Universal
Classroom
Supports
Melissa Logan
Special Education Director, Clayton
Kate Pavlisin
Instructional Coach, Clayton
Access today’s presentation here:
Welcome
Like Me!
Process:
Each time you hear a statement that pertains to you:
and make a
connection.
OUTCOMES
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Understand the importance of Universal Classroom Supports for the learning of all students.
Describe the six universal critical components for successful classrooms, universal instructional practices, and systems that support learning.
Reflect and plan how to grow the current use of Universal Classroom Supports in your environment.
By the end of this session, participants will:
RESEARCH BEHIND THE PRACTICE
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Universal Classroom Supports, was positively reviewed as a research-based practice in 2015 by the US Office of Special Education Programs. They released a brief that summarized the research on evidence-based, proactive and responsive classroom strategies called, “Supporting and Responding to Behavior: Evidence-based Classroom Strategies for Teachers.”
Research-based practices by Hattie/Marzano/Lemov, as referenced by the Missouri Educator Evaluation System.
High Leverage Practices for Inclusive Classrooms (2nd ed.), as reviewed as a research-based practice by the HLP writing team of the Council for Exceptional Children and CEEDAR Center.
HLP 4: Use Multiple Sources of Information to Develop a Comprehensive Understanding of a Student’s Strengths and Needs
HLP 7: Establish a Consistent, Organized, and Respectful Learning Environment
HLP 8: Provide Positive and Constructive Feedback to Guide Students’ Learning and Behavior
HLP 17: Use Flexible Groupings
HLP 18: Use Strategies to Promote Active Student Engagement
HLP 22: Provide Positive and Constructive Feedback to Guide Students’ Learning and Behavior
Agenda
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Framing Our Thinking
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Levels of Support
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Intensive
Intervention
and Support
Targeted
Intervention
and Support
Universal/Core
Instruction
and Support
3 Tiers of Support
Tier 1 addresses high-quality, schoolwide academic, social, emotional and behavioral programming and supports designed to meet the needs of all students.
Tier 1 - Universal Classroom Supports
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Universal Classroom Supports
academic and behavioral practices in the classroom provided at a core level to effectively address the needs of all students
establish the foundation for delivering regular, proactive support to all students
especially effective for students with disabilities
Why Universal Classroom Supports
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Improves social, emotional, behavioral and academic outcomes.
Establishes regular, proactive support to increase learning.
Promotes a positive school climate, safe learning environment, and trusting & respectful
student-teacher relationships.
Achieves positive outcomes for all students, including those with
various abilities and from diverse backgrounds.
Universals and Cultural Responsive Classroom
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Culturally responsiveness should be entwined in all areas of Universal Classroom Supports (Tier 1)
Activate
and
Engage
Use this Universal Classroom Supports note taking tool to gather your ideas throughout this session.
Process:
“Stop and Jot” your thoughts.
Reflection Question: How will the use of Universal Classroom Supports in all classes impact your building goals?
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Adapted from Simonsen, Freeman, Goodman, et al. (2015). Support and responding to behavior: Evidence-based classroom strategies for teachers, U.S. Office of Special Education.
CRITICAL SIX
Effectively design the physical environment of the classroom.
Develop & teach predictable classroom routines.
Universal
Classroom Supports
Post, define, & teach
positive classroom
expectations and rules.
Provide high rates of varied opportunities to respond.
Use prompts and active supervision.
Acknowledge and
respond to behavior.
Communication Systems
Data / Learning Outcomes
Student Choice
Differentiation
Universal Design for Learning (UDL)
Inclusion, Respect & Accessibility
Lesson Planning
F O U N D A T I O N S
P R A C T I C E S
INSTRUCTIONAL STRATEGIES
SYSTEMS
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The Critical 6 Classroom Components
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Adapted from Simonsen, Freeman, Goodman, et al. (2015). Support and responding to behavior: Evidence-based
classroom strategies for teachers, U.S. Office of Special Education.
CRITICAL SIX
Effectively design the physical environment of the classroom.
Develop & teach predictable classroom routines.
