1. Maryland State Department of Education Carroll County Public Schools
The Role of Effective Instruction Across the Pyramid: Issues and Examples
June 24, 2009
Milt McKenna
Maryland State Department of Education
Kim Muniz
Carroll County Public Schools
Terrance M. Scott University of Louisville
Objective for today is to lay out the importance of school wide discipline systems, while simultaneously looking at the importance of instruction and the relationship of that instruction to the entire spectrum of kids in our/your schools.
Today's presentation is prompted by Milt and Kim attending a similar workshop while at the National PBIS conference in march, in Chicago. Our thanks to Terry Scott for being generous, sharing, and caring about our kids.
We will focus on how the principles of effective instruction provide a foundation for prevention and effective intervention at the school-wide, class-wide, and individual levels.

2. Our job today…
To point out the importance of EFFECTIVE INSTRUCTION for the entire population of students in our schools.

3. Maryland’s Tiered Instructional and Positive Behavioral Interventions and Supports (PBIS) Framework
Academic Systems
Behavioral Systems
Intensive, Individually Designed Interventions
Address individual needs of student
Assessment-based
High Intensity
Intensive, Individually Designed Interventions
Strategies to address needs of individual students with intensive needs
Function-based assessments
Intense, durable strategies
1-5%
1-5%
Targeted, Group Interventions
Small, needs-based groups for
at risk students who do not respond
to universal strategies
High efficiency
Rapid response
5-10%
5-10%
Targeted, Group Interventions
Small, needs-based groups for at risk students who do not respond to universal strategies
High efficiency/ Rapid response
Function-based logic
This has been adopted as Maryland’s tiered instructional and PBIS FRAMEWORK - the adoptions is in essence the recognition and acceptance of the importance of behavior in the success of our students and schools -
The adoption of the Public Health Model when viewing how we approach the academic and behavioral systems is very important - in the world of RtI, one of the key factors is looking at how we approach kids p how we identify that kids have not responded to a specific level of intervention, and some methodology that we use to be certain that we have tried to intervene at each level before we move to the more intensive (expensive) interventions.
Core Curriculum and
Differentiated Instruction
All students
Preventive, proactive
School-wide or classroom
systems for ALL students
80-90%
Core Curriculum and
Universal Interventions
All settings, all students
Preventive, proactive
School-wide or classroom systems for ALL students and staff
80-90% 3

4. Challenge #1 TODAY, our schools have lots of challenges –
Challenge # 1 – kids are showing up in our classrooms with a wide range of problems/issues – some of which we did not even think of 20 years ago – but we need to work to create an environment in which they can learn –
We are being held accountable to educate ALL kids
(use laser pointer to pick out sonme of the titles on the kids)

5. Challenge # 2 Challenge # 2 –
Removing children from our schools is not the solution - If our only goal is to get rid of what’s bad – that will not work – we must work to build and cultivate cultures that support Positive Behaviors (social skills).
Sometimes the only strategy is to wait for summer and then HOPE that the kids will change over the summer – or not return -
We cannot suspend or expel all of the kids that do not follow rules – even if we put them out of school for a period of time, – they are coming back – we are required to educate them – must provide a Free and Appropriate Education (FAPE) until the age of 16 –
The fact is that adolescents rationalize differently than adults – they do not have a 2 year or 5 year horizon – so some of the things that they do – seem bizarre to us – but in the adolescent time frame – no problem !!
We need to find ways to create environments in which these kids can be successful.

6. The Prognosis
Students with academic failure and problem behaviors likely will drop out of school and:
be involved with the corrections system
be single parents
be involved with the social services system
be unemployed
be involved in automobile accidents
use illicit drugs
And according to a 1993 report from CDC – the prognosis for the kids that do not complete school is not good –
Our society will be “supporting” these kids in one way or another -
Centers for Disease Control, 1993 Duncan, Forness, & Hartsough, 1995 Carson, Sittlington, & Frank, 1995 Wagner, D’Amico, Marder, Newman, Blackorby, 1992 Jay & Padilla, 1987 Bullis & Gaylord-Ross, 1991

7. Challenge # 3
Challenge #3 – Even in the best of schools, there are a few students who need (crave) special attention, and they will find a way to get it – here we have Russell, who when he wants attention, knows how to get our undivided attention. (remember Russell))
Russell has more needs than most of the other kids, and has his own personal techniques for getting your attention – and he has found that over time, this device is very effective at getting the attention of the adults in the classrooms. Russell is our Red Zone guy!!
And Russell’s “attention getting device” has proven to be effective and efficient for Russell – it achieves his goal of gaining your attention.

