b4 enhancing the classroom: proactive practices
TRANSCRIPT
SWPBIS National Leadership Forum, 2015 B4 Enhancing the Classroom: Proactive Practices 11:30am-12:45pm CT
Jessica Swain-Bradway, Midwest PBIS Network (IL); Christie Lewis, Heart of Missouri Regional Professional Development Center; TIffany Frerks, Appleton Area School District (WI)
Maximizing Your Session Participation
When Working In Your Team
Consider 4 ques6ons:
– Where are we in our implementa6on? – What do I hope to learn? – What did I learn? – What will I do with what I learned?
Where are you in the implementation process? Adapted from Fixsen & Blase, 2005
• We think we know what we need so we are planning to move forward (evidence-‐based)
Exploration & Adoption
• Let’s make sure we’re ready to implement (capacity infrastructure)
Installation
• Let’s give it a try & evaluate (demonstra6on)
Initial Implementation
• That worked, let’s do it for real and implement all 6ers across all schools (investment)
• Let’s make it our way of doing business & sustain implementa6on (ins6tu6onalized use)
Full Implementation
Leadership Team Action Planning Worksheets: Steps
Self-‐Assessment: Accomplishments & Priori1es
Leadership Team Ac6on Planning Worksheet
Session Assignments & Notes: High Priori1es
Team Member Note-‐Taking Worksheet
Ac6on Planning: Enhancements & Improvements
Leadership Team Ac6on Planning Worksheet
Agenda 1. Overview of Practices (15 min.) 2. Elementary Exemplar (20 min.) 3. High School Exemplar: Appleton Area School District
(20 min.) 4. Wrap up (10 min.)
Objectives • Describe the rationale for actively planning and using
strategies to engage students • Describe 2-3 strategies for engagement • Describe 2-3 strategies for classroom management • Describe application of engagement strategies relevant
to your school level (Elementary, Middle, High).
Who is with us this morning? Please raise your hand if you are a: - Special Education Teacher - General Education Teacher - Building Administrator - District Administrator - Building PBIS / RTI Coach - District PBIS / RTI Coach - Other?
- Have not had enough coffee yet…
Rationale for Engaging Students
Take 2 minutes, write your responses to #1-3 below. THEN, turn to your neighbor and share your responses in turn. THEN be prepared to share the “best” responses out loud. 1. What is engagement?
2. Why is it so important to engage students in content?
3. How much engagement do we need to master a
skill?
Rationale for Engaging Students
1. Engagement is…
2. It is important to engage students in content because…
3. To master a skill we need ….
Engaging Students • Verbal, physical, or written demonstration of content, or
skill. • Cognitive process • That we MAKE Visible: Learning means a behavior has
changed.
• Students can only learn if they are interacting with content
• We can only know if they are learning if we can see their academic behavior • Make it visible!
Our assumptions… 1. Repeated engagement is key to learning
new skills.
2. Procedures and routines create structure for social behaviors and engagement.
3. School appropriate social behaviors are prerequisites for academic engagement.
Simonsen et al, 2008
Why Develop a System for Proactive Practices?
• For a child to learn something new, it needs to be repeated on average ? times (Joyce and Showers, 2002)
• Adults, on average ? (Joyce and Showers, 2002)
8
25
Behavioral Trajectory • The more we practice, the better we become! • Neurological pathways become very well established For children who have experienced trauma:
• …alleged maltreatment is not simply associated with negative behavioral outcomes at particular points in time, but with a persistent pattern of behavioral dysfunction.
-Thompson, & Tabone (2010).
Behavioral Trajectory We can “reroute” behaviors…
1. Repeated engagement is key to learning new skills.
2. Procedures and routines create structure for social behaviors and engagement.
3. School appropriate social behaviors are prerequisites for academic engagement.
Elementary v Middle v High Please turn to the person next to you and take 2 minutes to discuss the following question. Be prepared to share.
1. How does engagement typically differ by school level?
2. How is this detrimental for our learners?
“Going Kindergarten” In Elementary Schools: • Down time is death • Engagement is key to academic and social success
• And teacher sanity • We teach, • We reteach, • We RE teach again, • We RETEACH yet another time…
• We facilitate practice until kids can do it.
