Categories for Societal Outcomes

How can parents effectively manage their children’s conduct during Covid-19?

February 10, 2021

Supporting Positive At-Home Behaviors Among Elementary Students. Parents and caregivers know their child better than anyone. They know what motivates them and causes them to shut down. However, when the role of a parent or caregiver changes to include the role of teacher, knowing and using the most effective behavior management strategies can help support this shift. The strategies listed in this piece offer a foundation for parents and caregivers, and their students, to build positive relationships, and offer students a better environment for progressing academically while learning at home.

Citation: Taylor, M. (2020). Supporting Positive At-Home Behaviors Among Elementary Students. U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, What Works Clearinghouse.

Linkhttps://ies.ed.gov/ncee/edlabs/regions/pacific/blogs/blog30_supporting-positive-at-home-behaviors-among-elementary-students.asp

 


 

How can I increase student attendance during Covid-19?

February 9, 2021

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

 


 

What is the latest data on Covid-19 and schools?

January 25, 2021

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

 


 

How can policy makers contribute to school principal quality?

January 12, 2021

Using State-Level Policy Levers to Promote Principal Quality: Lessons from Seven States Partnering with Principal Preparation Programs and DistrictStates play a role in fostering an environment that develops and supports effective school principals. This report identifies key levers that states can pull to try to improve the principal performance: standards for the job; recruitment; oversight of principal preparation programs; principal licensure; evaluation of principals; professional development; and development of “leader tracking systems”. 

Citation: Gates, S. M., Woo, A., Xenakis, L., Wang, E. L., Herman, R., Andrew, M., & Todd, I. Using State-Level Policy Levers to Promote Principal Quality. Santa Monica, CA: Wallace Foundation. https://www.wallacefoundation.org/knowledge-center/Documents/Using-State-level-Policy-Levers-to-Promote-Principal-Quality.pdf

Link: https://www.wallacefoundation.org/knowledge-center/Documents/Using-State-level-Policy-Levers-to-Promote-Principal-Quality.pdf

 


 

How important is implementation science to effective leadership?

January 11, 2021

Implementation Science: Fidelity Predictions and Outcomes. This paper examines the importance of science in the effective implementation and sustainability of new practices and initiatives. The authors provide examples of significant attempts to remedy critical social issues over the past 50 years and how the failure of systematic implementation and, in particular, the lack of implementation fidelity has hindered progress in the use of practices found useful in research but have failed in the general application in the community.

Citation: Fixsen, D. L., Van Dyke, M., & Blase, K. A. (2019). Implementation Science: Fidelity Predictions and Outcomes. Retrieved from Chapel Hill, NC: Active Implementation Research Network: www.activeimplementation.org/resources.

Linkhttps://www.activeimplementation.org/wp-content/uploads/2019/05/Implementation-Science-FidelityPredictionsOutcomes.pdf

 


 

What is the future of standardized testing?

December 8, 2020

The Big Test: The Future Of Statewide Standardized Assessments. Standardized testing has been a cornerstone of school reform for two decades. But a bipartisan backlash against testing in recent years and the suspension of statewide testing in the wake of the coronavirus pandemic have left the future of state assessments in question. Standardized testing has a vital role to play in building effective schools. Unfortunately, the purpose of testing is misunderstood to the detriment of schools, teachers, parents, and students. The report examines the evolution of the testing backlash, the current landscape, and how state testing systems must change to survive.

Citation. Olson, L. & Jerald, C. (2020). The Big Test: The Future Of Statewide Standardized Assessments. Future Ed. Georgetown University. https://www.future-ed.org/wp-content/uploads/2020/04/TheBigTest_Final.pdf

Link: https://www.future-ed.org/wp-content/uploads/2020/04/TheBigTest_Final.pdf

 


 

What is implementation fidelity and why is it important to student success?

November 16, 2020

Fidelity of implementation is a critical but often neglected component of any new system, practice, or intervention in educational research and practice. Fidelity is a multidimensional construct focused on providing evidence of adherence, quality, dosage, differentiation, and responsiveness following implementation. Unfortunately, fidelity has not always been prioritized, although evidence suggests that is changing, at least in published research. Further, although there are myriad methods for measuring fidelity, psychometric evaluations of fidelity tools have been limited, except in the SWPBIS literature. Calls for a science of fidelity have been made (Gresham, 2017) and are beginning to be answered. Overall, there appears to be more research focused exclusively on fidelity, including measurement approaches, psychometric evaluations, and relation to outcomes. As this research expands, we hope that the broad use and integration of fidelity in practice follows. We believe that the days of neglecting fidelity are behind us in education and see fidelity playing a central role in education moving forward. Through reliable and valid measurement of fidelity, scalable evidence-based practices can be developed and proliferated, positively impacting students’ academic and behavioral outcomes. 