8. Challenge # 4
And in many cases, we have not provided the classroom teacher with adequate tools/skills to handle all of the classroom issues hat can come up – in fact, if you think about it, all too often the new teacher reports for work with little or no training/exposure to how to handle disruptive students. When they are completing their pre-service requirements (student teaching) I would argue that the school places them with an experienced teacher who has wonderful classroom management techniques, that may be invisible to the student teacher, so the new teacher shows up, has Russell in her class, and has no idea how to “manage” the situation.
So they send the kids to the corner – to the corner – to the corner – and before you know it they have to teach to the corner because that is where all of the kids, are – stacked up, and probably not learning.

9. Competing, Inter-related National Goals
Challenge # 5
Competing, Inter-related National Goals
Improve literacy, math, geography, science, etc.
Make schools safe, caring, & focused on teaching & learning
Improve student character & citizenship
Eliminate bullying
Prevent drug use
Prepare for postsecondary education
Provide a free & appropriate education for all
Prepare viable workforce
Affect rates of high risk, antisocial behavior
Leave no child behind
Etc….
Challenge # 5
We are being asked to continuously do more – and yet, no one ever takes anything hat we are already doing off of the plate –
More federal requirements
More expectations from society at large to do more with kids who bring more and more complicated issues to school with them.

10. Challenge # 6
And what we know for sure is that time is a challenge – if only we could create that resource – more time might fix a lot -

11. 3-Tiered Prevention Model
RTI:
3-Tiered Prevention Model
Tertiary Prevention:
specialized & individualized
strategies for students with continued failure
~5%
Secondary Prevention:
supplementary strategies
for students who do not respond to primary
~15%
Primary Prevention:
school-wide or class-wide systems for all students and staff
Most of the time when we present the “TRIANGLE” we see the distinct differences between the colors – let’s start to think about the kids as having the ability to be “mobile”, moving from the top of the green to yellow on some occasions, and from the red to the yellow – temporarily. The percentages will still apply, but we cannot just plug kids into the specific categories
The better we do setting the kids up for success with those “Green Zone” strategies, the more effective we can be in supporting the more needy kids –
(WHY THIS MAKES SENSE - - the more kids we have in the Green Zone or close to it, the more efficiently we can employ those scarce resources that are needed to support the most needy – if your school has only 5 kids on individual behavior plans as opposed to 45 kids on plans – who will or can monitor?
More efficient for the adults to have the greatest # of kids in the GREEN
~80% of Students

12. Reaction Consequences Rules,(EXPECTATIONS) Routines, Arrangements
Discipline is….
The actions parents and teachers take to increase student success (Charles, 1980).
Reaction Consequences
Rules,(EXPECTATIONS) Routines, Arrangements
Prevention
So, some BIG IDEAS to get us started, –
What is discipline – in the dictionary it is defined first as, “training intended to elicit a specific pattern of behavior or character”
And all the way down at definition #3 – Punishment meant to correct or train -
The verb= to train or develop by TEACHING and control
We have historically seen discipline as:
REACTION – punitive, when we think of disciplining a child, we think of the- CONSEQUENCES
If aversives worked so well – don’t you think we would be using them for academics also – “What is the capital of Virginia – Norfolk NO – go to the office or go stand in time out!!”
No we don’t do it that way
We have not been taught to think of discipline in terms of “TEACHING”
What we are going to go over today is looking at the big ideas of why (how) we need to think of teaching with regards to discipline. Part of teaching is finding out where the kids are – assessments – using benchmarks to monitor progress, changing strategies when data informs us to change ….
Rules/routines/arrangements arrangement – if we want them to interact during instruction – we group the desks, if we want them to be quiet, we can prevent some behaviors by arranging the room so that it is more difficult for them to interact etc etc – we can create and environment that’s sets kids up for success (PREVENTION) (or we can certainly set them up for failure)
The better job we do of PREVENTION, the fewer kids we will have who need those targeted services/supports.

13. Discipline Works When ….
Prevention creates more Positive than negative consequences
Success (reinforcement)
Failure
(punishment)
4 : 1
You have all seen this one before -
I would point out that the vast majority of adults in our schools believe that they do put out more positives than negatives, but when there are actual counts taken, the negatives out number the positives, - we have to get the fulcrum (teeter totter) going the other way – as adults, we all like/appreciate the positives – why would we think that the kids are any different?

