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Why PBIS Needs UDL: Universal Flexibility,
Prevention, and EngagementNote-Taking Guide
Brian Gaunt (Univ. of South Florida)
Clynita Grafenreed (Texas Region 4, ESC)
Vicki Babbs (Texas Region 4, ESC)
Michelle Soriano (Texas Region 4, ESC)
Learning Objectives
• Explore the UDL framework applied within PBIS (classrooms)
• Learn to embed Tier 1 (and Tier 2) behavior support strategies within academic lesson plans.
• Learn how PBIS coaches can collaborate with academic instructional coaches to support effective instruction and classroom management practices.
What is PBIS?
Positive Behavioral Interventions and Supports
The application of evidence-based strategies and systems designed to improve a___________
performance, enhance school s____________, decrease problem b___________, and establish
positive school cultures through a
multi-tiered behavioral framework
Notes _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Page 1 of 11
SWPBIS Experimentally Related to:
1. Reduction in problem behavior
2. Increased academic performance
3. Improved perception of safety
4. Reduction in bullying behaviors
5. Improved organizational efficiency
6. Reduction in staff turnover
7. Increased perception of teacher efficacy
8. Improved Social Emotional competence
Make Sure Action Plan includes 10 Critical Elements
Source: Broward County Public Schools
Notes ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
• Leadership
• Problem Solving
• Multiple Tiers of
Service Options
• Capacity Building
Infrastructures
• Communication &
Collaboration
• Data System and
Evaluation
Practices
• Standards:
• School-wide expectations
mapped for all school settings
• Curriculum & Instruction:
• Social-emotional programs
• Mental health prevention
programs
• Social Skill programs
• Restorative Practices
• Interventions
• Assessments
• Screenings
• Classroom Minors
• ODR tracking
• Suspension tracking
• Attendance
& Tardies
Behavior/MH (PBIS)
• Standards:
• State learning standards for all
grades
• Curriculum & Instruction:
• For all content areas
• Curriculum adoptions
• Teaching practices (e.g.,
differentiated instruct.; UDL,
etc.)
• Interventions
• Assessments
• Screenings
• Benchmark or Common
Assessments
• Formative assessments
• Progress monitoring assessments
Academic (RTI2 )
Multi-Tiered System of Supports
MTSS
Components
Continuum of
Instruction &
Intervention
(Tiers)
Page 2 of 11
C________________ are
often the most common
location involving ODRs
https://pbisapps.wistia.com/medias/uhkgj8pf29
Notes _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Integrate Classroom Procedures
Academic Behavior
Effective I____________ engages students, and is central to prevention in
problem behavior
Behavior Academic
Effective C____________ M____________ improves student engagement and is
central to increased academic success.
Page 3 of 11
Integrated MTSS: Classroom Instruction/Intervention
Standards-
based
Instruction
Evidence-
based
Instruction or
Intervention
Evaluation
of Impacts
Classroom
Climate
Standards-based Instruction
• Standards drive all goal setting
across tiers.
• Instruction is flexible to needs of
population - but aligned to
standards
• Curriculum choices based on
student needs and aligned to
standards
• Plan for implicit social behaviors
for engagement
1
UDL + Diff. Instruction
• Integrated lessons - academic,
behavior, mental health/SEL
• Flexible presentation &
expression
• Differentiated learning supports
• Culturally relevant instruction
• Assistive Technology
2Classroom Environment
• PBIS
• Classroom Management
• Social Skills Instruct.
• Character Ed
• Trauma Informed Care
• Restorative Justice
• Self-Regulation/Emotional IQ
3
Evaluation of Impacts
• PLC problem solving
• Use of multiple sources and
types of assessments and data
• Collaborative data-based
planning
• Evaluation of learning impacts
• Instructional modifications
4
Develop Integrated Lessons
Classroom Climate
Learning Standards
Evidence-based Instruction
Fidelity of Instruct/Interv.
Current Student Skills (A/B/SEL)
Student Engagement
Practice with Feedback
Student Outcomes
RELATIONSHIPS
EXPECTATIONS
PEDAGOGY
LESSON DESIGN/PLAN
LESSON DELIVERY
Evidence-based Curricula
Classroom Management
Instructional Framework
Student Health/MH/E-IQ
Teacher Health/MH/E-IQHEALTH/MH
“UNPACKING
STANDARDS”
• To identify what
students should know
and do (explicit)
• To identify pre-
requisite social-
emotional or
behavioral engagement
skills are needed
(implicit)
Adapted from: Ysseldyke et al., 2012. Assessment of ecological factors as an integral part of academic & mental health consultation. Journal of Educational and Psychological Consultation, 22, 21-43.
