Why PBIS Needs UDL: Universal Flexibility, Prevention, and … · UDL + Diff. Instruction...

Why PBIS Needs UDL: Universal Flexibility,

Prevention, and EngagementNote-Taking Guide

Brian Gaunt (Univ. of South Florida)

Clynita Grafenreed (Texas Region 4, ESC)

Vicki Babbs (Texas Region 4, ESC)

Michelle Soriano (Texas Region 4, ESC)

Learning Objectives

• Explore the UDL framework applied within PBIS (classrooms)

• Learn to embed Tier 1 (and Tier 2) behavior support strategies within academic lesson plans.

• Learn how PBIS coaches can collaborate with academic instructional coaches to support effective instruction and classroom management practices.

What is PBIS?

Positive Behavioral Interventions and Supports

The application of evidence-based strategies and systems designed to improve a___________

performance, enhance school s____________, decrease problem b___________, and establish

positive school cultures through a

multi-tiered behavioral framework

Notes _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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SWPBIS Experimentally Related to:

1. Reduction in problem behavior

2. Increased academic performance

3. Improved perception of safety

4. Reduction in bullying behaviors

5. Improved organizational efficiency

6. Reduction in staff turnover

7. Increased perception of teacher efficacy

8. Improved Social Emotional competence

Make Sure Action Plan includes 10 Critical Elements

Source: Broward County Public Schools

Notes ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

• Leadership

• Problem Solving

• Multiple Tiers of

Service Options

• Capacity Building

Infrastructures

• Communication &

Collaboration

• Data System and

Evaluation

Practices

• Standards:

• School-wide expectations

mapped for all school settings

• Curriculum & Instruction:

• Social-emotional programs

• Mental health prevention

programs

• Social Skill programs

• Restorative Practices

• Interventions

• Assessments

• Screenings

• Classroom Minors

• ODR tracking

• Suspension tracking

• Attendance

& Tardies

Behavior/MH (PBIS)

• Standards:

• State learning standards for all

grades

• Curriculum & Instruction:

• For all content areas

• Curriculum adoptions

• Teaching practices (e.g.,

differentiated instruct.; UDL,

etc.)

• Interventions

• Assessments

• Screenings

• Benchmark or Common

Assessments

• Formative assessments

• Progress monitoring assessments

Academic (RTI2 )

Multi-Tiered System of Supports

MTSS

Components

Continuum of

Instruction &

Intervention

(Tiers)

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C________________ are

often the most common

location involving ODRs

https://pbisapps.wistia.com/medias/uhkgj8pf29

Notes _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Integrate Classroom Procedures

Academic Behavior

Effective I____________ engages students, and is central to prevention in

problem behavior

Behavior Academic

Effective C____________ M____________ improves student engagement and is

central to increased academic success.

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https://pbisapps.wistia.com/medias/uhkgj8pf29

Integrated MTSS: Classroom Instruction/Intervention

Standards-

based

Instruction

Evidence-

based

Instruction or

Intervention

Evaluation

of Impacts

Classroom

Climate

Standards-based Instruction

• Standards drive all goal setting

across tiers.

• Instruction is flexible to needs of

population - but aligned to

standards

• Curriculum choices based on

student needs and aligned to

standards

• Plan for implicit social behaviors

for engagement

1

UDL + Diff. Instruction

• Integrated lessons - academic,

behavior, mental health/SEL

• Flexible presentation &

expression

• Differentiated learning supports

• Culturally relevant instruction

• Assistive Technology

2Classroom Environment

• PBIS

• Classroom Management

• Social Skills Instruct.

• Character Ed

• Trauma Informed Care

• Restorative Justice

• Self-Regulation/Emotional IQ

3

Evaluation of Impacts

• PLC problem solving

• Use of multiple sources and

types of assessments and data

• Collaborative data-based

planning

• Evaluation of learning impacts

• Instructional modifications

4

Develop Integrated Lessons

Classroom Climate

Learning Standards

Evidence-based Instruction

Fidelity of Instruct/Interv.

Current Student Skills (A/B/SEL)

Student Engagement

Practice with Feedback

Student Outcomes

RELATIONSHIPS

EXPECTATIONS

PEDAGOGY

LESSON DESIGN/PLAN

LESSON DELIVERY

Evidence-based Curricula

Classroom Management

Instructional Framework

Student Health/MH/E-IQ

Teacher Health/MH/E-IQHEALTH/MH

“UNPACKING

STANDARDS”

• To identify what

students should know

and do (explicit)

• To identify pre-

requisite social-

emotional or

behavioral engagement

skills are needed

(implicit)

Adapted from: Ysseldyke et al., 2012. Assessment of ecological factors as an integral part of academic & mental health consultation. Journal of Educational and Psychological Consultation, 22, 21-43.

