Timing Slide - Hold

1. Timing Slide - Hold

2. PBIS Tier 1 Training Day 2: Instruction

3. Team Roles

4. Write in your workbook and prepare to share out. • Review the team action plan. • What progress has the team made on the identified action items? • Identify how the team has used process (training and support) and performance (fidelity) data to inform work? • What is one question the team needs answered by the end of today’s session? Discussion Update Page 37

5. Objectives for Today Teams will… • Build an understanding of how to provide behavior instruction both school-wide and in the classroom • Develop a plan for building: • team capacity around implementation of behavior instruction • staff and stakeholder capacity around implementation of behavior instruction through team provided training and ongoing support

6. Today Strong Universal Level of Support Instruction Building skills Specific-Positive Feedback

7. “If a child doesn’t know how to read, we teach.” “If a child doesn’t know how to swim, we teach.” “If a child doesn’t know how to multiply, we teach.” “If a child doesn’t know how to drive, we teach.” “If a child doesn’t know how to behave, we… …teach? …punish?” “Why can’t we finish the last sentence as automatically as we do the others?” (Herner, 1998)

8. Instruction For a child to learna new behavior it needs to be repeated 8x For a child to unlearn an old behavior and replace it with a new behavior, the new behavior must be repeated 28x Source: Hunter, R., & Hunter, M. C. (2004). Madeline Hunter's Mastery teaching: Increasing instructional effectiveness in elementary and secondary schools (Updated ed. / revised and updated by Robin Hunter). Thousand Oaks, Calif.: Corwin Press

9. Skill Development Model

10. Instruction • DEFINE Simply • ADJUST for Efficiency • MODEL • MONITOR & ACKNOWLEDGE Continuously • PRACTICE in Setting

11. Define Simply Establish clear purpose/goal tied to a skill in the matrix Students are better able to focus on the learning task Instructors can align feedback and assessment

12. Define Simply Behavioral skills and habits, including college and career ready skills and habits, social and emotional competencies, and school procedure skills, are integrated into daily academic curriculum. This is evidenced through daily learning targets/objectives and lesson plans.

13. Define Simply Staff purposefully organizes/sequences/scaffolds series of lessons to move students to stronger understanding of skills. Example: • Ask clarifying questions: • Read or listen for understanding • Use cognitive process to identify what you understand and what you might not • Follow procedure/routine for asking a question (for example three before me) • Frame as a question (not a statement) • Wait for the response and listen for understanding again (repeat as needed) • Reflect • Absence of skill could show up as: • Referrals-majors/minors (disruption, defiance, disrespect, non-compliance) • Academic data (in class work that has errors) • Family referral

14. Model Staff models the skill or behavior • Show/demonstrate what the skill or behavior looks like • Uses a range of examples of the skill or behavior

15. Practice Staff provides opportunities for practice of skills in context • multiple • authentic • ongoing • guided • independent

16. Example: Define, Model, Practice

17. Example: Define, Model, Practice Define Model Practice

18. Classroom Lesson Plan Gaunt, B. & Minch, D. (2014). Unpacking common core standards: a place for pbis in the instructional environment [PowerPoint Slides]. Retrieved from https://goo.gl/h9PSYx

19. Using the lesson plan on slide 20: Choose a skill (written in red) Define simply within the lesson plan Add how you will model the skill Add where you will provide opportunities for the students to practice the skill in context Practice Page 38

20. Action Plan Part 4TFI 1.7, 1.8 Classroom Instruction Page 59

21. Break Time

22. Specific Positive Feedback The key to feedback is that it is received and acted upon by students. It is more effective when it provides information on the correct rather than the incorrect responses. Source: (Hattie 2009)

23. Specific Positive Feedback Individual responses teachers give students about their work • directly relate to the learning goal • provides students with information about their progress toward the learning goal and suggests actions they can take • provides specific positive feedback around successful attempts toward demonstrating the skill as well as mastery (feedback) Liz, reference for bullet 1 and 2

24. Specific Positive Feedback Specifically describes the behavior Provides reasons or rationales Needs to be clear, purposeful, meaningful and compatible with students’ prior knowledge and to provide logical connections (Hattie-2009)

25. Specific Positive Feedback Contingent Immediate Frequent when building a new skill Unpredictable or intermittent to maintain skill 5:1

26. Specific-Positive Feedback • Reflect on the power of specific- positive feedback. • What are you doing well in terms of specific-positive feedback? • What would you guess your ratio to be? Individual Reflection Page 39

27. Remember to measure (process and fidelity) Action Plan Part 5 TFI 1.7, 1.8, 1.9 Specific- Positive Feedback Page 60

28. Adjust Staff uses ongoing formative assessment to check for under- standing and either adjusts instructionor provides additional instruction based on student response. Example: HS lesson plan from Monday-students will take notes using a guided notes template • How could instruction be adjusted if many students do not seem to understand? • How could instruction be adjusted if only a few students did not seem to understand?