Citation: Gage, N., MacSuga-Gage, A., and Detrich, R. (2020). Fidelity of Implementation in Educational Research and Practice. Oakland, CA: The Wing Institute. https://www.winginstitute.org/systems-program-fidelity

Link: https://www.winginstitute.org/systems-program-fidelity

 


 

What practices are the core practice elements of teacher professional development?

November 13, 2020

Effective teacher professional development. For the past 20 years, school systems have heavily relied on professional development as the primary means for improving student performance, as evidenced by the massive allocation of funds for in-service training. Few educators or policymakers challenge the importance of teacher training that ensures teachers have the knowledge and skills required to be effective in the classroom. Despite the overwhelming support for teacher professional development, research has shown that most teacher training is ineffective in changing how teachers teach and students perform. This paper analyzed 35 studies that found a link between professional development and positive teacher and student outcomes.

The authors identified the following features significant if professional development is to produce meaningful results;

  1. They are content focused. 
  2. They incorporate active learning strategies. 
  3. They engage teachers in collaboration. 
  4. They use models and/or modeling. 
  5. They provide coaching and expert support. 
  6. They include time for feedback and reflection. 
  7. They are of sustained duration. 

The authors conclude that professional development should incorporate the identified features and training needs to link to teachers’ experiences in preparation, induction, and teaching standards and evaluation. 

Citation: Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development.

Link: https://static1.squarespace.com/static/56b90cb101dbae64ff707585/t/5ade348e70a6ad624d417339/1524511888739/NO_LIF%7E1.PDF

 


 

How can schools best provide teacher inservice training?

November 12, 2020

Teacher Inservice Professional Development. he American education system values in-service training to improve teacher performance, spending an average of $18,000 annually per teacher. Like many promising practices, it has failed to produce as promised. Schools invest extensively in teacher induction in the early years of a teacher, supplemented with in-service training throughout the teacher’s career. Unfortunately, this training is often delivered in unproductive ways, for example, workshop sessions that commonly rely on passive didactic techniques, such as lecturing or reading, shown to have minimal or no impact on the teacher’s use of the practices in the classroom. This is especially true when the outcome, using the practices in the classroom, is assessed. Coaching-based clinical training, with the teacher practicing skills on students in a classroom setting and receiving feedback from the coach, has been found to produce the best results. Sustained professional development with scope and sequence curriculum, accompanied by manuals for interventions in which the teacher is being trained, is superior to single events. Computer-assisted instruction as a companion to systematic training techniques identified above has been found to be a cost-effective adjunct staff development tool.

Citation: Cleaver, S., Detrich, R., States, J. & Keyworth, R. (2020). Overview of Teacher Inservice. Oakland, CA: The Wing Institute. https://www.winginstitute.org/in-service-professional-development

Link: https://www.winginstitute.org/in-service-professional-development

 


 

What is the cost of coaching teachers?

November 12, 2020

Assessing the Cost of Instructional Coaching. Each year school systems spend approximately $15 million per school year, $230 per student, and $3,390 per teacher, totaling 2.9% of the operating budget, to provide a variety of professional development opportunities from workshops to coaching to whole-school development (Cleaver, 2020). Research suggests coaching is one of the most effective methods for increasing the effectiveness of professional development. 

Over the past twenty years, the popularity of school-based instructional coaching has grown. But one obstacle to the wide-spread use of coaching is the cost of delivering the service. This paper examines the resources needed for coaching and offers a framework for measuring these costs. The author finds coaching costs range from $3,260 to $5,220 per teacher. These are substantial expenses. Given limited education budgets, policymakers need to conduct cost/benefit analyses that compare traditional professional development methods such as workshops. This study lays the groundwork for cost-effectiveness studies by presenting a framework for measuring costs and reporting costs of a specific program.  

Another valuable resource for determining a return on investment for education interventions is Stewart Yeh’s 2007 study, The cost-effectiveness of five policies for improving student achievement. Yeh offers a framework for utilizing a practice effect size and costs of the practice to determine what method is best suited given a school’s current budget. Incorporating cost-benefit analyses into schools’ decision-making process is essential if educators make the most informed decisions impacting student outcomes. 

Citation: Knight, D. S. (2012). Assessing the cost of instructional coaching. Journal of Education Finance, 52-80.

Yeh, S. S. (2007). The cost-effectiveness of five policies for improving student achievement. American Journal of Evaluation28(4), 416-436.

Linkhttps://www.researchgate.net/profile/David_Knight28/publication/236780276_Assessing_the_Cost_of_Instructional_Coaching/links/57fbca5008ae6ce92eb2afe3/Assessing-the-Cost-of-Instructional-Coaching.pdf

https://journals.sagepub.com/doi/abs/10.1177/1098214007307928