SWPBIS National Leadership Forum, 2015 B4 Enhancing the Classroom: Proactive Practices

Jessica Swain-Bradway, Midwest PBIS Network Jessica.swainbradway@midwestpbis.org Christie Lewis, Tiffany Frerks

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).

Rationale for Engaging Students 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?

Engagement •  Verbal, physical, or written demonstration of content, or

skill.

Engaging Students •  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.

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, 2006)

•  Adults, on average ? (Joyce and Showers, 2006)

•  For a child to unlearn an old behavior and replace with a new behavior, the new behavior must be repeated on average ? times (Harry Wong)

8  

25  

28  

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 differ by school level?

“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 add on additional time and 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  prac4ce  for  15  minutes)  1  addi4onal  OTR  for  1  student.    

1  OTR  for  all  (invisible  prac4ce    for  5  minutes)  

4  addi4onal  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 opportunity 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.

Maximize Self-Management

Build self management in order to provide a greater range of instructional activities

Planning for Self-Management •  To increase engagement treat self-management like a

content area •  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…

ELEMENTARY EXEMPLAR Christie Lewis, AFFILIATION

HIGH SCHOOL EXEMPLAR Tiffany Frerks, Appleton Area School District

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

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 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 •  Admin and coaches were trained and created a plan to

pilot •  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 •  Admin and coaches were trained and created a plan to

pilot •  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

North •  Last year was their first year of PBIS

•  Planning and systems for Tier 1 •  Admin and coaches were trained •  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

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/

Thank you! Jessica Swain-Bradway •  Jessica.swainbradway@midwestpbis.org

•  www.midwestpbis.org •  www.pbis.org •  http://www.wisconsinpbisnetwork.org/