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Discover the powerful impact of the WOWW program in improving classroom management and student engagement. See how simple observations and positive feedback can lead to long-lasting results. Join us to learn how to be a WOWW Coach and implement this innovative intervention approach in your school.
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WOWW! What Works Keeps on Working: Several Years with the WOWW Program Richard Strickland, LCSW, School Social Worker Nikki Counce, MSW, School Social Worker Hillsborough County Public Schools
Overview • Introductions • What is WOWW? • How to do it – how to be a WOWW Coach • Benefits for Teachers, Students and SSW • Review of Pre and Post-Test data • Additional resources • Questions and discussion
WOWW What is it? • WOWW or Working on What Works is an innovative classroom intervention approach created by Lee Shilts and Insoo Kim Berg and is based on the Solution-Focused Counseling Approach.
WOWW What is it? • Basically it is observing a classroom for 20 to 50 minutes each week and then reporting to the class the “good things” you have witnessed. • A way to use Solution Focused Counseling skills to directly impact the climate of the entire classroom. • A great way to positively collaborate with teachers and students (and great PR for you and Student Services). • It only requires between 30 minutes to 1 ½ hours per week to implement!
WOWWWhat to do? • Set yourself up for success! • Review materials. • Explain the WOWW program to appropriate school partners and your desire to positively impact a classroom. • Choose an interested teacher that would like a little extra help with classroom management and explain some basics (Great for portfolios for teacher and SSW). • Pick one consistent time each week that you can be available to be in the classroom with a possible back-up time. • Have teacher complete a simple pre-test. • Get Started!!!
Pre and Post-Test • WOWW PRE AND POST-TEST • ________________ • Teacher • ________________ • WOWW Facilitator • Date: _______ • Classroom Behavior 1 2 3 4 5 6 7 8 9 10+ • Personal Responsibility 1 2 3 4 5 6 7 8 9 10+ • On-Task Behavior 1 2 3 4 5 6 7 8 9 10+ • Courtesy 1 2 3 4 5 6 7 8 9 10+ • Other ____________ 1 2 3 4 5 6 7 8 9 10+ • Average Score: _______ • RTS/10-09
WOWWWhat does get started mean? • Go to the class at the negotiated time and introduce yourself. • Explain to the class that you will coming to observe all the good thingsthey do in the classroom each week. • Gradually circulate through the class. • Observe and take notes of all the good things you see in the classroom. • At the end of the observation introduce yourself again and share all the good things you observed.
Tips for observations and feedback • Slowly and quietly circulate through the class to observe as many students as possible. • You may wish to sit near students who are visibly having issues and try to find something positive to share later. • Feedback may initially focus on individual students. • You may then focus on groups or subsets of students (this row, this table or this side of the room) or the entire class.
Typical Observations to be shared… • “The boy with the blue shirt passed out papers for the teacher!” • “The girl with the red hair gave a good try to answering a hard question!” • “Christiana was working quietly!” • “Marcus shared a pencil with his neighbor!” • “Alicia was making great eye contact with the teacher!” • “Shamus had a good answer!” • “Karen, Jacob and John went right to work as soon as class started!” • “Ms. W. explained clearly what she wanted students to do and praised the students for following directions!” • “All the students at the blue table were on task for 6 straight minutes” • “The whole class was on task for 14 minutes!” • “At 10:29 the entire class was quietly reading and on-task!”
WOWWWhat’s next? • Come back next week and do the same. • By the 3rd to 5th week of observations introduce scaling to assist the class with goal setting: • Suggest a scale from 1 - 5 or 1 – 10 and explore what each number would look like for the class. • 1 stands for the worst class imaginable and 10 the best. • Ask what would make the perfect class? • Explore where the class would rate themselves today. • Later negotiate 1 or 2 possible goals with the class and teacher. • The teacher may wish to use scaling during the week and write the number on the board or on a chart.
WOWWScaling • You may use scaling at the beginning of the observation to reflect functioning for the past week. • Then scale at the end of the observation to reflect how they did while you were with them – 1st ask students and then ask the teacher. • Write these numbers down as they provide useful data for graphing! • You may also scale regarding a particular goal for the observation. • You may bring a graph to the class to show progress or regression.
Example of a graph to take to class and share before beginning observation
Example of scaling conversation at beginning of class… • “I am happy to be back with you this week! What number do you feel your class has been working at? (Call on several students.) • “What makes you feel that your class has been working at a 7?” • “Ms. C., What number would you say the class has been working at?” • “Ms. C., What would be a good goal to focus on today during this observation?” (i.e.. Raising hands, staying in seat, staying on task, etc.)
Example of scaling conversation at end of class… • After quickly sharing written observations ask… “Did I miss anything?” • “What number do you think the class was working at today and why?” • Process what the students share and then ask the teacher, “What do you think the class was working at today?” • I typically give the teacher the final say but they may want to negotiate with the students about a number.