Notes _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Step 1 Select a standard or a set of standards.

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

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

Step 4Determine prerequisite skills implied within the standard (e.g., interpersonal skills,

behavior or engagement skills, etc.)

Step 5 Determine instructional implications of the standard.

Integrate Social-emotional & Behavioral Supports in Academic Lesson Plans

Tools for Integrated Lesson Planning

https://www.livebinders.com/play/play?id=2115332

Integrate Data Around Academic & Behavior Interactions

•Attendance & Tardy

•OSS & ISS

Access

•Academic Engagement

•Behavior Engagement

•Psychological/ Emotional Engagement

Engagement•Differentiated

•UDL

•Standards-based

•Comprehensive lesson planning

•Continuous Improvement

High Quality Instruction

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https://www.livebinders.com/play/play?id=2115332

Using the Frameworks of UDL and PBIS to Design Accessible Learning Environments

What is UDL?• A set of principles for

CURRICULUM development that

gives E_______ individual equal

opportunities to learn.

• A way to provide learning

opportunities in the general

education curriculum that are:

INCLUSIVE and EFFECTIVE for

A_______.

M E

Proactively Identify

IR

© 2015 City for All Women Initiative (CAWI), Ottawa, Reproduction permitted.

Removing the Barriers

Notes _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

to

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Neuroscience

Learner___________

165492670

Three Brain Networks

591404413

7

Learner variability is a scientifically validated concept that recognizes all students are different in how they learn and take in information.

What’s Your Variability?

Weakness StrengthAbility to Focus?

Math Skills?

Organization?

Memory?

Vocabulary?

A

B

C

D

E

Learner Variability is the N_______

Notes ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Neuroscience

Learner Variability

165492670

Three B Networks

591404413

© CAST, 2019. Used with permission. Retrieved from http://www.cast.org/our-work/about-udl.html#.XQ0Rq-hKg2w

CAST (2018). Universal design for learning guidelines version 2.2 [graphic organizer]. Wakefield, MA: Author.

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http://www.cast.org/our-work/about-udl.html#.XQ0Rq-hKg2w

CAST (2018). Universal design for learning guidelines version 2.2 [graphic organizer]. Wakefield, MA: Author.

Physical Environment

Scaffolds

Internal

Academics and Behavior go Hand-in-Hand

Proactive Retrofitting

Preventative Reactive

vs

Predicting barriers and identifying ways to reduce them during the

design phase

Notes _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

vs

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Class-wide PBIS Evidence Based

Practices

1. Maximize Structure

2. Actively Engage Students

during Instruction

3. Establish and Teach Positively

Stated Expectations

4. Implement a Continuum of

Strategies to Reinforce

Appropriate Behavior

5. Implement a Continuum of

Strategies to Respond to

Inappropriate Behavior

Using _____________________ will reduce the barrier of ________________ (Classroom PBIS EBP) (UDL Guideline)

by _____________________________________.(Justification/Explanation)

Sentence stem to help with determining alignment (with example):

the development and/or teaching of expectations

Sustaining Effort and Persistence

ensuring all students know how to ask for assistance

Using _____________________ will reduce the barrier of ________________ (Classroom PBIS EBP) (UDL Guideline)

by _____________________________________.(Justification/Explanation)

Sentence stem to help with determining alignment:

Notes ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Design for the M_______3rd Grade

Reading/Language Arts

Lindie

• Reading pre-primer level

• Finds written tasks aversive

• She is easily distractible, difficulty

remaining in seat, calls out without

permission during lesson, talks during

instruction to peers

• Has 8 ODRs for task refusal, 4 for leaving

the classroom

• She does not like to be corrected

Dante

• Reading level 9th grade equivalent

• Likes to answer ALL questions from

teacher

• Often finishes independent work early

• Prefers to work alone

• When working in groups monopolizes

the conversation and work

• Gets upset (cries) when he makes

mistakes

Reflection:

• How many of you found that the sentence stem helped process through possible barriers?

• How many of you feel that the alignment of UDL and PBIS could enhance your implementation of classroom PBIS?

• How can you use this in your day-to-day work in your current role?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Citations:

CAST. (2018). The universal design for learning guidelines. Wakefield, MA: Author. Retrieved from http://udlguidelines.cast.org/

Nelson, L. (2014). Design and deliver: Planning and teaching using universal design for learning. Baltimore, MD: Paul H. Brookes Publishing.

Simonsen, B. & Myers, D. (2015). Classwide positive behavior interventions and supports: a guide to proactive classroom management. New York, NY: The Guilford Press.

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http://udlguidelines.cast.org/

Why PBIS Needs UDL: Universal Flexibility, Prevention, and … · UDL + Diff. Instruction...

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