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Differentiated Instruction within Universal Supports: The Need to Address Prior Learning History

Differentiated Instruction within Universal Supports: The Need to Address Prior Learning History. Tim Lewis, Ph.D. University of Missouri OSEP Center on Positive Behavioral Interventions and Supports pbis.org. Context.

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Differentiated Instruction within Universal Supports: The Need to Address Prior Learning History

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  1. Differentiated Instruction within Universal Supports: The Need to Address Prior Learning History Tim Lewis, Ph.D. University of Missouri OSEP Center on Positive Behavioral Interventions and Supports pbis.org

  2. Context The School Environment Must Support Appropriate Social & Academic Behavior School-Wide Positive Behavior Support Response to Intervention

  3. Typical responses to students • Increase monitoring for future problem behavior • Re-review rules & sanctions • Extend continuum of aversive consequences • Improve consistency of use of punishments • Establish “bottom line” • Zero tolerance policies • Security guards, student uniforms, metal detectors, video cameras • Suspension/expulsion • Exclusionary options (e.g., alternative programs)

  4. However… • “Punishing” problem behaviors (without a proactive support system) is associated with increases in (a) aggression, (b) vandalism, (c) truancy, and (d) dropping out. (Mayer, 1995, Mayer & Sulzar-Azaroff, 1991, Skiba & Peterson, 1999)

  5. Consider…. If antisocial behavior is not changed by the end of grade 3, it should be treated as a chronic condition much like diabetes. That is, it cannot be cured but managed with the appropriate supports and continuing intervention(Walker, Colvin, & Ramsey, 1995).

  6. Contributing Factors • Home • Poverty- Language • Parent/Child interactions • Community • School • Disability

  7. Contributing Factors - Poverty & Language Meaningful Differences in the Everyday Experience of Young American Children Betty Hart & Todd Risley

  8. Contributing Factors -Parent/Child Social Interactions • Common Patterns of early learning found in homes of children at-risk for anti-social behavior • Inconsistent discipline • Punitive management • Lack of monitoring

  9. Contributing Factors -Parent/Child Social Interactions Social Learning • Coercion/Negative Reinforcement (Patterson et al.) • Present an aversive, remove aversive once the person complies • “Social skills” to get need met

  10. Contributing Factors Community (Biglan, 1995) • lack of pro-social engagement • antisocial network of peers

  11. Contributing Factors School (Mayer, 1995) • punitive disciplinary approach • lack of clarity about rules, expectations, and consequences • lack of staff support • failure to consider and accommodate individual differences • academic failure

  12. Patterson, Capaldi, & Bank (1991)

  13. The Good News… Research reviews indicate that the most effective responses to school violence are (Elliot, Hamburg, & Williams, 1998Gottfredson, 1997; Lipsey, 1991; 1992; Tolan & Guerra, 1994) • Social Skills Training • Academic Restructuring • Behavioral Interventions

  14. Universal Strategies: School-Wide Essential Features • Statement of purpose • Clearly define expected behaviors (Rules) • Procedures for teaching & practicing expected behaviors • Procedures for encouraging expected behaviors • Procedures for discouraging problem behaviors • Procedures for record-keeping and decision making (swis.org) • Family Awareness and Involvement

  15. Tier II Interventions • Social-Behavioral Concerns • Social skills • Self-management • Academic Concerns • Peer Tutors • Check in • Homework club • Emotional Concerns • Adult mentors Linked to School-wide

  16. Tier III • When small group not sufficient • When problem intense and chronic • Driven by Functional Behavioral Assessment • Linked to school-wide system

  17. RtI and SW-PBS

  18. Importance of Effective Instruction(Sanders, 1999) • The single biggest factor affecting academic growth of any population of youngsters is the effectiveness of the classroom. • The answer to why children learn well or not isn't race, it isn't poverty, it isn't even per-pupil expenditure at the elementary level. • The classroom's effect on academic growth dwarfs and nearly renders trivial all these other factors that people have historically worried about.