WOWWNow what’s next? • Consult and share ideas with other Staff implementing the program to refine skills. • Consult with the teacher assess how class is doing with program. • After the class is working well with the system, determine with the teacher and class how long to work together and how to eventually reduce time. • Perhaps one quarter or semester with possible follow-up visits and consultation might be appropriate. • Sometimes I have worked with a class for a good portion of the school year.
Challenges • Requires a weekly commitment. • Teachers have to sacrifice a few minutes at the beginning and end of class during the sessions (usually the increase in on-task behavior will more than make up for this). • WOWW coach has to resist any temptation to focus on anything but positives. • Some teachers may feel that only the “problem students” need intervention. • Generalization issues with teacher.
Benefits for WOWW Coach • Consolidates time! • Allows SSW to impact many students at once! • Supports the school mission and builds collaboration! • Natural fit for SSW – A strength based approach! • Excellent PR for SSW! • May help students feel at ease with mental health professionals! • Excellent way for SSW to support RTI (Tier 1.5?)! • It’s a whole lot more fun than making slashes on an behavior observation sheet!!!
Benefits for Teachers! • Reduces sense of isolation, builds morale and may help prevent burnout! Is particularly helpful for new teachers! • It is easy to do and yet impactful! • Provides documentation of the teacher’s, SSW’s and classes’ efforts towards growth (can be shared with others as desired)! • Creates a more positive and productive learning environment! • Improved teacher/student relationships! • Can create a positive shift in teacher’s view of class. Basically increased attention is focused on what is workingpositively with the class! We know from research on gratitude that focusing on the positive can help us feel a greater sense of happiness! • Increased appreciation of Student Services/SSW!
Benefits for students! • Increases on-task engaged time and improves behavior and learning! • Students look forward to the sessions! • Students get to participate in setting classroom goals and evaluation of progress (increases engagement)! • Students with behavioral issues often appreciate the positive attention! • Tip - Hone in on those who are identified as “problem students” and take notice of every good thing they do! • Some students have been known to request counseling with the WOWW Coach! • Student often hate to see the sessions and process end!
Ms. D. Teacher Reflections “When I noticed whole group instruction getting out of hand, I wrote the scale on the board everyday and would have the class set a goal for our lesson. They seemed to do a lot better with a visual reminder. And if a child was making poor choices that affected the class, I would ask them how they’re contributing to our class and what they can do to make better choices!”
WOWW Student Post-Test Survey • Teacher: Year: _______ • What did you learn or like most about the WOWW Program? • What changes did you or your class make?
A few student responses: • “Most of the class started to stay on task and started to have more self-control. I think this happened because of the fact we got rated every week.” • “I think that the behavior is much better now than in the beginning of the year. We can also work better as a team and work together to get our goal…” • “I learned that knowing that you’ve done a good job behaving helps you behave. I liked the Woww program because it helped me behave…My class changed by becoming more behaved and less crazy about everything. We also changed by listening to the teacher.” • “I like how (he) came in and wrote down all good things.” • “We started getting our work done and not talking.”
Nikki Counce, Past SSW at Kimbell Elementary • Sharing of experience with WOWW Program • Student and teacher testimony
Role play observations • Introduce self to class • Share observations
HCPS SSW “Rubric” Connections Domain 1: Planning and Preparation • 1b. DemonstratingKnowledge of Students • 1c. Setting Service Delivery Objectives Domain 2: The Environment • 2b. Promoting a Culture for Productive Communication and Student Achievement Domain 3: Practice • 3a. Reducing Barriers to Student Achievement • 3c. Consulting with Stakeholders Domain 4: Professional Responsibilities • 4a. Reflecting on Practice • 4e. Growing and Developing Professionally
Thoughts from Dr. Shilts • Has become an international program! • May help prevent teacher burnout! • Excellent way to support a new teacher! • Kids start to take ownership of their classroom behavior! • Great to set a goal for the day! • Very impactful when teacher and class scale each day and post in a visible location!
WOWWCredits and Resources: • “The WOWW Program” Presentation and Handout – Lee Shilts, SSWAA National Conference, 2008 • Telephone Conference - Dr. Lee Shilts, 10-14-14 • http://www.sfbta.org/SFBT_book_store.html (2 manuals available) • “Solution Focused Brief Therapy in Schools : A 360 Degree View of Research ...”- Michael S Kelly, Johnny S Kim, Cynthia Franklin • http://naswil.org/news/chapter-news/featured/for-school-social-workers-working-on-what-works-in-the-classroom-woww/ • http://briefacademy.com/wedo_inst_WOWW.php
WOWW • Questions and Discussion. • Richard.Strickland@sdhc.k12.fl.us • Kathy.Counce@sdhc.k12.fl.us
