Tina Savla ◽  
Emily Hoyt ◽  
Rosemary Blieszner ◽  
...  
Keyword(s):  
Behavior Management ◽  
Service Providers ◽  
Management Strategies ◽  
Educational Interventions ◽  
Community Dwelling ◽  
Behavior Understanding ◽  
Supportive Environment ◽  
Memory Problems ◽  
Appropriate Care ◽  
With Memory

Abstract Most family caregivers provide appropriate care and a supportive environment for their older relatives with dementia (PwD), yet the stress and strain associated with caregiving can trigger potentially harmful responses. Although much has been written about dealing with memory problems, researchers know less about how caregivers cope with difficult behaviors such as hallucinations, violent outbursts, or refusing food, medicine, or bathing. Interviews with 30 relatives providing care to community-dwelling PwD in rural Virginia revealed that caregivers typically used four behavior management strategies: reasoning with PwD; redirecting PwD’s attention; forceful actions, such as shouting at PwD; and withdrawing from interactions. Forceful management strategies and withdrawing from interactions were usually employed after reasoning and redirection failed to elicit desired behavior. Understanding whether caregivers’ expectations of PwD’s capacities are realistic, and why and when caregivers use various behavior management strategies, can help service providers develop appropriate educational interventions for frustrated caregivers.

Evaluation of increasing antecedent specificity in goal statements on adherence to positive behavior-management strategies

2016 ◽  
Vol 49 (4) ◽  
pp. 768-779 ◽  
Author(s):  
Corey M. Cohrs ◽  
Mark D. Shriver ◽  
Raymond V. Burke ◽  
Keith D. Allen
Keyword(s):  
Behavior Management ◽  
Management Strategies ◽  
Positive Behavior
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