Supportive Secondary Climates • High Expectations • Coupled with High Supports
• Adult positive interactions (Croninger & Lee, 2001) • Home school connection (Dynarski, 2001) • Predictable, structured day /activities (Lee & Burkham,
2003) • Social and Academic supports (Kemple, Herlihy, & Smith,
2005). • Fewer “basic” level classes • More advanced classes, with adequate support (Jerald,
2006) • ACCESSING the curriculum
Proactive Classroom Practices 1. Opportunities to Respond 2. Immediate Corrective Feedback 3. Error Analysis 4. Self-Management 5. Encouragement / Acknowledgement
Opportunities to Respond • Skill Acquisition • Requires high rates of opportunities to respond (OTR)
correctly
• Minimum rate of OTRs for learning how to read: • 12 OTRs per minute.
• LECTURES do not provide high rates of OTRs • But they do produce high rates of napping.
• An OTR makes learning VISIBLE immediately.
OTRs
INVISIBLE
• Reading silently • Writing independently • Listening to another
student
VISIBLE
• Reading out loud • Writing independently
with teacher checking • Speaking out loud in
turn
Visibility • Learning means a behavior has changed.
• If we can’t see it, we don’t know if it has changed. • Danger! Danger! • Spiral Curriculum
• If we can see it, we can correct it.
• When students have mastered a skill then they can practice independently, for longer periods of time, without as frequent checking for understanding.
INCREASING OTRs REDUCE teacher talk • Teacher as facilitator • Talk in brief increments
• ES: 1-2 minutes • MS-HS: 5-7 minute increments
All “teaching” is followed by practice opportunities
• Small group, paired, independent, whole group • Student lead instruction with peers • Think, Pair, Share with peers
Break instruction into small “chunks” by skill, concept, not an entire unit
Example
What I Saw • 15 minute entry task • Independent writing • Students working quietly
and waiting for the teacher to move them onto the next task.
• Teacher asks for volunteers to read their writing out loud.
• 1 student shared her well written paragraph.
• Teacher moved onto the next activity.
• Brilliant! OR IS IT??
What I WANT to see • 5 minute entry task • Independent writing • When students finish they
check their writing against a rubric
• When done checking their own work they explain to their peer how they achieved that score on the rubric
• Students confer on the best score of the group
• Each table group shares their “best” example.
1 OTR for all (invisible prac6ce for 15 minutes) 1 addi6onal OTR for 1 student.
1 OTR for all (invisible prac6ce for 5 minutes)
4 addi6onal OTRs for all students. 1 more OTR for
those sharing their work.
Quick Check Elementary Schools • In your classroom(s) how many OTRs do you THINK
students get in 15 minutes? • What is the typical type of OTR?
• EX: Raise hand an answer question, write something down, etc.
Middle and High Schools • In your classroom(s) how many OTRs do you THINK
students get in 45 minutes? • What is the typical type of OTR?
• EX: Raise hand an answer question, write something down, etc.
Immediate Corrective Feedback • Skill acquisition • Requires high rates of OTRs AND • Immediate corrective feedback
• Maximize success • Avoid practicing incorrectly
• Every OTR should be followed by the opportunity to get corrective feedback if necessary
• If we can SEE it, we can Correct it.
Immediate Corrective Feedback We need to create the opportunities for immediate corrective feedback: • Small groups, pairs • “Expert” peers • Answer keys/ rubrics for self check, peer check • Teacher rotates among groups • Share outs (in small groups) • Answer cards • Answers on board
Error Analysis • Identifying patterns of errors
• Whole group • Small groups • Individuals
• Guide Instruction • How much practice we provide • How much structure we provide for that practice • Determining when students are ready for independent work
(the less visible OTRs)
• Homework Rule: Don’t send it home unless you are confident the students can complete with 95% accuracy on their own.
Planning for Self-Management • Purposefully build self-management to increase OTRs
and Corrective feedback: • Our students need to know how to behave in every
learning activity/ opportunity • Small group work • Independent work • Paired work • Book use • Test taking • Asking questions • Checking grades and missing work • Self-advocacy • Interacting with peers, etc.
