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Unpacking Common Core Standards: A Place for PBIS in the Instructional Environment

Brian Gaunt & Devon Minch USF/Florida Positive Behavior Support Project

PBIS Implementers Forum Oct. 2014

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Advanced Organizer

1.  Basic structure and organization of the Common Core State Standards.

2.  “Unpack" academic standards to identify opportunities to integrate behavior supports.

3.  Relationship between standards, school-wide expectations and classroom rules.

4.  Create classroom level instructional plans that: a.  Achieve the learning goals in the standards and b.  Align classroom supports for student behavior

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WHAT ARE THE COMMON CORE STATE STANDARDS?

Basic structure and organization of the CCSS.

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Barriers to Implement PBIS?

Please raise your hand if your school or district is struggling to sustain PBIS implementing due to priority shifts for implementing Common Core or related state standards for learning.

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What are the CCSS?

•  High-quality academic standards (Math & English language arts/literacy (ELA).

•  Outlines what students should know/be able to do by end of each grade.

•  Ensure all students graduate & succeed in college, career, & life, regardless of location

•  NOT a set of curriculum or instruction materials.

•  LEAs have flexibility on curriculum and instructional planning.

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Why CCSS?

•  Compete Internationally •  What students should “know” and “do”…

informed by international comparison

•  Cross-state consistency of expectations.

•  Cross-content integration

•  Fix: uneven patchwork of academic standards that vary from state to state (past standards)

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How are the CCSS Structured?

•  For K-12 Alignment to graduation, college/career readiness. – Anchor Standards – Grade Level learning objectives

•  Who’s responsible for literacy development?

•  Implications for instructional design

•  Within ELA standards – Speaking & Listening Anchor Standards.

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Anchor Standards

Grade Level Learning

Objectives

Integrated Lesson Plans

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In Summary,

The standards are: •  A set of evidence-based expectations based on

rigorous content and consistently aligned across K-12 Grade learning objectives to ensure college and/or career readiness.

We still need to look closer at the lesson planning process:

•  Operationalize “rigor” •  Integration of supports for common performance targets

•  (classroom/school expectations with academic task demands)

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IMPLEMENTING PBIS IN COMMON CORE CONTEXT

Linking Academic “competence” with Behavior

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Rationale for Linking PBIS with CCSS

Barriers to Tier 1 Fidelity •  “I don’t have time to

teach behavior when my focus is student mastery of academic standards”

•  “Great, something else I have to do.”

•  “Why should I take away from instructional time to teach and reinforce kids what they are supposed be doing anyway?”

Resources to support Tier 1 Fidelity

•  Mastery of academic standards includes social skills under the umbrella of “behavioral skills”

•  Explicit instruction of behaviors is just good instruction- not in addition to good instruction.

•  Because the CCSS includes social/inter-personal skills, explicit instruction is part of ensuring student mastery of standards

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•  Sustaining implementation priority for PBS in a context of schools implementing CCSS requires flexibility, adaptation, and alignment of purpose.

•  Understanding the relationship between academic skills and the behaviors of learning and/or academic performance is critical to student success in school settings

Rationale for Linking PBIS with CCSS

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Academic & Behavior Relations

•  Every academic skill also has an academic behavior(s) necessary to learn and/or perform that skill.

•  Poorly developed or performed intra- and/or inter-personal behavior can interfere with the acquisition or performance of an academic skill.

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•  Demonstration of academic knowledge and skills as “behavior”.

•  Emphasis on collaborative engagement among students requires social and interpersonal skills.

•  Components of effective instruction are similar whether academic or behavioral focus •  Rationale, definition (ex/non-ex), I do (modeling), we do

(supported demonstrations, role-playing), you do (opportunities to practice with feedback)

Academic & Behavior Relations

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“integration” within MTSS

Academic Skills and “Academic Behaviors” are identified for all students

–  (Skill Integration) The data are presented in a way that reflect the relationship

between academic skills and social/emotional behaviors –  (Data Integration)

The instruction provided in Tiers 2 and 3 integrates Tier 1

instruction (materials, performance expectations.) –  (Tier Integration)

The instruction provided in Tier 1 integrates the effective

instructional strategies and performance expectations from Tiers 2 and 3

–  (Tier Integration)

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Skill Integration

Academic Skills –  Goal setting tied to state/district standards –  Common Core State Standards –  Developmental Standards

Academic Behaviors-Student Engagement –  Behaviors associated with successful completion of the

academic skills –  On-task, listening, following-directions, ignoring

distractions, self-monitoring, goal setting, content of private speech

Inter-/Intra-Personal Behaviors –  Behaviors that support social skills –  Social/emotional development

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(One) Model of Skill Relationships (DiPerna & Elliott, 2000; Elliott, DiPerna & Shapiro, 2001)

Academic Competence: – Multidimensional construct composed of skills,

attitudes and behaviors of a learner that contribute to academic success in the classroom

•  Academic Skills: –  Basic and complex skills that are a central part of academic

curricula in schools. •  Academic Enablers:

–  Students’ attitudes and behaviors that allow the student to benefit from classroom instruction.

