PBIS in the Classroom: Differentiated Instruction for High School:

Jessica Swain-Bradway, Ph.D., IL PBIS Network

PBIS in the Classroom: Seating

Your role??• Special Educator• Administrator• General Educator• PBIS Coach • Other

Please sit…

Agenda

The Big Idea Why and What?!

Supportive School ClimatesFoundations of Differentiation Pilot

English Math

Feedback from the teachers and students Questions and Answers

Objectives

Explain the relationship between academic and social success.

Describe the rationale for differentiating instruction within the high school content area classroom.

Describe 2-3 strategies for increasing differentiated content delivery.

Describe the importance of regular coaching in maximizing meaningful instruction.

Fred and Carrie

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

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.

Impacts…your responses

Supportive Climates: School Retention Literature

Schools that are the most successful with supporting graduation…

Supportive Climates

High ExpectationsCoupled 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 classesMore advanced classes, with adequate support

(Jerald, 2006)

Supportive Climates

Have classes that reflect the level of achievement we want to see

NOT Where student “begin”

Universal Design Differentiation of Instruction Routines, activities, environment, encouragement

= academic self management and achievement

Supportive Climates

Universal Design Approach Differentiation of routines, activities,

environment, encouragement

Show of Hands

How many of you feel as though your schools is currently providing differentiated supports in the classroom?

How many of you feel as though you are maximizing academic self-management?

Differentiation: Foundations of Special Education

Differentiated Instruction

Aware of and responsive to student learning needs: Includes environmental, climate, social needs to access

content INCLUDES: Scaffolding

Consider WHERE a student is in stages of learning Model, Lead, Test

Provide as much or as little support as necessary to move to next stage

Opportunities to respond that match level skill level Error analysis to guide instruction

Differentiated Instruction

Error analysis to guide instruction Equitable distribution of opportunities:

Receive instruction Engage in learning activities Receive reinforcement for engagement

Differentiating Content by Promoting Self-Management

We want to increase meaningful opportunities to respond and receive feedback in CONTENT

We are going to maximize self-management skills to: Increase those opportunities to respond Increase immediate corrective feedback Increase opportunities to receive

encouragement (acknowledgements)

Encouragement

Classroom Routines

Instructional Practices

Academic Self-Management

FOUNDATIONS

Foundations for Success

Instructional Planning

Arrange our environment & routines to maximize time engaged.

To do that we need to treat self-management like a content area!

Model, lead, test EVERY social and academic behavior If you want to see it, teach it

Book use, test taking, asking questions, checking grades and missing work, self-advocacy, interacting with peers, etc.

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

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

Classroom routines

Aren’t these for elementary school?On your own list some routines that happen

regularly in your classrooms: Admin group, take a guess. Write 3-5 routines. Content specific is good.

PEOPLE on the right side of the room ONLY: Pick an unsuspecting human on the left side of the room.

ALL: Exchange ideas verballyALL: Write down 2 that you don’t have. ALL: Be prepared to share.

Classroom routines

Your responses (someone who is good at writing on board / Has or Needs social capital)

Classroom routines

TEACH 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

Think Aloud

In a small group, share the most difficult classroom routines to manage

Write down the top 3Move to another group

Share the top three most difficult routine As a group select 1 Generate a strategy to manage this routine

effectivelyBe prepared to share with the entire group

Encouragement

Teacher encouragement of student effortsAcademic / Social

Asking questions Constructive feedback Active listening Using index

Encouragement

Specific verbal praiseGradesStars on boardPost-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…

How do you feel?

Own your own…What thoughts do you have when you hear

“teach and reward everything you want to see in your classroom”? What will your co-workers feel? Take a guess

Think about it (give it a hug)

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?

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

Include Students in the Process

Maximize student input Routines Acknowledgements Agenda (order, content, types of activities)

Increase motivationModel and lead executive thinking skills

Pilot

Math and English Classrooms1 hour per weekWorked on foundations COACHING

Provided small, doable tips at each meeting, coached on use of those tips via email, or at next session

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

Cody: Algebra and Geometry

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

Fred: Literature Met 5-6 times for 90 minutes each

March – JuneCoached 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

Fred: Literature Modified 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

Coaching

Both Cody and Fred indicated that the coaching was the most important component Numerous in-services / trainings Train and Hope

Coaching was contextual, real-life and in the NOW Sustained implementation of strategies for the

duration of the coaching

Outcomes: English Lit.

The first week of the “new” model, first time all year that ALL students completed homework reading (persisted over the semester)

Increased student participationHigher quality academic outputIncreased student satisfaction Less teacher stress and more increased work

satisfaction

Direct Observation Data

1 2 3 4 5 6 70%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Percent Academic Engagement for Students in Arts, Cody's and Fred's Classrooms

ARTSCODYFRED

20 minute Observation Sessions

Perc

ent E

ngag

emen

t

Outcomes: Math Better attendanceMore participation Faster rate of completion of concept testsLess teacher stress and increased job

satisfactionReduction in office referralsIncreased student initiative in work

completion and asking for assistance

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 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.

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.

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.

From the students…

Being in a small group helps me concentrateThe help is focused on meI get embarrassed / frustrated in a big group Small groups work better because people don’t need to

worry about asking “stupid” questionsIt feels good to accomplish something on my ownI can learn at a comfortable paceI enjoy independent work more because I like working

at my own pace with no pressure.I get more work done in small groupsIt’s funner and more interactive!

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.

Thinking back

What are your “take aways”?What else do you need to know?

Resources

Anita Archer (reading) Universal DesignNational center of Accessible Instructional

materials: http://aim.cast.org/Differentiated Instruction and Response to

Intervention: http://www.differentiatedinstruction.net/

Coaching Opportunity

I would love to coach a coach, a team, or a teacher!

Please contact me: Jessica.swainbradway@pbisillinois.org