Balancing Academics and Behavior: The Educator’s Chicken or Egg Conundrum

1. Balancing Academics and Behavior: The Educator’s Chicken or Egg Conundrum AK RTI Conference 2016 Presented by Tricia McKale Skyles

2. Students Today "If it weren't for students impeding our progress in our race to the end of the term, we could certainly be sure of covering the material. The question, however, is not whether we as teachers can get to the end of the text or the end of the term, but whether our students are with us on that journey." Pat Cross, Director Classroom Research Project University of California, Berkley

3. …what does come first? …academics or behavior? …the chicken or the egg?

4. Where are you? Academics Behavior

5. Safe & Civil Idiots Academics Behavior

6. Educated Thugs Behavior Academics

7. How do we find balance?

8. STOIC Framework for Behavior Structure the environment for success Teach expectations Observe student behavior Interact positively with students Correct misbehavior fluently

10. STOIC Framework for Academics Structure the lesson for success Teach students in a way that maximizes engagement Observe student responses to create a feedback loop Interact positively with students Correct incorrect answers fluently

11. S T O I C Academic Behavior Structure the environment for success Teach expectations Observe student behavior Interact positively with students Correct misbehavior fluently Structure the lesson for success Teach students in a way that maximizes engagement Observe student responses to create a feedback loop Interact positively with students Correct incorrect answers fluently

12. Sam can’t read.

13. S T O I C Academic Behavior Structure the environment for success Teach expectations Observe student behavior Interact positively with students Correct misbehavior fluently Structure the lesson for success Teach students in a way that maximizes engagement Observe student responses to create a feedback loop Interact positively with students Correct incorrect answers fluently

14. S Academic Behavior What are some tangible learning tools that provide Sam visual cues for behavioral expectations? What are some tangible learning tools that provide Sam opportunities for review (i.e. graphic organizers)?

15. T Academic Behavior How do I ensure Sam has been taught explicitly how to behave while practicing new learning? How can I provide Sam with a variety of ways to practice new learning?

16. O Academic Behavior How do I measure Sam’s appropriate behavior each day? How can I use formative assessment to measure what Sam has learned each day?

17. I Academic Behavior How do I provide age-appropriate descriptive feedback on what Sam has accomplished each day behaviorally? How do I provide age-appropriate descriptive feedback on what Sam has accomplished each day academically?

18. C Academic Behavior How can I provide Sam the opportunity to display the appropriate behavior if a misbehavior has occurred? How can I provide Sam the opportunity to give the correct answer if an error in learning has occurred?

19. S T O I C Academic Behavior Structure the environment for success Teach expectations Observe student behavior Interact positively with students Correct misbehavior fluently Structure the lesson for success Teach students in a way that maximizes engagement Observe student responses to create a feedback loop Interact positively with students Correct incorrect answers fluently

20. Where are you? Academics Behavior

21. S T O I C Academic Behavior Structure the environment for success Teach expectations Observe student behavior Interact positively with students Correct misbehavior fluently Structure the lesson for success Teach students in a way that maximizes engagement Observe student responses to create a feedback loop Interact positively with students Correct incorrect answers fluently