14. Logical Solutions (realistic?): The Research
INSTRUCTION
800
Reviews of over studies involving children with the most challenging behaviors (Gottfredson, 1997;Lipsey, 1991; 1992;Tolan & Guerra, 1994; Elliott, Hamburg, Williams, 1998)
the largest intervention effect-sizes for:
teaching social behaviors in context teach specific skills using effective explicit instruction
So you might ask, what does the research tell us – and you should be asking questions like that – well, reviews of more than 800 studies shows the biggest effects when:
we teach specific skills using effective explicit instruction
we are consistent with our contingencies – both positive and negative (CONSISTENCY !!)
Students experience academic success - we do not make assumptions of what these kids know or don’t know – we determine levels of proficiency, group the kids, and then TEACH -explicit differentiated instruction
Our schools are full of TEACHERS… that have been trained to provide INSTRUCTION -let’s begin to think of discipline the same way we think of academics – assess skill level, acknowledge skills deficits, figure out how to teach the kids the appropriate “answer,” and REINFORCE!
consistent contingencies ( pos+ & neg- ) consistent and effective use of reinforcement/punishment
academic success effective explicit instruction (reading!!)

15. Instructional Concept #1
State Expectations Positively
Teach them what you do want them to do
Positives – what a concept – why that’s in our name – PBIS
But in our schools, we have adults who truly believe that when it comes to discipline – “the kids should know” – especially when it comes to the secondary schools. They should know – I agree – but what if they don’t? We immediately go to the aversives/punishment.
Today, let’s think of this differently, let’s look at teaching what we want them to know – behaviorally since that theory seems to work well for academics!
What’s not said is that these adults believe that some one else should have already given these kids the appropriate skills to be behaviorally successful in our schools- we cannot make this assumption about academics so why do we make it for behavior?
AND, LET’S REMEMBER, MOST KIDS ARE SUCCESSFUL BEHAVIORALLY

16. Ineffective Instruction
Sets the occasion for student failure
This is the “Teaching what it’s not” methodology
We have clearly informed them of all of the unacceptable behaviors – but what can they do –
Remember Russell from one of our earlier examples? What is he thinking about as he sits in the back of the room? Will he find a behavior that’s not listed up there? The reality is that there is no way to list every inappropriate behavior. It is much easier, saves time and clearly more effective to list and teach prosocial behaviors.
If we have not taught them the correct response they will try what they think is correct, or what has worked for them in the past. If we want something different we will have to teach them the acceptable response.

17. Academic Skill: Addition
Teaching Behaviors
2+2 is not 1
2+2 is not 2
2+2 is not 3
2+2 is not 5
2+2 is not 6
2+2 is not 7
Etc. . .
Academic Skill: Addition
Behavior: Peer Relations
No elbowing others
No kicking
No hitting
No pinching
No biting
No scratching
Etc. . .
Suppose that we used this same “What it’s not” approach for academics?
(go through first half of the slide)
Now- as good educators, we know that this is NOT how we teach addition… or any other academic concept for that matter
So… why… as good educators, do we think that this same strategy would work when applied to behavior?? When we ask them how much is ?? When they say 5, our immediate reaction is to “reteach.” That is the correction , (that may technically be “punishment”), but we don’t just say NO!!, we think about reteaching.
We don’t expect them to just figure it out – and we do not reinforce the incorrect response.
We don’t say “You failed that math test – here’s a BIG FAT F – if they fail again, we don’t write a bigger fatter F, and at the end of the year fail them in math.
We also do not ignore the correct response, we don’t just walk away we provide some type of feedback (reinforcer) thereby increasing the possibility that you will get the correct response next time.

18. Academic Skill: Addition
Teaching Behaviors
Academic Skill: Addition
2+2 = 4
Hands and feet to self or
Respect others
Behavior: Peer Relations
In regards to academic skills, we teach what we want them to learn and what we want them to show mastery in – and we then reinforce success
We also need to create behavioral momentum- in academics, we help students complete problems step-by-step when we know they cannot tackle the full problem at one time. Then we reinforce them for success along the way... We need to do the same for behavior.

19. Redesign Learning & Teaching Environment
School Rules
NO Food
NO Weapons
NO Backpacks
NO Drugs/Smoking
NO Bullying
We need to think about redesigning the learning environment –
Suppose when you came into a school, this was the sign that greeted you,
(CLICK SLIDE)
Now suppose that this is the greeting, which sets the tone for our kids to be successful??
Redesign Learning & Teaching Environment

20. These banners are hanging in the commons area and in our gymnasium.
Here are some examples of how schools have chosen positive behaviors to teach students… some of these examples are from MD others are from schools around the country.
These banners are hanging in the commons area and in our gymnasium.

21. You can see that there is no one prescribed way that you must teach prosocial behavior, what is important is that you follow the general process- 3-5 behaviors stated in positive terms, teach, practice, reinforce!