If you want to see it, teach it
Encouragement • Linked explicitly to SW expectations and
acknowledgements • If we are teaching it, we are acknowledging it • Academic and Social Behaviors
• Small group work • Asking questions • Constructive feedback • Active listening • Using index
Encouragement • Specific verbal praise • Grades • Stars on board • Post-it notes • High fives • GROUP REWARDS
• Sit where you want on Friday • Pick the order of activities • Quiet music during work time • Make the teacher do something silly…
Positive Specific Feedback and Effective Classroom Practice South Park Elementary: Exploring the Classroom Experience and Social Emotional Learning Christie Lewis, School Improvement Consultant Former School Counselor, South Park Elementary
DESSA Project 2012-2013 • Devereux Student Strengths Assessment-Mini
• Assesses social-emotional competencies P Technically sound P User-friendly P Screens and progress-monitors P Strengths-based
• Part of broader Devereux Suite of Assessments • Collaboration with University of Missouri & Devereux Center
for Resilient Children
• Social Emotional Composite • Eight Scales
• Self Awareness • Self-Management • Social-Awareness • Relationship Skills • Goal-Directed Behavior • Personal Responsibility • Decision Making • Optimistic Thinking
© 2010 Devereux Center for Resilient Children
Social Emo-onal Competency
Self-‐Awareness
Social-‐Awareness
Self-‐Management
Goal-‐Directed Behavior
Rela-onship Skills
Personal Responsibility
Decision Making
Op-mis-c Thinking
Effective Classroom Practices 1. Classroom Expectations 2. Classroom Procedures & Routines 3. Encouraging Expected Behavior 4. Discouraging Inappropriate Behavior 5. Active Supervision 6. Opportunities to Respond 7. Activity Sequencing & Choice 8. Task Difficulty
Academic Learning Time Instructional Time–diminished by unclear procedures, disruptive student behavior, disciplinary responses, lengthy transitions, etc.
• Classroom Expectations • Classroom Procedures &
Routines • Encouraging Expected
Behavior • Discouraging Inappropriate
Behavior
Positive Feedback • Essential to change and sustain behavior.
• Recognizes successes or efforts at tasks that are difficult for the child.
• While general praise contributes to a pleasant classroom, it is insufficient to build and sustain desired behavior.
• Students need clear specific feedback on classroom expectations and behaviors.
Positive Feedback: Considerations Use Positive Feedback:
• Contingently–only when students demonstrate the desired behavior.
• Immediately–best when it closely follows the behavior; allow for clear connection between the behavior and the feedback.
• Frequently when trying to build a new behavior.
• Intermittently once the skill or behavior has been learned to maintain the behavior.
5:1 Ratio • Establishes a predictable, positive
environment • Appropriate behavior receives more
attention than inappropriate.
Monitoring Fidelity of PSF Use…
Environmental Classroom Observations for South Park Elementary 3 Observations: • Oct. 15, 2012 (Pre) • Feb. 8, 2013 (Mid) • May 7, 2013 (Post)
How we maintained it for 2013-2014
South Park continued the use of the SCOA application for all observations. v Pre-determined schedule of observations tied to our
screenings v Began Mini-modules during teacher in-service days v Scheduled booster session for PSF during September
Observations and Screenings
We used our screening schedule to drive the times for observations v Gave time for implementation in the classrooms v PSF Booster Session: 9/05/13 v DESSA-mini screening: 9/9/13 v 1st Environmental Observation on 9/18/13
SP Year End Office Discipline Statistics 2012-2013
School Year Enrollment 0 Ref 1 Ref 2-‐5 Ref 6-‐8 Ref 9+ Ref
200708 275 194 45 31 5
200809 242 180 35 23 3 1
200910 275 213 32 25 3 2
201011 297 198 50 43 3 3
201112 287 188 55 35 4 5
201213 276 215 33 24 1 3
Triangle Data Report Office Discipline Referrals (no minors)
SP Year End Office Discipline Statistics 2012-2013
School Year Enrollment % 0 or 1 % 2-‐5 Ref % 6+ Ref
200708 275 87 11 2
200809 242 89 10 2
200910 275 89 9 2
201011 297 84 14 2
201112 287 85 12 3
201213 276 90 9 1
Triangle Data Report Office Discipline Referrals (no minors)
Appleton Area School District Race/Ethnicity of AASD Students, 2013-14 Data • American Indian or Alaska Native 0.8% • Asian or Pacific Islander 11.2% • Black not Hispanic 4.9% • Hispanic 8.4% • White not Hispanic 74.8%
• Students with Disabilities 14.0% • Limited English Proficient 8.0% • Economically Disadvantaged 37.3%
Appleton Area School District • 3 high schools • Strong PBIS in district • Excellent PBIS leadership at district • Aligning initiatives at the district level
• Continuous School Improvement Planning District Team (CSIP)
Appleton High Schools All schools working on building the foundations of classroom practices: • Strengthening Tier 1 • Strengthening classroom routines • Teaching and reinforcing Self-management
Systematic approach • District support and alignment: Continuous School
Improvement Planning (CSIP) • High School Admin and Instructional coaches were
trained and created a plan to pilot • Agreements: 2-4 strategies all participating teachers agree
to use to support students • EXPLICITLY teach and reinforce self-management • Promote increased opportunities for responding and getting
corrective feedback
Agreements are visible, can be observed, linked to broader school goals.