29. Adjust: Responding to Errors • Consistent (predictable), specific, brief instruction that redirects student focus  • Focused on skill, not person • Least restrictive • Least intrusive • Private, quiet, respectful • Provide alternatives in which the student has demonstrated skill

30. Adjust: Responding to Errors • Consistent (predictable), specific, brief instruction that redirects student focus  • Provide adequate response time • Prompt/redirect student • Move away - give the student time to respond • Check back in with the student • Use guiding questions/prompts for thinking

31. What are some areas you feel you are skilled in when responding to behavioral error: • consistent/predictable, specific, brief instruction that redirects student focus • focused on skill, not person • least restrictive/intrusive • provide alternatives in which the student has demonstrated skill • provide adequate response time • How do you know? Response to Error Individual Reflection Take notes back of page 39

32. Ongoing instruction from acquisition to adaptation • Instruction in the setting where the skill is used • Teach to different modalities • Allow enough authentic practice time • Include pre-correction/prompting Access Look at and use data to determine when universal re-teaching of skills is needed Instruction Considerations http://pbismissouri.org/wp-content/uploads/2015/11/Tier-1_2016_Ch.-4.pdf

33. Action Plan Part 6 TFI 1.6, 1.7, 1.8 Response to Behavioral Error Page 61

34. School-wide Instruction

35. Instruction New Skill Booster Students have shown fluency in using the skill Short reminder lessons can be used After breaks When data indicates a need for a reteach universally and for small groups • Students are at the acquisition level of learning the skill (do not regularly display use of the skill) • Lessons are direct, explicit, and taught frequently • Includes components of direct instruction • Tell • Show • Practice

36. Designing a School-Wide Lesson Plan

37. Example

38. Example Be Respectful Define Use a level 3 (or softer) voice Lunch Room Using a level 3 or softer voice allows everyone to hear conversations with friends and announcements Model Teacher counts in all voice levels Sitting at a table having a quiet conversation (voice level 3) example Yelling to students at different tables (voice level 5), having a loud conversation (voice level 4)-non examples Counting 0-5 volume increases with each number Have a conversation in small table groups at each volume level (to 3)-assign a topic Practice Prior to each lunch remind students about the voice level Check in with individual students and tables multiple times during lunch. Make sure to always be moving and interacting with students. Be on the lookout for appropriate behavior and provide immediate feedback (see below) Feedback Provide specific positive feedback to students using a volume level 3 in the lunch room-HIGH RATES (5:1) Provide tables using a volume 3 with a ticket to add to their class bin (current school-wide reinforcement system) Practice Review and practice lunch voice level during morning meeting each day Practice voice level directly before lunch

39. School-Wide Lesson Plan

40. Create a Lesson Plan Practice Working with a partner at your table: Select one of the indicators from your school-wide matrix. Using the Acquisition Lesson Plan template, create a lesson plan to teach the skill (remember these can be quick lessons). Page 40

41. Action Plan Part 7 TFI 1.4, 1.7 School-wide Instruction Page 62

42. Break Time

43. Facilitated Work Time 1 hour Identify tasks from today’s session that your team would like to spend more time on Use this time to strengthen your understanding of: • Using an instructional framework and phases of skill acquisition • How to provide behavior instruction both school-wide and in the classroom • Using and providing specific positive feedback

44. Reflection Teams will… • Build an understanding of how to provide behavior instruction both school-wide and in the classroom • Develop a plan for building: • team capacity around implementation of behavior instruction • staff and stakeholder capacity around implementation of behavior instruction through team provided training and ongoing support

45. Evaluation and Feedback Tier 1 - Day 2t1day2.questionpro.com

46. Planning Ahead – Potential Items to work on before Day 3 Team integrating the use of Specific Positive Feedback(SPF) within their environment Staff Development on what SPF is and why it is important Staff Development on use of 5:1 and how to measure Team writes two sw lesson plans Team embedding skills within academic lessons Team beginning to teach skills within academic lessons Team members have used implementation and system data to inform their work

47. Next Steps Between Days Work on your action plan Meet with your Regional Technical Assistance Coordinator • Your Regional Technical Assistance Coordinator will contact your facilitator to set up time if not done already Preview of Day Three: Response to behavior (reinforcement and error) Data Share out will be on: • Action items worked on • Data collected and used around team, train, support

48. Resources Training Blank Acquisition Lesson Plan Template Blank Maintenance “Booster” Lesson Plan Template Extension What Works Clearinghouse Practice Guide: Reducing Problem Behavior in the Classroom

49. Stay connected, join the conversation Tips to Your Inbox: http://bit.ly/WisRtICenter Live webinars and networking events @WisconsinRtICenter @WisRtICenter @Wisconsin RtI Center/PBIS Network