Presentation on theme: "Teaching in the Red Zone: How to Increase Academic Engaged Time During Supplemental Instruction 1st Annual Louisiana PBS Conference Session 34A Gregory."— Presentation transcript:
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@example.com
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? (Cant Do) –Does the kid have the skills to do the task, but is just not doing it? (Wont Do) Access –Peer attention –Adult attention
Coercion Theory (Patterson, 1982; 1995) Problem Behavior Threat of Consequence Calm Surrender Threat of Consequence Non- Compliance Defiance Child Parent, Teacher, or Therapist Children become aware that if they continue to misbehave or respond to the parents 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
School 3 (14 Teachers) Fidelity and Gain 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 012345678 Broad Reading Gain Fidelity Percentage
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.
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.
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.
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., wont do in-class work) –Defining what the problem is –Generate alternatives without regard to consequences –Decision-makingconsider possible consequences of each solution –Verificationdetermine if the alternative worked
Evidence-Based Behavioral Programs Blueprints for Violence Prevention –http://www.colorado.edu/cspv/blueprints/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.pdfhttp://www.doe.state.in.us/sdfsc/pdf/SDFSExemplaryPrograms.pdf OJJDP Model Programs Guide –http://www.dsgonline.com/mpg2.5/mpg_index.htmhttp://www.dsgonline.com/mpg2.5/mpg_index.htm Helping Americas Youth –http://www.helpingamericasyouth.gov/http://www.helpingamericasyouth.gov/ National Center for Mental Health Promotion and Youth Violence Prevention –http://promoteprevent.org/resources/legacy_wheel/http://promoteprevent.org/resources/legacy_wheel/ SAMHSAs Registry of Evidence-Based Practices –http://www.nrepp.samhsa.gov/http://www.nrepp.samhsa.gov/ Youth Violence: A Report of the Surgeon General –http://www.surgeongeneral.gov/library/youthviolence/toc.htmlhttp://www.surgeongeneral.gov/library/youthviolence/toc.html