E 3Natural Integration of Academic and Behavior Skills

E 3—Natural Integration of Academic and Behavior Skills Happen in the Classroom (part 2 of 2 in a series) Jill Kufalk kufalkj@wisconsinrticenter. org @jillkufalk Dave Kunelius kuneliusd@wisconsinpbisnetwork. org @davekunelius JOIN THE CONVERSATION #PBISLC 20 Rachel Denning host

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An Equitable, Multi -Level System of Supports This session connects to SYSTEMIC IMPLEMENTATION

Equity Connection If you see this icon on a slide, there is a specific connection to the key system feature of equity.

Session Outcomes—Part 1 • Investigate the power behind the integration of an academic instructional framework and classroom behavior expectations that include social emotional learning to support systemic implementation • Review classroom behavior expectations for specific learning procedures & routines within the context of the classroom and academic settings • Identify resources for support Specific assessment line items connected to this session’s content: Tiered Fidelity Inventory 1. 4, 1. 8, and 1. 11 School-wide Implementation Review Line Items 3, 5, & 6

Session Outcomes—Part 2 • Understand what an agreed upon instructional framework is and how it impacts student achievement • Practice use of a systematic process to plan learning that uses the instructional framework to incorporate both behavioral and academic expectations • Learn how use of planning with this systematic process supports equitable access and outcomes for all learners Specific assessment line items connected to this session’s content: Tiered Fidelity Inventory 1. 4 , 1. 8, and 1. 11 School-wide Implementation Review Line Items 3, 5, & 6

Put Wisconsin’s Vision of College and Career Readiness INTO ACTION by Implementing an Equitable, Multi-Level System of Supports KNOWLEDGE: Students receive equitable access to the academic content SKILLS: School- and classroom-wide behavioral expectations promote the application of these skills HABITS: Positive behavioral habits lead to responsibility, perseverance, adaptability, and leadership

Systemic Implementation Programs, practices, roles, and expertise aligned and coordinated into an interdependent whole to ensure Systemic Implementation every learner benefits equitably from access, opportunity, and support across the school and district

What is the Difference: Systemic and Systematic Systemic Relating to the system as a whole Systematic According to a plan; methodical Examples: How do I remember? Systematic is according to a plan

Why the Gradual Release of Responsibility Framework Benefits ALL Students Systemic A structure for Instruction That Works-© Fisher and Frey 2006.

What the Research Says on Systemic Implementation of an Instructional Framework • Collective Teacher Efficacy = 1. 57 • Cognitive Task Analysis = 1. 26 • Transfer Strategies =. 86 • Classroom Discussion =. 82 • Scaffolding =. 79 Anything above an effect size of • Deliberate Practice =. 79. 4 is considered • Direct Instruction =. 6 effective and • Strategy Monitoring =. 58 impactful on • Mastery Learning =. 57 student learning • Explicit Teaching Strategies =. 57 • Cooperative vs. Independent Learning =. 55 • Socio-Economic Status =. 52

Skill Development Model Students learn to 80% accuracy

Teaching For a child to learn a new behavior it needs to be repeated 8 x For a child to unlearn an old behavior and replace with a new behavior, the new behavior must be repeated 28 x

A Note About Equity “…there are clear inequities in the instructional experience of students. Students of color, students in poverty, students learning English, and students with disabilities are particularly shortchanged in their daily instruction—more often experiencing significantly lowered expectations and inequitable access to strong instruction. ” Instruction Partners

EDUCATIONAL EQUITY means that every student has access to the educational resources and rigor they need at the right moment in their education, across race, gender, ethnicity, language, ability, sexual orientation, family background, and/or family income. Adapted from The Aspen Education & Society Program and the Council of Chief State School Officers. 2017. Leading for Equity: Opportunities for State Education Chiefs. Washington, D. C.

High School Classroom

Elementary Matrix—Classroom Large Group Respect Ourselves Respect Others Respect Property Small Group Independent Work • Listen to others • Tell others what you need • Ask for help • Ask questions to help you understand • Use strategies to stay in the green zone • Stay focused on the task • Respond to attention signals • Do your part of the work • Be aware of other learners’ needs • Help others listen and learn • Share the air and take turns • Use materials and space to help you be a strong listener and learner • Keep materials in your space • Use materials appropriately • Put materials away when finished

Breakout Room Discuss, this prompt in your breakout session. … What decisions are you making as we plan for the 2020 -21 school year and how are you embedding equity in those decisions? Example: creating a virtual matrix

What is the Difference: Systemic and Systematic Systemic Relating to the system as a whole Systematic According to a plan; methodical How do I remember? Systematic is according to a plan

A Systematic Approach to Natural Integration ALIGN key features of an e-MLSS PLAN high-quality instruction DO/COLLECT strategic use of data Systematic STUDY assess learning

Plan—Do—Study—Act PLAN ADJUST and INFORM ACT DO Collaboration ALIGN to key features (includes equity) Advancing Equity Through Social Emotional Learning-WI DPI STUDY

ALIGN key features of an e-MLSS 6 Systematic Steps to ALIGN 1. Aligned to standards in all content areas 2. Aligned to SEL competencies 3. Aggregated data analysis supports root cause identification for both behavior and academics 4. Professional learning and coaching cycles support staff with high quality instruction and behavior response 5. Universal PBIS is at fidelity in all classrooms 6. Collect and use system level assessment data to support continuous improvement

PLAN high-quality instruction 6 Systematic Steps to PLAN 1. Identify learning targets for academic content, as they relate to grade-level standards and benchmarks (Standard ELA L 3. 2 b) 2. Identify learning targets for behavioral skills and social-emotional competencies required for academic lesson delivery (SEL competencies 12, 14, 18) 3. Identify instructional framework components for academic content (Guided Collaborative Learning- WE DO) 4. Use classroom matrix to support language and skills that have already been taught and practiced (review the small group criteria) 5. Plan equitable engagement, specific positive feedback/acknowledgement, behavioral and academic error correction, and formative assessments of academic content/skills (What will I notice? ) 6. Collect formative assessment data to identify mastery of identified learning targets for academics and behavior (What does this tell me about student needs… adult practices? )

DO/COLLECT strategic use of data 6 Systematic Steps to DO/COLLECT 1. Use both aggregated data and disaggregated data 2. Identify over representation of a group of students (race, gender, students with IEPs) 3. Identify environment or the stage of the learning/gradual release framework that is either successful or not meeting learner needs 4. Have ongoing collaborative structures and supports in place 5. Continue to engage in Courageous Conversations around equity/adult practices 6. Review system-level data and adjust implementation in a continuous improvement process

STUDY assess learning 6 Systematic Steps to STUDY 1. Has it been taught using high-quality instructional practices? 2. Did the student(s) learn it? How do we know? 3. Have we retaught skills in a new way? 4. Have students been provided a lot of opportunity for guided and independent practice? 5. Are we responding to students with at least five specific positives to one negative error correction (5: 1)? 6. Are staff/adult practices being supported with collaboration, professional learning, and coaching so that you can document systemic fidelity of implementation?

ACT ADJUST AND INFORM

Equitable Practices Moving from MANY and MOST to EVERY and ALL “Culturally & linguistically responsive teaching and learning is not a dish— it doesn’t go on the stove with your Rt. I, PBIS, CCSS, EE— it’s the seasoning. ” Dr. Hollie Dr. Sharroky Hollie

Let’s Talk Through a Lesson Grade 7 – Math Standard 7 G: Draw, construct, and describe geometrical figures and describe the relationships between them.

Review the Instructional Framework

Be Thinking Ahead – Where Are You Going?

One step at a time

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