Transcript Think Time Strategy Efficacy Study

Teaching in the Red Zone: How to
Increase Academic Engaged Time
During Supplemental Instruction
1st Annual Louisiana PBS Conference
Session 34A
Gregory J. Benner, Ph.D.
Associate Professor
University of Washington-Tacoma
(253) 692-4621
[email protected]
The Road Ahead
• Understanding the youth we serve
• The foundations of good instructional
environments
• Supplemental instruction matched to need
•
•
•
•
• Diagnosis, high quality instruction, daily monitoring
Good communication
Guidelines and expectations
Monitoring
Consequences
• Simple PBIS during supplemental instruction in
the red zone
Understanding
• Have you ever been misunderstood?
• In what ways are students with
behavioral problems misunderstood?
• Key idea: Improving the engagement of
students with behavioral problems starts
with understanding these students.
Think Functionally
• Escape
– Does the kid have an academic skill deficit? (Can’t
Do)
– Does the kid have the skills to do the task, but is
just not doing it? (Won’t Do)
• Access
– Peer attention
– Adult attention
Coercion Theory (Patterson,
1982; 1995)
Child
Parent,
Teacher, or
Therapist
Problem
Behavior
NonCompliance
Threat of
Consequence
Defiance
Threat of
Consequence
Calm
Surrender
Children become aware that if they continue to misbehave or respond to the parent’s coercive behavior with severe
disruptive behavior they can shape parental (or teacher & therapists) behavior for their own benefit.
Diagnose the Academic Issue
• In-depth information about students’ skills and
instructional needs
– Diagnostics
• Reading: DAR, WJ-III Broad Reading, GRADE
• Math: GMADE, WJ-III Broad Math
• Homogenous groups based on instructional needs
– Use placement test to help with grouping
• Begin with the most foundational skill in need of
improvement
Explicit Delivery of
Supplementary Instruction
• Accountability and group alerting procedures
• Effective error correction
• Effect student questioning procedures
Model
Lead
Test
“My Turn …”
“Do it with
me …”
“Your turn
…”
Teacher
Teacher and
Student
Student
Fidelity Percentage
School 3 (14 Teachers)
Fidelity and Gain
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
0
1
2
3
4
5
Broad Reading Gain
6
7
8
Table 2.
Means for Overall Fidelity of implementation and Five Teacher Action Scores
Teacher Action/Overall
___________________________________
X
____
SD
____
Average Effect
_________________________
BRS
PC
___________
___________
SS
SE
SS
SE
_____
____
_____
___
Follows the lesson format
4.26
0.64
2.65**
0.97
3.34**
0.91
Uses specific praise statements and
feedback
3.45
1.13
0.74
0.55
1.11
0.52
Monitors student responses
4.09
0.96
0.79
0.66
1.42
0.62
Re-teaches when needed
3.67
1.04
3.08***
0.61
2.48**
0.58
Uses established error correction
procedures
3.09
1.29
2.14**
0.51
0.69
0.49
Overall
18.58
3.96
12.36**
4.04
12.80**
3.83
Note. BRS = Basic Reading Skills cluster. PC = Passage Comprehension subtest. SS =
Standardized Standard Score. SE = Standard Error
Decoding B1: Lessons 16-35
Fluency
Lesson
Change
Progress Errors Aimline
Number
Lines
(wpm)
60
0
Lesson 19
60
2
Lesson 20
59
5
60
Lesson 21
61
7
65
Lesson 22
62
4
Lesson 23
60
2
Lesson 24
63
0
Lesson 25
65
1
65
Lesson 26
67
2
70
Lesson 27
70
4
70
65
Lesson 35
32
31
Le
ss
Le
ss
on
30
on
Le
ss
Le
ss
on
29
28
on
Le
ss
Le
ss
on
27
26
on
Le
ss
Le
ss
on
25
24
Le
ss
on
23
Le
ss
on
22
Le
ss
on
21
on
Le
ss
Le
ss
on
20
19
on
18
on
Le
ss
on
16
Lesson 34
Le
ss
Le
ss
on
Lesson 33
17
50
Le
ss
55
Lesson 32
75
Number of Errors
Student Name
Errors
6.25
8
7
6
5
4
3
2
1
0
Le
ss
on
16
Le
ss
on
17
Le
ss
on
18
Le
ss
on
19
Le
ss
on
20
Le
ss
on
21
Le
ss
on
22
Le
ss
on
23
Le
ss
on
24
Le
ss
on
25
Le
ss
on
26
Le
ss
on
27
Le
ss
on
28
Le
ss
on
29
Le
ss
on
30
Le
ss
on
31
Le
ss
on
32
Le
ss
on
33
Le
ss
on
34
Le
ss
on
35
R.O.I.