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Model of Skill Relationships (DiPerna & Elliott, 2000; Elliott, DiPerna & Shapiro, 2001)

Classroom Instruction

Academic Enablers

Academic Skills

Academic Competence

Inter-personal Skills Engagement Motivation Study Skills

Students’ response

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“Academic Enablers” (Elliott, DiPerna, & Shapiro, 2001)

(See Handout – Academic Enablers) •  Inter-personal Skills •  Engagement Skills •  Motivation Skills •  Study Skills

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LESSON STUDY AND UNPACKING FLORIDA

STANDARDS

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Lesson Study as the Vehicle for Unpacking Standards

What is Lesson Study? Peer-to-peer, job-embedded, collaborative form of professional development that engages small teams of teachers in: –  Setting long and short term learning goals for their

students –  Researching problem areas in the content and

pedagogy related to their subjects –  Planning an instructional unit and research lesson related

to the chosen content focus –  Teaching the research lesson to students and collecting

student data on their interactions with the lesson –  Discussing the data on student learning and improving

the lesson, and –  Reflecting on their professional learning within the context

of the lesson study cycle.

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Unpacking The Standards

The unpacking process allows teachers and administrators to determine what matters most (i.e. pacing, assessment, critical focus areas)

• Clarity

• Alignment

• Continuity

• Integration

• Baseline

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K-12 Literacy Anchor Standards (see handout)

•  High school graduates should be ready for entry into the world of work or postsecondary education.

•  Answer to the question, “What should a 21st century diploma holder be able to do in order to flourish?”

•  Whether you teach kindergarten or 12th grade, an anchor standard is the target.

•  Because literacy tasks involve various modes of operation, there are several sets of anchor standards. •  Reading, Writing, Speaking and Listening, and Language.

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Step 1 Select a standard or a set of standards.

Step 2 Circle the verbs and action phrases (skills-Do). Record.

Step 3 Underline the nouns and noun phrases (knowledge and understanding-K and U). Record.

Step 4 Determine pre-requisite skills implied within the standard. Record.

Step 5 Determine instructional implications of the standard. Record.

Unpacking Steps – See Handout

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KG ELA Standard- Comprehension and Collaboration

Explicit Skills Implied Skills

LACC.K.SL.1.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.

•  Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).

•  Continue a conversation through multiple exchanges.

•  Active listening skills •  Understand, follow rules

•  (Can you identify other implicit skills necessary to learn the explicit skills in the left column?)

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Step 5: Instructional implications

Review/Reteach students how (explicit skills) • Active listening skills • Understand, follow rules • Initiation skills • Planning and problem solving skills • Develop verbal communication skills • Appreciation of diversity • Perspective taking • Critical thinking skills

Review/Reteach students how (implicit skills) • Critical thinking skills • Organization and synthesis of orally and visually presented information • Interpretation and utilization of non-verbal communication cues • Focus, attention, and self-regulation • Negotiation and conflict resolution (when necessary)

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11th-12th ELA Standard- Comprehension and Collaboration

Explicit Skills

Implied Skills

LACC.1112.SL.1.1

Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

•  Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

•  Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.

•  Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.

•  Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.

•  Summarization and integration of orally presented ideas and information

•  Understand what the important aspects of informational text are;

• (Can you identify other implicit skills necessary to learn the explicit skills in the left column?)

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Step 5: Instructional implications Review/Reteach students how (explicit)

•  Summarization and integration of orally presented ideas and information

•  Understand what the important aspects of informational text are;

•  Understand that an author’s point of view influences how events are described (e.g., tone, presentation of opinions and facts);

•  Read and comprehend informational text proficiently and independently

•  Foundational reading skills sufficient to support comprehension of text (decoding, fluency, vocabulary, comprehension strategies)

•  Active listening skills (initiating, clarifying, summarizing, repairing, asking open ended questions, etc.)

•  Initiation skills

Review/Reteach students how (implicit)

•  Planning and problem solving skills •  Persistence and stamina •  Clear expressive communication skills •  Appreciation of diversity •  Perspective taking •  Critical thinking skills •  Organization and synthesis of orally

and visually presented information •  Inferencing •  Interpretation and utilization of non-

verbal communication cues •  Focus, attention, and self-regulation •  Negotiation and conflict resolution

(when necessary)

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EXAMPLES OF INTEGRATED ACADEMIC AND BEHAVIORAL

LESSON PLANNING

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School-wide Link: CCSS & PBIS

GROUP SHARE •  Review the Anchor Standards for Speaking

and Listening (handout) •  How do they align with your school-wide

expectations?

