Handout

Unpacking Common Core Standards: A Place for PBIS in the Instructional Environment

E8 Gaunt & Minch, 2014

Interpersonal Skills / Engagement Skills / Motivation Skills / Study Skills
  • Follows classroom rules
  • Corrects inappropriate behavior when asked
  • Expresses dissatisfaction appropriately
  • Accepts suggestions from teachers
  • Works effectively in a large group activity
  • Interacts appropriately with adults
  • Listens to what others have to say
  • Gets along with people who are different
  • Works effectively in small group activity
  • Interacts appropriately with other students
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  • Speaks in class when called upon
  • Asks questions about tests or projects
  • Participates in class discussions
  • Volunteers answers to questions
  • Assumes leadership in group situations
  • Volunteers to read aloud
  • Initiates conversations appropriately
  • Asks questions when confused
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  • Prefers challenging tasks
  • Produces high-quality work
  • Evaluates own work
  • Attempts to improve on previous performance
  • Persists when task is difficult
  • Looks for ways to academically challenge self
  • Assumes responsibility for own learning
  • Is goal-oriented
Stays on task /
  • Completes homework
  • Corrects own work
  • Finishes class work on time
  • Prepares for tests
  • Prepares for class
  • Turns in homework on time
  • Takes care of materials (e.g., textbooks, desk)
  • Completes assignments according to directions
  • Takes notes in class
  • Reviews materials

  1. Lesson study guide for MTSS (Slide 25)

  1. Unpacking worksheet –blank (Slide 26)

  1. Step 1
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  1. Select a standard or a set of standards.

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

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

  1. Step 4
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  1. Determine pre-requisite skills implied within the standard. Record.

  1. Step 5
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  1. Determine instructional implications of the standard. Record.

  1. K-12 Anchor Standards (Slide 27)

  1. KG example with some populated items for "implicit skills" (Slide 29) - for use in conducting think-pair-share to generate more and then click to allow other items to pop up for comparison

  1. 11-12th Grade example (Slide 31) - same activity as KG example.

Instructional Implications

Are there explicit connections in lesson plans between the instruction necessary for social skills (implied skills) for each standard and the instruction necessary for academic content?

Are you using your tier 1 language to make connections with students’ existing knowledge and help with generalization?

–Active listening skills

•Being respectful (SWE) during peer collaboration includes active listening when your peer is giving you feedback. Everyone: show me what active listening looks like (pause- feedback; praise), great, now show me what active listening doesn’t look like.

–Appreciation of diversity

•Being respectful during peer collaboration also includes appreciating and respecting others you may be different from you. If someone is writing about a topic that you wouldn’t pick doesn’t mean it’s not a good idea, it just means they have different interests and preferences than you. Use your peer collaboration time to learn something new about a topic or area you typically wouldn’t. You do this by asking questions about that person’s interest and telling that person that you’re glad you’re learning more about that topic.

–Focus, attention, and self-regulation

•Being responsible during peer collaboration also mean managing your time to make sure you stay focused and finish the assignment within the allotted time. Some ways to do that include…

–Negotiation and conflict resolution (when necessary)

•You and your partner might disagree when working together. What are some ways that we can RESPECTFULLY disagree with someone without offending them?