instruction change
60
on
75
75
Le
ss
Lesson 31
Words Read Correct per Minute
70
aimline change
Lesson 30
Fluency Progress
Trendline
80
Lesson 28
Lesson 29
Aimline
35
58
on
Lesson 18
Words per Minute
Student Name
34
2
Le
ss
56
Fluency Progress (wpm)
33
Lesson 17
Printing
on
1
Set Up Graph
Le
ss
55
Entering Data
on
Lesson 16
Saving the File
Clear Communication
Case 2: Students are working independently on a
writing project. Ben is out of his seat disturbing
two other students.
Teacher:
"Ben, what do you need to do?"
Ben:
"Sharpen m y pencil."
Teacher:
"You don't have a pencil."
Ben:
"I was going to borrow one from him ."
Teacher:
"What is the rule about le aving your seat?"
Ben:
"I have to put my hand up."
Teacher:
"Well, go back to your se at and put up y our hand."
Clear Behavior Expectations
• Example: High School Remedial Math
• Start of class
• Materials ready (Be responsible)
– Pencils sharpened, book on desk, notebook under
desk.
• Personal issues taken care of (Be responsible)
– Bathroom, meds taken, enough food and drink.
• Hands and feet to self (Be safe)
• Voice level at completely quiet (Be respectful)
• Ready to start CBM probe (Be respectful &
responsible)
– CBM packet open, pencil in hand, eyes on me.
Behavior Matrix
Be Safe
Be
Respectful
Be
Responsible
First Five
Minutes
Keep Hands,
Feet, and
Objects to
Self
Voice Level
0 (quiet)
Large Group
Discussion
Keep Hands,
Feet, and
Objects to Self
Independent
Work
Keep Hands,
Feet, and
Objects to Self
Small Group
Work
Keep Hands,
Feet, and
Objects to Self
Last Five
Minutes
Keep Hands,
Feet, and
Objects to Self
Voice Level 0
Voice Level 0
Voice Level 2
(conversation)
Voice Level 0
Raise hand
if you need
help; wait
quietly
Be on time
Raise hand if
you have a
question; wait
quietly
Be an active
listener
Signal for help; Signal for
wait quietly
help; wait
quietly
Raise hand if
you need help;
wait quietly
Be an active
listener
Be an active
listener
Clean up after
yourself and put
away materials
you used
Do your best
work
Do your best
work
Do your best
work
All needed
materials
with you
Be
Excellent
Do your best Do your best
work
work
Positive Behavioral Supports
During Red Zone Instruction
• Student-Teacher Learning Game
• Good Behavior Game
• Think Time/Stop Time
• Behavior Report Cards
• Administrative Interventions
Teacher-Student Learning
Game
• To increase on-task behavior
• Help students to manage their own
behavior
• Help students to support each other
• To redirect students
–Set of positive and observable expectations to guide
student behavior
–Small accessible white board (or flip chart) and marker
• Establish and teach expectations for instructional situations
– Positively worded and few in number
Example Expectations:
Large and Small Group
• Demonstrate learner position: Students’ backs are against
the back of the chair, feet are on the floor in front of the
chair, and hands are together on desk/lap.
