Engaged students LEARN!

1. Engaged students LEARN! Daphne Cofer, Ed.S. and Jodie Williams, Ed.S. Special Education Instructional Coaches Newton County Schools

2. Who are we? We ARE We ARE NOT Behavior Specialists Certified Behavior Analysts Behavior Support Personnel • Experienced in classroom situations • Instructional specialists • Coaches in the classroom • Constantly learning because we know we don’t have all the answers • Always looking for new innovative ways to engage students • Members of the leadership team

3. What’s going on? • System was performing low on CRCT • We were not reaching the state’s AMOs • Some schools were not making AYP • Group with the most significant deficits was SWD

4. About our county • Total Enrollment: 19,168 • 24 Schools • 13 Elementary Schools (grades Pre-K through 5) • 5 Middle Schools (grades 6-8) • 3 High Schools (grades 9-12) • 1 Theme School (grades K-8) • 1 Charter Schools • 1 Alternative School

5. Economically Disadvantaged: 65% • Students with Disabilities: 12.7% • Enrolled in Gifted: 9.2% • English Language Learners: 2.4% (37 different languages spoken) • Ethnicity: • Black 52% • White 38% • Hispanic 5.5% • Multi-Racial 3.5% • Asian 0.9% • American Indian .04% • Pacific Islander .06%

6. Drilling down further… • High suspension rates • Poor Attendance • Numerous office referrals • ISS • Constant disruptions • Chronic misbehaviors and disrespect

7. Problem • Carl, a student in Mrs. Williams’ class, is sitting in his desk and looking at the board. Mrs. Williams begins her lecture on igneous and metamorphic rocks. She begins by asking the class what igneous rocks look like and what metamorphic rocks look like. She notices Carl getting fidgety when she begins comparing and contrasting the rocks and how the rocks are formed. When Mrs. Williams continues her questioning, Carl, begins to make noises, tap his pencil on his desk, and tries to talk to his neighbor in a loud voice. Mrs. Williams, then asks Carl, to please be still, quiet, and pay attention. Carl, then shouts, “Make me, Fat Albert”. Mrs. Williams then says, “Carl, if I hear another outburst from you, you are going to the principal’s office” Carl then shouts in his loudest voice, “Good, I don’t want to be in your stupid class anyway.” Carl was then removed from the classroom and placed in ISS for the remainder of the day.

8. What stands out to you in this scenario?Identify the antecedent, behavior, and consequence

9. Triggering Antecedent Avoid task, remove from class Science lesson is difficult. Afraid he will be asked a question he doesn’t know. Problem Behavior Maintaining Consequences Making noises, disrespectful to classmates and teachers, noncompliant function

10. Same Problem, but have given him a replacement behavior • Carl, a student in Mrs. Williams’ class, is sitting in his desk and looking at the board. Mrs. Williams begins her lecture on igneous and metamorphic rocks. She notices Carl getting fidgety when she begins comparing and contrasting how rocks are formed. When Mrs. Williams asks a question, Carl, begins to make noises, tap his pencil on his desk, and tries to talk to his neighbor in a loud voice. Mrs. Williams, then cues Carl, to use his break card. Carl uses his break card to go to his chill zone within the classroom, where he goes and puts on his headphones to listen to music and calm himself. Mrs. Williams is able to continue her lesson with the other students on igneous and metamorphic rocks.

11. Triggering Antecedent Avoid task, remove from class Science lesson is difficult. Afraid he will be asked a question he doesn’t know. Problem Behavior Maintaining Consequences Making noises, disrespectful to classmates and teachers, noncompliant function Ask for break Acceptable Alternative

12. Sometimes we have to modify the antecedent • Carl, a student in Mrs. Williams’ class, is sitting in his desk and looking at the board. Mrs. Williams begins her lecture on igneous and metamorphic rocks. She notices Carl getting fidgety when she begins comparing and contrasting how rocks are formed. When Mrs. Williams asks a question, Carl, begins to make noises, tap his pencil on his desk, and tries to talk to his neighbor in a loud voice. Mrs. Williams, then cues Carl, to use his break card. Carl uses his break card to go to his chill zone within the classroom, where he goes and puts on his headphones to listen to music and calm himself. Mrs. Williams is able to continue her lesson with the other students on igneous and metamorphic rocks.

