PBIS in the Classroom: Differentiated Instruction for High School:

1. PBIS in the Classroom: Differentiated Instruction for High School: Jessica Swain-Bradway, Ph.D., IL PBIS Network Cody Rosenberg, Fred Gorelick, & Doug Kelly Arts School, North Eugene High School

2. PBIS in the Classroom: Differentiated Instruction in High School Seating Arrangement If you are a… Please sit… • Special Educator • Administrator • General Educator • PBIS Coach • Other

3. Agenda • Some basics, or let’s get on the same page • The Big Idea • Why and What?! • Foundations • Pilot • English • Math • From the teachers and students

4. Unicorn Dog

5. Differentiated Instruction: Some Basics • Scaffolding • Model, Lead, Test • Opportunities to respond that match level skill level • Error analysis

6. Universal Design, Response to Intervention • Presentation • Engagement • Expression • Providing a level of support commensurate with student responses • Not responding? Increase supports.

7. The Big Idea • Increasingly diverse student population • Language, SES, • Academic ability (range) • Social behaviors • Stressors at home / community • To meet the range of needs, teachers need to: • Employ a range of instructional strategies • Teach classroom routines to support higher level thinking skills • Encourage student behaviors • Pointed toward self-management

8. Think, Pair, Share • Turn to the person next to you and talk about how the range of needs in your classes / schools impacts: • Teaching? Staffing? Planning? • Share with another pair. • Share the top two issues of concern with the whole group.

9. Impacts…your responses • Types of hires: intervention specialists • Co-teaching / common planning time • Planning differentiated activities • Staff buy-in issues influence students

11. Foundations for Success

12. Instructional Practices • Model, lead, test EVERY social and academic behavior • If you want to see it, teach it • Research in adolescent brain development suggests that we need to provide extra support in executive functioning skills • Book use, test taking, asking questions, checking grades and missing work, self-advocacy, interacting with peers, etc.

13. Instructional Practices • Increase Opportunities to Interact with Content: • Teacher as facilitator: talk in 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

14. Instructional Practices • Increase Opportunities for Corrective Feedback • Small groups, pairs • “Expert” peers • Answer keys for self/ small group check • Teacher rotates among groups • Share outs (in small groups) • Answer cards (Example) • Answers on board

15. Classroom routines • Apply instructional approaches to classroom routines: • Teacher and student identified • Entering and leaving classroom • Test taking • Asking questions • Checking progress (grades, missing work, projects, etc.) • Constructive feedback to peers • Synthesis of material • Participating in groups • Practice and encourage

16. Think Aloud • In a small group, share the most difficult classroom routines to manage • Write down the top 3 • Move to another group • Share the top three most difficult routine • As a group select 1 • Generate a strategy to manage this routine effectively • Be prepared to share with the entire group

17. Encouragement • Teacher encouragement of student efforts • Academic / Social • Asking questions • Constructive feedback • Active listening • Using index

18. Encouragement • Specific verbal praise • Grades • Stars on board • Post-it notes • GROUP REWARDS • Sit where you want on Friday • Pick the order of activities • Quiet music during work time • Make the teacher do something silly…

19. How do you feel? • Switch groups/ new pair • What thoughts do you have when you hear “teach and reward everything you want to see in your classroom”? • Think about it (give it a hug) • Emotions give or prevent “traction” …

20. Academic Self-Management • Instructional practices, classroom routines, and encouragement are all set up to explicitly support academic self-management on the part of the students. • What tools and skills do students need to operate independently in your classroom?

21. Academic Self-Management • Identify the skills (and pre-skills) and set up the classroom to explicitly teach, and acknowledge these skills as if you expect the students to not have them at all. • Point all instructional practices, classroom routines, and encouragement toward self-management

22. Include Students in the Process • Maximize student input • Routines • Acknowledgements • Agenda (order, content, types of activities) • Increase motivation • Model and lead executive thinking skills

23. Whole Group • How do you currently include students in the classroom processes? • What are possible limitations / concerns about including students?

24. Pilot • Math and English Classrooms • 1 hour per week • Worked on foundations

25. Direct Observation Data

27. Cody: Algebra and Geometry • Met for one hour per week • March- June • Coached on teaching to mastery: • Efficient teaching • Small groups with like skills • Catch students before making errors repeatedly • Explicit teaching of classroom routines that provide access to academic success: • Working in groups • Peer tutoring • Using text book • Asking questions • Preparing to take a concept test • Self-monitoring • Class arrangement: • Small groups with like skills • Flexible groups • Independent work at end of semester to allow students to work on own goals

28. Fred: Literature • Met 5-6 times for 90 minutes each • March – June • Coached on: • Social routines to increase academic access • Expectations and reinforcers for work completion • Explicit teaching of academic pre-skills • How to complete focus questions • How to lead and contribute to class discussion • Facilitating learning versus dictating learning • Students gradually took over the discussions • Increase higher-level critical thinking skills • Class arrangement: • 1 group (12 students) • “Book club” • All students sitting at 1 large table facing each other and Fred • Conversational – hand raising not necessary

29. Outcomes • English Lit classroom: • The first week of the “new” model, first time all year that ALL students completed homework reading (persisted over the semester) • Increased student participation • Higher quality academic output • Increased student satisfaction • Less teacher stress and more increased work satisfaction

30. Outcomes • Math classroom: • Better attendance • More participation • Faster rate of completion of concept tests • Less teacher stress and increased job satisfaction • Reduction in office referrals • Increased student initiative in work completion and asking for assistance

31. From the teachers… • I have learned that establishing tight systems of classroom management, along with individual and whole-class goals, relies on increasing motivation. • I have learned that I have WAY fewer discipline issues when I do considerably less talking to the entire class. • It ended up being about self-management; a life skill that these kids need to learn immediately. Kids who could help felt more empowered. Kids who needed help felt the power of asking questions without feeling embarrassed by asking in front of the whole class.

32. From the teachers… • Most of the students hated coming to the class and I disliked teaching it.  The majority of the fifteen students were not doing their work – • … the class took ownership of their book club… by asking them how we should handle motivation.  • Rewards and consequences were discussed and agreed upon by the students and enforced with the first reading assignment of the year's last quarter.   • The following Monday, every student had completed the assigned reading and authenticated their work with a lively and informed discussion using my "book club discussion guide" of questions.  • As the weeks moved on, the students were given more and more responsibility for leading our discussions and for asking for what they needed • Twice during the quarter, I asked the class to write how they felt about this "new" way of working.  The responses were overwhelmingly  positive.

33. From the students… • Being in a small group helps me concentrate • The help is focused on me • I get embarrassed / frustrated in a big group • Small groups work better because people don’t need to worry about asking “stupid” questions • It feels good to accomplish something on my own • I can learn at a comfortable pace • I enjoy independent work more because I like working at my own pace with no pressure. • I get more work done in small groups • It’s funner and more interactive!

34. From the students • I feel like I did better than most, boosting my self-esteem! • I felt respected! • The rewards were nice but not necessary- this was fun! • I get more help and the checklists help you set goals and when goals are set it makes you want to reach them. • I can pay attention better • It’s easier to take notes and get work done without dealing with distractions • I feel like I get more work done this way • I get more help • With small groups I push myself harder to do the work and gain more understanding.

35. Resources • Anita Archer (reading) • Universal Design • National center of Accessible Instructional materials: http://aim.cast.org/ • Differentiated Instruction and Response to Intervention: http://www.differentiatedinstruction.net/