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.

Focus on Encouraging Appropriate Behavior

First Year Results from a PSF Focus

Supporting Staff through Training…

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)

A Reduction in Referrals

HIGH SCHOOL EXEMPLAR Tiffany Frerks, Appleton Area School District

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

Appleton Data

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 •  Jessica.swainbradway@midwestpbis.org Christie Lewis •  lewischri@missouri.edu Tiffany Frerks •  FRERKSTIFFANY@aasd.k12.wi.us •  www.midwestpbis.org •  www.pbis.org •  http://www.wisconsinpbisnetwork.org/