The Role of Effective Instruction Across the Pyramid: Issues and Examples

1. The Role of Effective Instruction Across the Pyramid: Issues and Examples June 24, 2009 Milt McKenna Maryland State Department of Education Kim Muniz Carroll County Public Schools Terrance M. ScottUniversity of Louisville

2. Our job today… To point out the importance of EFFECTIVE INSTRUCTION for the entire population of students in our schools.

3. Maryland’s Tiered Instructional and Positive Behavioral Interventions and Supports (PBIS) Framework Behavioral Systems Academic Systems • Intensive, Individually Designed Interventions • Strategies to address needs of individual students with intensive needs • Function-based assessments • Intense, durable strategies • Intensive, Individually Designed Interventions • Address individual needs of student • Assessment-based • High Intensity • Targeted, Group Interventions • Small, needs-based groups for • at risk students who do not respond • to universal strategies • High efficiency • Rapid response • Targeted, Group Interventions • Small, needs-based groups for at- risk students who do not respond to universal strategies • High efficiency/ Rapid response • Function-based logic • Core Curriculum and • Differentiated Instruction • All students • Preventive, proactive • School-wide or classroom • systems for ALL students • Core Curriculum and • Universal Interventions • All settings, all students • Preventive, proactive • School-wide or classroom systems for ALL students and staff 1-5% 1-5% 5-10% 5-10% 80-90% 80-90%

4. Challenge #1

5. Challenge # 2

6. The Prognosis • Students with academic failure and problem behaviors likely will drop out of school and: • be involved with the corrections system • be single parents • be involved with the social services system • be unemployed • be involved in automobile accidents • use illicit drugs Centers for Disease Control, 1993Duncan, Forness, & Hartsough, 1995Carson, Sittlington, & Frank, 1995Wagner, D’Amico, Marder, Newman, Blackorby, 1992Jay & Padilla, 1987Bullis & Gaylord-Ross, 1991

7. Challenge # 3

8. Challenge # 4

9. Challenge # 5 Competing, Inter-related National Goals • Improve literacy, math, geography, science, etc. • Make schools safe, caring, & focused on teaching & learning • Improve student character & citizenship • Eliminate bullying • Prevent drug use • Prepare for postsecondary education • Provide a free & appropriate education for all • Prepare viable workforce • Affect rates of high risk, antisocial behavior • Leave no child behind • Etc….

10. Challenge # 6

11. RTI: 3-Tiered Prevention Model Tertiary Prevention: specialized & individualized strategies for students with continued failure ~5% Secondary Prevention: supplementary strategies for students who do not respond to primary ~15% Primary Prevention: school-wide or class-wide systems for all students and staff ~80% of Students

12. ReactionConsequences Prevention Rules,(EXPECTATIONS) Routines, Arrangements Discipline is…. The actions parents and teachers take to increase student success (Charles, 1980).

13. Success(reinforcement) Discipline Works When …. Prevention creates more Positive than negative consequences Failure (punishment) 4 : 1

14. Logical Solutions (realistic?):The Research INSTRUCTION 800 Reviews of over studies involving children with the most challenging behaviors(Gottfredson, 1997;Lipsey, 1991; 1992;Tolan & Guerra, 1994; Elliott, Hamburg, Williams, 1998) • teaching social behaviors in contextteach specific skills using effective explicit instruction the largest intervention effect-sizes for: • consistent contingencies ( pos+ & neg- )consistent and effective use of reinforcement/punishment • academic successeffective explicit instruction (reading!!)

15. Instructional Concept #1 State Expectations Positively Teach them what you do want them to do

16. Ineffective Instruction • Sets the occasion for student failure

17. No elbowing others No kicking No hitting No pinching No biting No scratching Etc. . . 2+2 is not 1 2+2 is not 2 2+2 is not 3 2+2 is not 5 2+2 is not 6 2+2 is not 7 Etc. . . Teaching Behaviors Academic Skill:Addition Behavior: Peer Relations

18. Hands and feet to self or Respect others 2+2 = 4 Teaching Behaviors Academic Skill: Addition Behavior: Peer Relations

19. School Rules NO Food NO Weapons NO Backpacks NO Drugs/Smoking NO Bullying Redesign Learning & Teaching Environment

20. These banners are hanging in the commons area and in our gymnasium.

22. Establish, Define and Teach School-wide Expectations

23. Instructional Concept #2 Explicit Instruction Be Direct - Tell them and show them

24. Instructional Sequence • Presentation - • Rationale • tell and model • Recitation • student Q & A • Individual Work • with teacher feedback • make sure students get it • Group work • activities, experiments, etc. • chance to discover application to real world • Test • Make sure they have skill fluency

25. ACTIVITY • Let’s try non-explicit social instruction: • What is Zore? • The concept is ZoreSocial ConceptAll examples are accurate

26. Instructional Concept #3 Range of Examples Show the full range of possibilities -- Juxtapose positive and negative examples

27. = osh = osh = osh INEFFECTIVE INSTRUCTION INEFFECTIVE MODELS INEFFECTIVE PRACTICE - TESTING OUTCOMES - = osh = osh FAILURE Osh = ?

28. = osh = osh = osh = not osh EFFECTIVE INSTRUCTION EFFECTIVE MODELS EFFECTIVE PRACTICE - TESTING OUTCOMES - = osh = osh = not osh SUCCESS Osh = RED SIDED RECTANGLE

29. Instructional Concept #4 Routines and Arrangements Facilitate student success in the natural environment

30. Effective Teacher Practices • specify goals and objectives • modeling • pacing • questioning • prompting • appropriate feedback • praise • corrective feedback • low rates of criticism

31. Teach it Where it Happens

32. Involve Students in Teaching

33. Develop Effective Cues

34. Visual Reminders in Non-classroom Settings

35. Instructional Concept #5 Formative Assessment Evaluate the Effects of Instruction and Modify as Indicated

36. High School ResultsRural Southern Illinois PrePBIS PostPBIS 0 Detentions 90 Day Period

38. It’s not just about behavior! STUDENT ACHIEVEMENT Good Teaching Behavior Management Increasing District & State Competency and Capacity Investing in Outcomes, Data, Practices, and Systems

39. RTI: 3-Tiered Prevention Model Tertiary Prevention: specialized & individualized strategies for students with continued failure ~5% ~15% Secondary Prevention: supplementary strategies for students who do not respond to primary Primary Prevention: school-wide or class-wide systems for all students and staff ~80% of Students

40. Current Focus • Comparing academic and behavior data State-Wide Assessment: Classroom Performance: Discipline: Below grade level Basic 6+ referrals 1-5% 1-5% Approaching grade level 2-5 referrals 5-10% 5-10% Proficient or Advanced On or above grade level 80-90% 80-90% 0-1 referral

41. Third Grade Data • Comparing academic and behavior data Academic: MSA Reading Discipline: 6+ referrals (5 students) 6% Basic 3% 1-5% 6% 2-5 referrals (3 students) 0-1 referral (82 students) 93% 94% Proficient or Advanced 70% proficient 24% Adv

42. 89 % Pro/adv Academic Behavior ConnectionElementary region • Behavior MSA Math MSA Reading 87 % 91 % Pro/adv 6% 11% 9% 9%

43. Milt McKenna mmckenna@msde.state.md.us Kimberly Muniz kamuniz@carrollk12.org www.pbismaryland.org www.pbis.org www.apbs.org Questions??