22. Establish, Define and Teach School-wide Expectations

23. Instructional Concept #2
Explicit Instruction
Be Direct - Tell them and show them
Explicit Instruction is probably a term that you’ve all heard before. In general it means to be specific. We don’t teach in general terms.

24. Instructional Sequence
Presentation -
Rationale
tell and model
Recitation
student Q & A
Individual Work
with teacher feedback
make sure students get it
Group work
activities, experiments, etc.
chance to discover application to real world
Test
Make sure they have skill fluency
Presentation- provide a rationale… the students must know WHY they are being taught and WHY they should care!
next you need to provide instruction on the topic and model the concept
Recitation- students must have time to ask questions to clarify what you’ve taught
Individual work- must be given supervision and guidance WITH feedback to ensure students are practicing the skill correctly.
Research has shows that it takes for every mistake we make we must practice the correct response __ times to
adequately learn the skill
Group work- allow time for the students to work together and provide eachother feedback. Make the practice relevant to the real
world. If you’re teaching math you can use money as a practice application. If you are teaching what respect looks like
in the cafeteria… get into the cafeteria!
Test- to assess how effective your instruction was and if there are areas you need to review/reteach.

25. Let’s try non-explicit social instruction:
ACTIVITY
Let’s try non-explicit social instruction:
What is Zore?
The concept is Zore Social Concept All examples are accurate
I will give you some examples of ZORE – what it is and what it is not. Pay attention and at the end of the examples, be able to tell me or describe to me what is ZORE. (the actual correct ZORE is any where behind the table or podium, it has nothing to do with the pen or the body language)
- using a pen, move about, moving pen from left hand to right, vertical/horizontal/, move form in front of the table to behind the table,
- state when you are ZORE and when you are not, and before stating, move your position and the position of the pen.
The question really is can the audience determine what is ZORE and what is not, when the instruction is not direct/explicit/clear? And why would we expect the kids to understand other more complicated topics such as behavior, unless we are willing to give them explicit examples – “oh, they should be able to figure it our”, or “they should know” or “it’s not our job to teach them those things” –
Did you all do Ok with the self directed instruction? Did you need more specific instruction? What happened, you focused on the pen – you were trying to interpret – relate – generalize – but kids may not yet have those skills, so when presenting a range of examples/possibilities, we can also give them negative examples, but you and they can not self direct (generalize) with out more information, better examples – it becomes instruction only after the teaching examples.

26. Instructional Concept #3
Range of Examples
Show the full range of possibilities -- Juxtapose positive and negative examples

27. INEFFECTIVE INSTRUCTION
INEFFECTIVE MODELS
INEFFECTIVE PRACTICE -
TESTING OUTCOMES
= osh
= osh
= osh
= osh
= osh
This provides a demonstration of how difficult it is to reach the correct answer when not provided the appropriate information – actually, we can easily set people up for failure – and just let them keep guessing – and we can keep providing negative feedback , when in fact We cannot deduce the correct response without more examples that provide some context .
Another example of ineffective instruction
This is OSH and this is OSH
So, what is OSH NO, man this is a stupid class, it’s obvious, come on
OK OK,
FAILURE
Osh = ?

28. EFFECTIVE INSTRUCTION
EFFECTIVE MODELS
EFFECTIVE PRACTICE -
TESTING OUTCOMES
= osh
= osh
= osh
= not osh
= osh
= osh
= not osh
Here is a better way of teaching!!
A more effective way of teaching what is OSH,
Give examples, both positive and negative,
Show the full range of possibilities,
Now you have figured it out, because of the effective instruction!!!
You did not get smarter, you just got more and better information.
SUCCESS
Osh =
RED SIDED RECTANGLE

29. Instructional Concept #4
Routines and Arrangements
Facilitate student success in the natural environment
Think about athletics… if you have a child learning basketball, the best place for them to learn is on the court. You can have the best teaching in terms of how to dribble, pass, and shoot the ball but without being on the court and practicing for themselves they will not master the concept… and we should not be surprised!

30. Effective Teacher Practices
specify goals and objectives
modeling
pacing
questioning
prompting
appropriate feedback
praise
corrective feedback
low rates of criticism
These are similar to the instructional strategies that we reviewed earlier… this also adds the importance of low rates of criticism. Remember… for every error we make, we must practice the skill correctly __ times to ensure we’ve learned it correctly. We also know that when we receive negative feedback it takes a few occasions of positive feedback to overcome that feeling of failure.
Involve the students
Digging little holes - so that they come to their own conclusions about what the expected and acceptable behaviors are – (within limits)
We are looking for predictability, we are looking for routines, if the routines are not there, use instruction to change the behaviors, look to increase the consistency of rules, expectations, routines, reinforcements,
Use data to evaluate our efforts – make changes based on what the data is telling us – that’s what happens in instruction all of the time – benchmarks, regrouping, etc etc…..

