Gregory J. Benner, Ph.D. Associate Professor University of Washington-Tacoma (253) 692-4621 gbenner@u.washington

1. Teaching in the Red Zone: How to Increase Academic Engaged Time During Supplemental Instruction1st Annual Louisiana PBS ConferenceSession 34A Gregory J. Benner, Ph.D. Associate Professor University of Washington-Tacoma (253) 692-4621 gbenner@u.washington.edu

2. 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

3. 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.

4. Think Functionally • Escape • Does the kid have an academic skill deficit? (Can’t Do) • Does the kid have the skills to do the task, but is just not doing it? (Won’t Do) • Access • Peer attention • Adult attention

5. Coercion Theory (Patterson, 1982; 1995) Problem Behavior Non-Compliance Defiance Calm Child Surrender Threat of Consequence Threat of Consequence Parent, Teacher, or Therapist Children become aware that if they continue to misbehave or respond to the parent’s coercive behavior with severe disruptive behavior they can shape parental (or teacher & therapists) behavior for their own benefit.

6. 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

7. Explicit Delivery of Supplementary Instruction Accountability and group alerting procedures Effective error correction Effect student questioning procedures

8. School 3 (14 Teachers) Fidelity and Gain 100% 90% 80% 70% 60% Fidelity Percentage 50% 40% 30% 20% 10% 0% 0 1 2 3 4 5 6 7 8 Broad Reading Gain

11. Clear Communication

12. 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.

13. Behavior Matrix

14. Positive Behavioral Supports During Red Zone Instruction Student-Teacher Learning Game Good Behavior Game Think Time/Stop Time Behavior Report Cards Administrative Interventions

15. Teacher-Student Learning Game What are the goals?

16. To increase on-task behavior • Help students to manage their own behavior • Help students to support each other • To redirect students

17. What is needed to implement the game?

18. Set of positive and observable expectations to guide student behavior • Small accessible white board (or flip chart) and marker

19. Implementing The Game

20. Establish and teach expectations for instructional situations • Positively worded and few in number

21. 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.

22. Playing The Game

23. Teacher Students 15 pts. 30 pts.

24. 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.

26. Primary Elements of Think Time Precision request Antiseptic bounding condition Debriefing

33. Lunch time Intervention • Use • For exceeding a set frequency of classroom management procedures • Behavioral Expectations • Timeframe • Student • Supervisor

34. Behavioral Report Cards • http://www.jimwrightonline.com/php/tbrc/tbrc.php

36. 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., won’t do in-class work) • Defining what the problem is • Generate alternatives without regard to consequences • Decision-making—consider possible consequences of each solution • Verification—determine if the alternative worked

38. Evidence-Based Behavioral Programs • Blueprints for Violence Prevention • 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.pdf • OJJDP Model Programs Guide • http://www.dsgonline.com/mpg2.5/mpg_index.htm • Helping America’s Youth • http://www.helpingamericasyouth.gov/ • National Center for Mental Health Promotion and Youth Violence Prevention • http://promoteprevent.org/resources/legacy_wheel/ • SAMHSA’s Registry of Evidence-Based Practices • http://www.nrepp.samhsa.gov/ • Youth Violence: A Report of the Surgeon General • http://www.surgeongeneral.gov/library/youthviolence/toc.html