•  How might we integrate these efforts to achieve schools’ goals of: (a) mastery of Speaking and Listening standards and (b) explicit instruction of school-wide expectations?

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Classroom Link: CCSS & PBIS

Challenge and rigor Student responsibility for learning

Increased student collaboration Student diversity

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Schoolwide Link: CCSS & PBIS •  Comprehension and Collaboration:

•  Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.

•  Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

•  Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric.

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Schoolwide Link: CCSS & PBIS •  Presentation of Knowledge and Ideas:

•  Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

•  Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

•  Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

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Instructional implications of the standard

Are you including explicit instruction around the following behaviors to ensure mastery of standard:

– Active listening skills – Interpretation and utilization of non-verbal communication cues – Develop verbal communication skills – Understand, follow rules – Initiation skills – Focus, attention, and self-regulation – Planning and problem solving skills – Perspective taking – Critical thinking skills – Organization and synthesis of orally and visually presented information – Appreciation of diversity – Negotiation and conflict resolution (when necessary)

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Instructional implications of the standard

Are you using your tier 1 language to make connections with students’ existing knowledge and help with generalization?

– Active listening skills • Being respectful (SWE) during peer collaboration includes active listening when your peer is giving you feedback. Everyone: show me what active listening looks like (pause- feedback; praise), great, now show me what active listening doesn’t look like

– Appreciation of diversity • Being respectful during peer collaboration also includes appreciating and respecting others you may be different from you. If someone is writing about a topic that you wouldn’t pick doesn’t mean it’s not a good idea, it just means they have different interests and preferences than you. Use your peer collaboration time to learn something new about a topic or area you typically wouldn’t. You do this by asking questions about that person’s interest and telling that person that you’re glad you’re learning more about that topic.

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Instructional implications of the standard

Are you using your tier 1 language to make connections with students’ existing knowledge and help with generalization?

– Focus, attention, and self-regulation • Being responsible during peer collaboration also mean managing your time to make sure you stay focused and finish the assignment within the allotted time. Some ways to do that include…

– Negotiation and conflict resolution (when necessary)

• You and your partner might disagree when working together. What are some ways that we can RESPECTFULLY disagree with someone without offending them?

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Linking Behavioral Instruction with Academic Instruction

•  Use existing lesson plans and resources to integrate the critical elements of effective instruction into the academic lesson plan

•  Skillstreaming •  Behavior Lesson Plans

•  Use effective instructional strategies to explicitly teach behaviors as they relate the academic instructional activities.

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Effective Instruction - Video

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Linking Behavioral Instruction with Academic Instruction (Handout)

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Critical Elements of Behavioral Lesson Plans

Gradual Release I DO Explicit Instruction WE DO YOU DO

Steps

•  Define the behavior (skill, rule, procedure) and give rationale for why that’s important linked with students’ long-term goals •  Include examples, non-examples

•  Model the skill •  Guided practice •  Role plays •  Opportunities for practice with feedback (positive

reinforcement) •  Independent practice •  Peer collaboration •  Self-assessment and reflection

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Critical Elements of Behavioral Lesson Plans

How do the

circumstances

align with the

instructional

activity (peer

collaboration,

developing a

project, etc.)?

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Integrate this information with the academic

lesson planning process that teachers are

already doing

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Integrating Behavior Lesson Plans into Academic Lesson Plans (Handout)

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Integrating Behavior Lesson Plans into Academic Lesson Plans (Handout)

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Instruction Curriculum Environment Learner

Alignment with Standards and Across Grade/School Levels,

Relevancy to Students’ Personal Goals, Content, Pacing,

Progression of Learning, Differentiation

Cognitive Complexity of Questions and Tasks,

Gradual Release of Responsibility,

Appropriate Scaffolding, Connection to Students’ Personal Goals, Interests

and Life Experiences

Reward/Consequence System, Visual Cues,

Climate/Culture, Quality of Student/Adult Relationships,

Quality of Peer Relationships, High Expectations for ALL Students,

Collaboration and Voice

Reinforcement Preferences,

Perceptions of Competence and

Control, Perceived Relevancy of

Instruction/Education, Integration and

Affiliation with School, Academic/Social-

Emotional Skill Development

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Thank You!!!

Questions?

Brian T. Gaunt, Ph.D. bgaunt@usf.edu

Devon R. Minch, Ph.D.

dminch@usf.edu