31. Teach it Where it Happens
Here is a teacher who is showing her students how to show positive behavior getting onto the bus. Imagine how hard it would be to teach this skill in the classroom while the students are sitting at their desk.
Teach it where it happens – we should not take the transferability of skills for granted – even concerning the adults. Being respectful does not look the same in the cafeteria as it does in the classroom .

32. Involve Students in Teaching
And this is a poster that students helped develop to teach the expectations
Think about how you involve students in the process of creating, teaching, and reinforcing your behavioral expectations?
Secondary schools often get their drama clubs involved in the teaching process.

33. Develop Effective Cues
Here is a poster students made to display in/near the bathroom
Again, student involvement
This type of “Rules” reminder provides a couple of things –
First a reminder or pre-correction as the student enters a different venue/setting.
Second, and perhaps most important throughout the school, it is an opportunity to point out or remind students of REPLACEMENT behaviors, what might the student have done in place of the inappropriate behavior??

34. Visual Reminders in Non-classroom Settings
Rosa Lee Carter elementary School – RLCES
School Logo
Ms. Carbone’s class expectations –(same as school)
Respect Self
Respect Others..
Respect Property
Bathroom reminder
School wide Expectations
And the GOTCHA’s, the TICKETs, the reinforcers are the GIMMICKS that allow us to engage the kids in a positive way for the right reasons.

35. Instructional Concept #5
Formative Assessment
Evaluate the Effects of Instruction and Modify as Indicated
Data … Data … Data … Data
The Who, What, When, Where ????
How will you know if you have made a difference if you do not collect data?
Use data to make decisions
AND
Use data to inform – when things work, tell (inform) the staff – if, because of the data, you asked them to be in the halls during transition, and you have a had a decrease in referrals or fights, tell them it worked, thank them for their efforts. Because before long, you will be asking them to do something else (based on data) and if they do not receive feed back (reinforcement) that their previous investment of time and energy was successful, they may be reluctant to give you their best effort this time.
If it did not work STOP doing it – look for another strategy.

36. High School Results Rural Southern Illinois
PrePBIS
PostPBIS
Using data to
make decisions
evaluate previous decisions
if what you are doing is not having the desired effect – stop – try something else
And using data to INFORM - you have to keep your staff informed about what is happening – theya re adults, and if you have asked them to change their behavior, they will (and should) want to know if their change has made a difference, otherwise, the next time you ask them to do something, they may very well be reluctant to change their behavior.
Detentions
90 Day
Period

37. This is Office Ref. Per day per month
This is Office Ref. Per day per month. (blue is last year’s data; red is this years)
As schools use SWIS over multiple years, you can compare data/progress (NEVER GOING TO BE ZERO)
Schools can see if they are doing better than last year.
This school truly is doing better.

38. It’s not just about behavior!
STUDENT ACHIEVEMENT
Good Teaching
Behavior Management
Increasing District & State Competency and Capacity
Investing in Outcomes, Data, Practices, and Systems

39. 3-Tiered Prevention Model
RTI:
3-Tiered Prevention Model
Tertiary Prevention:
specialized & individualized
strategies for students with continued failure
~5%
~15%
Secondary Prevention:
supplementary strategies
for students who do not respond to primary
Primary Prevention:
school-wide or class-wide systems for all students and staff
~80% of Students 39

40. State-Wide Assessment: Classroom Performance:
Current Focus
Comparing academic and behavior data
State-Wide Assessment:
Classroom Performance:
Discipline:
Below grade level
Basic
6+ referrals
1-5%
1-5%
Approaching grade level
2-5 referrals
5-10%
5-10%
Proficient or Advanced
On or above grade level
80-90%
80-90%
0-1 referral

41. 94% Proficient or Advanced
Third Grade Data
Comparing academic and behavior data
Academic: MSA Reading
Discipline:
6+ referrals
(5 students)
6% Basic 3%
1-5% 6%
2-5 referrals
(3 students)
0-1 referral
(82 students)
93%
94% Proficient or Advanced
70% proficient
24% Adv

42. Academic Behavior Connection Elementary region
Behavior MSA Math MSA Reading
87 %
89 %
Pro/adv
91 %
Pro/adv 6%
11% 9% 9%

43. Questions?? Milt McKenna Kimberly Muniz www.pbismaryland.org
Kimberly Muniz