  19. The Effects of Quality Teaching:accounting for variance in student achievement ( Findings from meta-analytic research) > 30% ~50% ~5-10% ~5-10% John Hattie ( 2003, 2007) Dinham NLLN 27/08/08

  20. Creating Effective Classroom Environments • Insuring ALL faculty and staff engaging in effective instruction and classroom management • Align resources to challenges • Work within existing organization structure • Raze and rebuild • Must build an environment that simultaneously supports student and adult behavior

  21. On school reform… Kauffman states “…attempts to reform education will make little difference until reformers understand that schools must exist as much for teachers as for students. Put another way, schools will be successful in nurturing the intellectual, social, and moral development of children only to the extent that they also nurture such development of teachers.” (1993, p. 7).

  22. Consistent “core” curriculum implemented school-wide (research-based) Core instruction follows effective instructional practices (NWREL.org) Core instruction implemented with fidelity Consistent, prioritized, and protected time allocated to instruction Data decision rules to identify a) those at high risk and b) “non-responders” in a timely manner Universal Supports: Core Instruction

  23. Early Literacy & Behavior(Kelk & Lewis, 2001) What are the effects of three instructional conditions a) social skill instruction, b) phonological / phonemic awareness instruction, and c) a combination of social skill instruction and phonological awareness instruction on the reading related and/or social behavior of at-risk kindergarten children?

  24. Targeted / Small Group Supports Tier II

  25. Important Themes Part of a continuum – must link to core curriculum Efficient and effective way to identify students (Curriculum Based Measures; DIBELS) through FREQUENT monitoring Intervention matched to presenting problem but not highly individualized

  26. Intensify Instruction Increase academic engaged time Small group / one:one Increased opportunities to respond Supplemental curriculum Alter Instructional Environment Rules & routines Attention signal Ratio of positive / negative statements Efficient transitions Active supervision Targeted Supports

  27. Individual / Intensive

  28. Individual When small group/targeted not sufficient When data indicate high risk* Linked to core curriculum / outcomes *limited data beyond literacy

  29. Individual/ Intensive Targeted assessment (Curriculum Based Measures; DIBELS) Instruction targets remediation and/or accommodation Environment provides multiple and sustained engagement opportunities Monitor outcomes and make necessary adjustments (progress monitoring)

  30. Field Elementary School • High Diversity • School has 290 students; 50% minority; 20% English Language Learners; 13% special education • Instructional leader turnover • Poverty • 79% of students qualify for free and reduced lunches • Highly transient population

  31. Field Elementary School • Teachers and Staff committed to the increasing academic and social successof all students • A committed Principal who supported faculty in their efforts to change the way the taught to improve children’s lives

  32. Field Elementary School • Academic Standing • Annual Yearly Progress (AYP) • 5% of all students scored proficient in 2005, according to the Missouri Assessment Program. Breakdown by group: • 0% African American • 18% Caucasian • 0% Students with disabilities • 0% English Language Learners • 7% Free/Reduced Priced Lunch

  33. Academic Systems Behavioral Systems • Intensive, Individual Interventions • Individual Students • Assessment-based • High Intensity • Intensive, Individual Interventions • Individual Students • Assessment-based • Intense, durable procedures • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Universal Interventions • All students • Preventive, proactive • Universal Interventions • All settings, all students • Preventive, proactive Designing School-Wide Systems for Student Success 1-5% 1-5% 5-10% 5-10% 80-90% 80-90%

  34. Field Elementary School • Literacy • In 2004–05, 44% students required intensive support for reading and writing • Social Behavior • In 2003-04 Averaging 10.4 discipline referrals per day

  35. Field Elementary Literacy Data 04-05

  36. Positive Behavior Supports

  37. Impact To 1.6 per day From 10.4 per day MU College of Education — 140 years of discovery, teaching and learning

  38. Impact • Improved Academic Standing • Annual Yearly Progress In 2007, 27% of Field’s students scored proficient (up from 5%). • African American: 0% improved to 16% • Caucasian: 18% improved to 57% • Students with disabilities: 0% improved to 25% • English Language Learners: 0% improved to 27%

  39. Field Literacy Data

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