Post, define, & teach
positive classroom
expectations and rules.
Provide high rates of varied opportunities to respond.
Use prompts and active supervision.
Acknowledge and
respond to behavior.
F O U N D A T I O N S
P R A C T I C E S
Critical 6: Foundations and Practices
Universal Classroom Supports
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Component
Why is this good for all students?
Effectively design the Physical Environment of the classroom.
Students’ identities are represented in the classroom.
Culturally Responsive Classroom
What does it look like in practice?
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Clearly defined learning spaces where learning goals and strategies are visually posted.
Orderly & clear of clutter.
All materials are easily accessible for all students.
Arranged in ways that easily allow for students to work in pairs, triads and/or groups.
Opportunities for movement & clear path for mobility.
Design Supports Learning Outcomes
Additional look-fors:
Appropriate lighting
Age-appropriate furniture and materials
Accessible technology
Calming corners or spaces
What does it look like in practice?
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Readily available culturally relevant materials including books, pictures, visuals, etc.
The classroom or space represents the children and youth who are being served.
● ● ●
The classroom or space should include multicultural materials and student work displayed.
Diverse representations of culture and abilities through:
Materials
Props
Posters
Songs
Languages
(on visuals)
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Why is this good for all students?
Component
Develop and teach predictable Routines.
Builds a strong classroom culture.
Culturally Responsive Classroom
What does it look like in practice?
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Arrival & Dismissal
Transitions
Accessing Help
Turning in Work
After completing work
Making up missed work
Establish routines and procedure
Provides structure and predictability.
Makes abstract time concepts, such as “later”, “next”, or “last”, more concrete.
Helps students transition from one activity to the next.
Class Schedule
What does it look like in practice?
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Attention Signals
Hand Signals
paired with
verbal
Timers
Light Changes
Music turning
on and/or off
Variety of attention signals are consistently used during transitions and to regain attention of the group across multiple environments and settings.
Call and
Response
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Component
Why is this good for all students?
Post, design, and teach classroom expectations and rules.
Students’ culture, values and voice are linked to expectations.
Culturally Responsive Classroom
What does it look like in practice?
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Specific, Observable & Measurable
Student Input /
Collaboration
Positively Stated
Posted & Referenced
(in a way students understand)
Classroom
Rules / Expectations
If your building has established school wide expectations, classroom rules can be aligned to promote consistency across all settings.
Define, post and teach 3-5 positive classroom expectations.
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Component
Why is this good for all students?
Provide high rates of varied opportunities to respond.
Students see themselves in the learning.
Culturally Responsive Classroom
What does it look like in practice?
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Opportunities to respond optimize time for instruction and increases learning.
● ● ●
Opportunities to respond can be individual, choral, gestural, written, or verbal.
A variety of groupings used at different times as determined by student skills, prior knowledge and/or interest.
● ● ●
Individual
Pairs
Small group (same or mixed ability)
Whole-class
Technology integrated into instruction to promote student engagement.
● ● ●
Digital citizenship should been taught and reviewed frequently.
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Component
Why is this good for all students?
Use prompts and active supervision.
Build strong relationships.
Culturally Responsive Classroom
What does it look like in practice?
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Preventative
Take place before the behavior response occurs
Understandable
The prompt must be understood by the student
Specific & Explicit
Describe the expected
behavior (and link to the appropropriate expectation)
Observable
The student must distinguish when the prompt is present
Verbal & Non-Verbal Prompts
What does it look like in practice?
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Scanning
visual sweep of entire space
Moving
continuous movement; proximity
Interactive
verbal communication in a respectful manner, any pre-corrections, noncontingent attention, specific verbal feedback
Active Supervision
Reinforce the Behavior (Individual)
Recognizing someone for demonstrating a specific behavior.
● ● ●
Reinforce the Behavior (Group)
All students have the opportunity to meet the same expectation and earn the same reward; works well when targeting a specific group behavior.
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Component
Why is this good for all students?
Acknowledge and respond to behavior.
Students receive equitable treatment.