Notes _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Page 4 of 11
Step 1 Select a standard or a set of standards.
Step 2 Circle the verbs and action phrases (skills-Do).
Step 3 Underline the nouns and noun phrases (knowledge and understanding-K and U).
Step 4Determine prerequisite skills implied within the standard (e.g., interpersonal skills,
behavior or engagement skills, etc.)
Step 5 Determine instructional implications of the standard.
Integrate Social-emotional & Behavioral Supports in Academic Lesson Plans
Tools for Integrated Lesson Planning
https://www.livebinders.com/play/play?id=2115332
Integrate Data Around Academic & Behavior Interactions
•Attendance & Tardy
•OSS & ISS
Access
•Academic Engagement
•Behavior Engagement
•Psychological/ Emotional Engagement
Engagement•Differentiated
•UDL
•Standards-based
•Comprehensive lesson planning
•Continuous Improvement
High Quality Instruction
Page 5 of 11
Using the Frameworks of UDL and PBIS to Design Accessible Learning Environments
What is UDL?• A set of principles for
CURRICULUM development that
gives E_______ individual equal
opportunities to learn.
• A way to provide learning
opportunities in the general
education curriculum that are:
INCLUSIVE and EFFECTIVE for
A_______.
M E
Proactively Identify
IR
© 2015 City for All Women Initiative (CAWI), Ottawa, Reproduction permitted.
Removing the Barriers
Notes _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
to
Page 6 of 11
Neuroscience
Learner___________
165492670
Three Brain Networks
591404413
7
Learner variability is a scientifically validated concept that recognizes all students are different in how they learn and take in information.
What’s Your Variability?
Weakness StrengthAbility to Focus?
Math Skills?
Organization?
Memory?
Vocabulary?
A
B
C
D
E
Learner Variability is the N_______
Notes ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Page 7 of 11
Neuroscience
Learner Variability
165492670
Three B Networks
591404413
© CAST, 2019. Used with permission. Retrieved from http://www.cast.org/our-work/about-udl.html#.XQ0Rq-hKg2w
CAST (2018). Universal design for learning guidelines version 2.2 [graphic organizer]. Wakefield, MA: Author.
Page 8 of 11
CAST (2018). Universal design for learning guidelines version 2.2 [graphic organizer]. Wakefield, MA: Author.
Physical Environment
Scaffolds
Internal
Academics and Behavior go Hand-in-Hand
Proactive Retrofitting
Preventative Reactive
vs
Predicting barriers and identifying ways to reduce them during the
design phase
Notes _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
vs
Page 9 of 11
Class-wide PBIS Evidence Based
Practices
1. Maximize Structure
2. Actively Engage Students
during Instruction
3. Establish and Teach Positively
Stated Expectations
4. Implement a Continuum of
Strategies to Reinforce
Appropriate Behavior
5. Implement a Continuum of
Strategies to Respond to
Inappropriate Behavior
Using _____________________ will reduce the barrier of ________________ (Classroom PBIS EBP) (UDL Guideline)
by _____________________________________.(Justification/Explanation)
Sentence stem to help with determining alignment (with example):
the development and/or teaching of expectations
Sustaining Effort and Persistence
ensuring all students know how to ask for assistance
Using _____________________ will reduce the barrier of ________________ (Classroom PBIS EBP) (UDL Guideline)
by _____________________________________.(Justification/Explanation)
Sentence stem to help with determining alignment:
Notes ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Page 10 of 11
Design for the M_______3rd Grade
Reading/Language Arts
Lindie
• Reading pre-primer level
• Finds written tasks aversive
• She is easily distractible, difficulty
remaining in seat, calls out without
permission during lesson, talks during
instruction to peers
• Has 8 ODRs for task refusal, 4 for leaving
the classroom
• She does not like to be corrected
Dante
• Reading level 9th grade equivalent
• Likes to answer ALL questions from
teacher
• Often finishes independent work early
• Prefers to work alone
• When working in groups monopolizes
the conversation and work
• Gets upset (cries) when he makes
mistakes
Reflection:
• How many of you found that the sentence stem helped process through possible barriers?
• How many of you feel that the alignment of UDL and PBIS could enhance your implementation of classroom PBIS?
• How can you use this in your day-to-day work in your current role?
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Citations:
CAST. (2018). The universal design for learning guidelines. Wakefield, MA: Author. Retrieved from http://udlguidelines.cast.org/
Nelson, L. (2014). Design and deliver: Planning and teaching using universal design for learning. Baltimore, MD: Paul H. Brookes Publishing.
Simonsen, B. & Myers, D. (2015). Classwide positive behavior interventions and supports: a guide to proactive classroom management. New York, NY: The Guilford Press.
Page 11 of 11
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