East • Coaching model matched 2 instructional coaches with 5
teachers in the building • Coaches are working with teachers to install agreements:
• Activator • Entry task
• Learning Targets • Specific goals for that period
• Purposeful grouping • Flexible • Allows students to act a “mini” teachers • Facilitates student ownership of learning
West • Coaching model matched 4 instructional coaches, each
with at least 2 “mentees” • Agreements:
• Summarizer • Exit task
• Agenda on board than includes all materials necessary for the activities
• Focus on minimizing transition time and maximizing engagement time
• Increased use of SW Reinforcements • Last year spent a great deal of time and energy in
building relationships as a foundation for success • Discipline is more restorative, person centered
North • Last year was their first year of PBIS
• Planning and systems for Tier 1 • Focus on Freshman
• Building Tier 1 supports for Freshman • Reducing problem behaviors for freshman to increase
engagement time • Embedding routines,
• Rolling out to 10th grade next year • Focus on Brain Development, Drug Reduction • After PBIS is in place across grades they will then shift to
enhancing classroom instructional practices.
Appleton Data • Office Referrals • Attendance
• Instructional Time gained • Rate of work completion • Quality of work completion
• Academic gains • Perception data
• Pilot classrooms v comparison classrooms • By grade level comparison • Effects over time
Summarizer In your own words, summarize one of the objectives below, 1. The rationale for actively planning and using strategies
to engage students 2. A strategy for engagement 3. A strategy for classroom management 4. The application of engagement strategies relevant to
your school level (Elementary, Middle, High).
Please be sure to provide feedback on the session via online survey or paper/ pencil option!
Resources • National Center of Accessible Instructional materials:
http://aim.cast.org/ • Differentiated Instruction and Response to Intervention:
http://www.differentiatedinstruction.net/ • Anita Archer
• http://explicitinstruction.org/ • Universal Design
• http://www.udlcenter.org/ • Bookshare: An Accessible Online Library for people with print
disabilities • https://www.bookshare.org/cms
• Center for Parent Information and Resources: • http://www.parentcenterhub.org/topics/instruction/
• The IRIS Center, Vanderbilt Peabody College, Evidence-Based Practice Summaries: • http://iris.peabody.vanderbilt.edu/ebp_summaries/
References • Joyce and Showers (2002) ‘Student Achievement
through Staff Development’ 3rd ed. ASCD www.ascd.org
• Simonsen, B., Fairbanks, S., Briesch, A., Myers, D. & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for Research to practice. Education and Treatment of Children, 31(3), pp. 351-380.
• Thompson, & Tabone (2010). The impact of early alleged maltreatment on behavioral trajectories. Child Abuse and Neglect, 34, 907-16. doi: 10.1016/j.chiabu.2010.06.006. • http://www.ncbi.nlm.nih.gov/pubmed/21111247
Thank you! Jessica Swain-Bradway • [email protected] Christie Lewis • [email protected] Tiffany Frerks • [email protected] • www.midwestpbis.org • www.pbis.org • http://www.wisconsinpbisnetwork.org/