Culturally Responsive Classroom
What does it look like in practice?
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4:1 Ratio
positive interactions to negative or corrective interactions
Feedback
sincere,
immediate,
and specific
Praise
understandable,
meaningful,
sincere, and specific to the behavior
Corrective
Feedback
brief description
of incorrect
behavior and
then offer what can be done differently
Organize
and
Integrate
3-2-1
Process:
What are 3 big ideas from the Critical 6?
What are 2 examples you plan to look for?
What is 1 question you have?
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Instructional
Strategies �and
Systems
Instructional Strategies and Systems
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Adapted from Simonsen, Freeman, Goodman, et al. (2015). Support and responding to behavior: Evidence-based classroom strategies for teachers, U.S. Office of Special Education.
Universal Classroom Supports
CRITICAL SIX
F O U N D A T I O N S
P R A C T I C E S
Universal Classroom Supports
INSTRUCTIONAL STRATEGIES
Student choice
Differentiation
Universal Design for Learning
Inclusion, Respect & Accessibility
Lesson Planning
SYSTEMS
Communication Systems
Data / Learning Outcomes
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Incorporate Instructional Strategies into the learning process.
Why is this good for all students?
Instructional Strategies
A variety of instructional strategies that are flexible, inclusive, and accessible.
Culturally Responsive Classroom
What does it look like in practice?
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Clearly defined learning spaces where learning goals are visually posted.
Orderly & clear of clutter
All materials are easily accessible for all students.
Opportunities for movement & clear path for mobility.
Student choice embedded into instruction.
Use Universal Design for Learning (UDL).
Instruction is skillfully differentiated for a variety of learners.
Daily, weekly, and yearly lesson planning in academics, social skills, functional and vocational skills.
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System
1
Methods, processes, & tools to support two-way communication.
Why is this good for all students?
Builds relationships with students and families.
Culturally Responsive Classroom
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System
2
A data-based system to monitor and assess student outcomes.
Why is this good for all students?
Culturally Responsive Classroom
Use the data to drive decisions.
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Adapted from Simonsen, Freeman, Goodman, et al. (2015). Support and responding to behavior: Evidence-based classroom strategies for teachers, U.S. Office of Special Education.
CRITICAL SIX
Effectively design the physical environment of the classroom.
Develop & teach predictable classroom routines.
Universal
Classroom Supports
Post, define, & teach
positive classroom
expectations and rules.
Provide high rates of varied opportunities to respond.
Use prompts and active supervision.
Acknowledge and
respond to behavior.
Communication Systems
Data / Learning Outcomes
Student Choice
Differentiation
Universal Design for Learning (UDL)
Inclusion, Respect & Accessibility
Lesson Planning
F O U N D A T I O N S
P R A C T I C E S
INSTRUCTIONAL STRATEGIES
SYSTEMS
Organize
and
Integrate
Road Sign Synectic
Process:
Select a road sign (or come up with your own) and create a synectic.
“Universal Classroom Supports are like _________ because ...”
Share your connection at your table.
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Wrapping up:
Review, Next Steps
SSD Supports for Universal Classroom Supports
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Professional Learning for all New Staff at New Teacher Orientation
Professional Learning refresher for staff as needed
Administrative
Universal Walkthroughs, Observations, Conversations
Support provided by Instructional Coaches
RESOURCES AND SUPPORTS AVAILABLE
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SSD Instructional Coaches
and MTSS Facilitators
Missouri Schoolwide Positive Behavior Support Tier 1 Implementation Guide
Reflect
and
Plan
Next Steps
Process:
On your note taking tool,
OUTCOMES
43
Understand the importance of Universal Classroom Supports for the learning of all students.
Describe the six universal critical components for successful classrooms, universal instructional practices, and systems that support learning.
Reflect and plan how to grow the current use of Universal Classroom Supports in your environment.
By the end of this session, participants will:
Thanks!
Contact Information
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Melissa Logan
Special Education Director, Clayton
(314) 378-6913
Kate Pavlisin
Instructional Coach, Clayton
(636) 346-5283