• Look at the focus of instruction: Students’ eyes are on the
instructional materials, teacher, or peer.
• Answer on signal: Students start and stop on teacher
signal (group and individual).
• Responses are teacher-initiated and subject focused:
Students’ responses are only teacher-initiated and subject
focused.
• Use classroom voice: Students use six-inch voices.
Playing The Game
Teacher
15 pts.
Students
30 pts.
Good Behavior Game
• Introduce the Game to the class.
– Divide class into two or more teams.
– The team with the fewest points wins.
– Both teams win if they earn no more than a certain number of
points (e.g., 4 points maximum per day).
• Put the Game into effect.
– Instruction as usual.
– Instructor is also noting and publicly recording any negative
points incurred by either team.
– Keep a weekly tally of points for each team.
Primary Elements of Think Time
• Precision request
• Antiseptic bounding condition
• Debriefing
Behavior Debriefing Form
Name ___________________________________ Grade _________ Date ____________________
Sending Teacher ___________________________Debriefing Teacher _______________________
Arrival Time __________________ Departure Time _________________
What was your behavior?
Physical
Aggression
Inappropriate
language
What do you need to do?
Be Respectful
Can you do it?
Yes
No
Comments:
____________________________________________________________________
____________________________________________________________________
Lunch time Intervention
oUse
oFor
exceeding a set frequency of classroom
management procedures
oBehavioral
Expectations
oTimeframe
oStudent
oSupervisor
Behavioral Report Cards
• http://www.jimwrightonline.com/php/tbrc
/tbrc.php
Problem Solving Plan
• Teaching students how to reach a successful
conclusion to a problematic situation.
• Complete this when you and student are calm
• Five steps
– Identify the problem (e.g., won’t do in-class work)
– Defining what the problem is
– Generate alternatives without regard to
consequences
– Decision-making—consider possible
consequences of each solution
– Verification—determine if the alternative worked
Performance Based In-School Suspension: Goal Setting Capstone Experience
Student is to complete the first two steps and have them checked for completeness prior to meeting with
the Alpha Administrator. The Alpha Administrator works with the student on the last three steps prior to
the student returning to class.
Student's Name: _______________________________ Date:_____/_____/_____
______________________________________________________________________________
(Completed by Student)
Step one: State the problem (i.e., why were you suspended).
_____________________________________________________________________________
_____________________________________________________________________________
Step two: Brainstorm at least three possible solutions (i.e., what can you do to avoid the problem in the
future).
1. ___________________________________________________________________________
2. ___________________________________________________________________________
3. ___________________________________________________________________________
______________________________________________________________________________
(Completed by Administrator and Student)
Step three: Evaluate the solutions (completed with the Alpha Administrator).
a. Can we agree to cross any solution off the list?
b. What are the advantages and disadvantages of each solution?
Step four: Pick a solution.
______________________________________________________________________________
______________________________________________________________________________
Step five: Monitor the effectiveness of the solution (how will you know if it is working?).
______________________________________________________________________________
_____________________________________________________________________________
Evidence-Based Behavioral
Programs
• Blueprints for Violence Prevention
– http://www.colorado.edu/cspv/blueprints/
• DOE: Safe, Disciplined and Drug Free Expert Panel Exemplary
and Promising Programs
– http://www.doe.state.in.us/sdfsc/pdf/SDFSExemplaryPrograms.pdf
• OJJDP Model Programs Guide
– http://www.dsgonline.com/mpg2.5/mpg_index.htm
• Helping America’s Youth
– http://www.helpingamericasyouth.gov/
• National Center for Mental Health Promotion and Youth
Violence Prevention
– http://promoteprevent.org/resources/legacy_wheel/
• SAMHSA’s Registry of Evidence-Based Practices
– http://www.nrepp.samhsa.gov/
• Youth Violence: A Report of the Surgeon General
– http://www.surgeongeneral.gov/library/youthviolence/toc.html