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

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

PBIS in the Classroom: Differentiated Instruction in High School Seating Arrangement

If you are a…• Special Educator• Administrator• General Educator• PBIS Coach • Other

Please sit…

Agenda

Some basics, or let’s get on the same pageThe Big Idea

Why and What?!Foundations Pilot

English Math

From the teachers and students

Unicorn Dog

Differentiated Instruction: Some Basics

ScaffoldingModel, Lead, TestOpportunities to respond that match level

skill level Error analysis

Universal Design, Response to Intervention

PresentationEngagementExpression

Providing a level of support commensurate with student responses Not responding? Increase supports.

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

Types of hires: intervention specialistsCo-teaching / common planning timePlanning differentiated activitiesStaff buy-in issues influence students

Encouragement

Classroom Routines

Instructional Practices

Academic Self-Management

Foundations for Success

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.

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

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

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?

Switch groups/ new pairWhat 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” …

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

Whole Group

How do you currently include students in the classroom processes?

What are possible limitations / concerns about including students?

Pilot

Math and English Classrooms1 hour per weekWorked on foundations

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

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

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

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

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

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.

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.

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.

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/