13. Modify the antecedent • Carl, a student in Mrs. Williams’ class, is sitting in his desk and looking at the board. While the class is finishing up their math assignment, Mrs. Williams calls Carl to her desk where she shows him an igneous and metamorphic rock and points out one observable similarity and difference. Carl returns to his seat and Mrs. Williams goes to the front of the classroom where she begins her discussion on igneous and metamorphic rocks by showing examples of each rock. She then has the class create a simple chart of similarities and differences based on their observations of each rock. The teacher notices Carl getting fidgety because he is having difficulty organizing his thoughts, so Mrs. Williams gives the class a graphic organizer to assist with organizing the similarities and differences, in a logical way. After each student has completed their chart, they are asked to share one similarity and one difference with a partner, and Carl is asked to share his answer first. Mrs. Williams is able to continue her lesson on igneous and metamorphic rocks.

14. Do work without complaining Desired Alternative Grades, Points, questions, more work. Typical Consequence Triggering Antecedent Avoid task, remove from class Science lesson is difficult. Afraid he will be asked a question he doesn’t know. Problem Behavior Maintaining Consequences Making noises, disrespectful to classmates and teachers, noncompliant function Ask for break Acceptable Alternative

15. Sobering Statistics “Only 5 years of above average teaching could eliminate the achievement gap in some states.” (Schmoker, 2006, p.21)

16. Research tells us… • Instruction is the single greatest determination of learning and has the largest influence on achievement • That improved classroom instruction is the prime factor to produce student achievement gains (Schmoker, 2006)

17. How do we improve classroom instruction? • Know • Differentiate • Implement • Adapt • Promote

18. Know the Learner

19. Multiple Intelligences It’s not how smart you are, It’s how you are smart -Howard Gardner

20. Multiple Intelligences

21. Learning Styles

22. Learning Styles

23. DifferentiateFor every learner… What should stay the same? What should change? Content Process Product Learning Environment • Learning Goals • Respectful Tasks • Formative Assessments • High expectations Educators should differentiate according to a students’ readiness, interest, learning profile, and affect. Tomlinson & Moran, 2012

24. Differentiation Product Learning Environment Making sure there are quiet places to work without distraction Providing materials that reflect a variety of cultures and home settings Setting out clear guidelines for independent work Developing routines that allow students to get help when teachers are busy Allow opportunities for movement if needed • Giving students options of how to express required learning • Using rubrics that match and extend students’ varied skills levels • Allowing students to work alone or in small groups • Encouraging students to create their own product assignments

25. Differentiation Content Process Using tiered activities Providing interest centers that encourage students to explore subsets of the class topic Developing personal agendas Offering manipulative or other hands-on supports Varying the length of time a student may take to complete a task • Using materials at varying readability levels • Putting text materials on tape • Using spelling or vocabulary lists at readiness levels • Meeting with small groups to re-teach an idea or skill or to extend the thinking of some learners

26. Implement Marzano, Pickering, & Pollock (2001), p.7)

27. Nonlinguistic representations Similarities and Differences Ancient inspect

28. CUBING 2010 Remember it. (Describe its colors, shapes, and sizes. What does it look like?) Understand it. (What does it make you think of?) Apply it. (What can you do with it? How is it used?) Analyze it. (How is it made or what is it composed of?) Evaluate it. (Take a stand and list reasons for supporting it.) Create it. (Generate a new version of it. How is it an improvement from the original?) Mulligan, D. (2011)

29. Effective Instruction for SWD’s Office of Educational Research and Improvement (OERI), US DOE, 2010

30. Adapt • Picture Symbols • Objects • Color Coding • Manipulatives • Tactile Cues • Thematic Units • Assistive Technology

31. Examples

34. Curriculum Lab • Resource for special education teachers • color laser printer • Laminator • Lending library • Instructional materials/interventions • Materials used for adaptations and work station tasks • Binding machine • Assistive technology equipment • Average 10-15 teachers per week

35. Curriculum Lab

36. Promote • Positive learning environment where students • feel safe • build self-confidence • are respected • are Not threatening • learn appropriate social interactions • are expected to perform • are engaged in active learning experiences • are treated fairly

37. Fair isn’t everybody getting the same thing…fair is everybody getting what they need in order to be successful. Author unknown

38. Summary Engagement = Inappropriate Behaviors

39. References • Marzano, R.J., Pickering, D.J., & Pollock, J.E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: ASCD • Mulligan, D. (2011). Thinking goes to school. Strategies to Foster Higher Achievement in the Primary Grades. PowerPoint Presentation. • Schmoker, M. (2006). Results now: How we can achieve unprecedented improvements in teaching and learning. Alexandria, VA: ASCD