PBIS LESSON PLANNING FOR STUDENT

UNDERSTANDINGPresenters:

Britney JohnsonChris Petriccione

Cara Nelson

Objectives for the Session By the end of the session, the learner

will: Understand the differences between

emerging, expanding, and bridging levels of implementation and beyond the simple lesson regarding staff-wide implementation

Analyze a lesson in which all three levels allow for maximum student learning of the skill

Create a sample of a lesson in which students are able to comprehensively understand the skill taught for the day

Emerging Stages of Implementation

The emerging stages of implementation will begin by students acquainting themselves with the skill for the day. Simple verbal /surface-level acquisition may include:

Cloze read Cornell notes Call and response Sentence stems Think/Pair/Share or write/pair/share Quick write Whip Around

This would ideally take place in the first 5-10 minutes of class.

Expanding Stages of Implementation

The expanding stages of implementation will include common core literacy standards. This allows students to truly understand the content of the skills on which they are focusing. These activities may include: Annotated Read(i.e. close read regarding multiple

reads, annotation, and DOK questions) KWL chart Read/Decide/Explain strategy Read/Rate/Reread strategy

This would ideally take place in the next 10-15 minutes of class.

Bridging Stages of Implementation

The bridging stages of implementation allow for students to relate the skills to their lives. This aides in making the motivation more intrinsic than extrinsic. These activities may include: Hypothesizing usage of the skill later in life Choosing an emotion/reaction that is hardest to

control for the student Creating a skit/scenario as to the impact not

following a skill has on others around the student This would ideally take place in the last 25-30

minutes of class.

Sample Daily Lesson At-A-Glance:Disagreeing Appropriately

•Students begin with a cloze read of the text.•Teacher asks students to go back and reread certain important verbs or phrases, repeating 3x.•Students write any questions they have regarding the skill.

Emerging(5-10 minutes)

•Literacy Focus: Read/Rate/Reread•Students reread and rate their understanding. Teacher asks students to indicate questions they can answer from the question bank.•Students reread a third time. Afterwards, the class has a question and answer session in which students may be allowed to engage in out-of-seat activities such as give one, get one or appointment clocks.

Expanding(10-15 minutes)

•The teacher shows inappropriate reactions involving disagreements.•Students hypothesize the emotions involved with disagreeing appropriately and what causes them.•Afterwards, students will brainstorm with a partner as to how the person could have disagreed appropriately and why disagreeing appropriately causes a resolution to the problem. Students will then share out on post-its and the class will assess the solutions.

Bridging(25-30 minutes)

Beyond the First Weeks: Ensuring Implementation at a Site-Level

Social Skills Review Weekly announcements and 5th period social

skills intervention staff-wide

Curtis Kindness Week Curtis Middle School after-action review and

results of implementation