SCHOOL-WIDE POSITIVE BEHAVIORAL INTERVENTIONS AND SUPPORT: ADDRESSING THE BEHAVIOR OF ALL STUDENTS Classroom PBIS: Opportunities to Respond KENTUCKY CENTER FOR INSTRUCTIONAL DISCIPLINE

Expectation Participation at In-service Activities and Assignment Completion Peer Collaboration Action Planning and Follow Through Activities Be Respectful Listen, process and ask reflective questions Reflect on each staff member’s experience and expertise Support your colleagues by offering your best ideas Consider the benefits of completing activities and seeking peer coaching Be ResponsibleContribute to learning of all Follow through with assignments Be a peer coachUtilize the activities and seek to apply your learning Training Matrix

Training Objectives Review the research on the use of Opportunities to Respond (OTR) strategies in the classroom Learn various methods to increase OTR in the classroom Develop a plan to increase OTR

Danielson‘s Framework Common Features Peer Observation – Process of a peer observing another’s professional practice and providing supportive and constrictive feedback for formative purposes. Self-Reflection – Critical self-examination of practice on a regular basis to deepen knowledge and expand a repertoire of skills and incorporate findings to improve practice.

Process for Training OTR with colleagues A school needs a positive culture and climate of collegiality for faculty to utilize this strategy. Determine who wants to participate in training. Have a preliminary conversation and explain the process. Each participant will observe a colleague and be observed by a colleague.

A Basic Logic Student Engagement and Teacher Behavior David Berliner (1990) suggests that the relationship between engaged time and student achievement “has the same scientific status as the concept of homeostasis in biology, reinforcement in psychology, or gravity in physics.”

Characteristics of “Effective Classrooms” Effective Classrooms -low incidence of behavior problems -high success rates (80% or better) -Academic learning time/engaged time -time with materials or activities related to the outcome measures that are being used. Terry Scott, APBS 2014

Adult Behaviors Associated with “Effective Classrooms” Organization and Consistency – Schedules – Thoughtful routines and physical arrangements – Proximity Explicit Instruction – Clearly state objectives and key rules – Explain, model, & demonstrate all content – Prompts and reminders throughout lesson Engage Students – Provide opportunities for students to respond during instruction – Facilitate group and individual responses – Guide practice Frequent and Consistent Feedback – Specific praise – Correction Terry Scott, APBS 2014

Agenda (65 minutes) Opening/Overview of OTR (15 minutes)  Activity #1: Practice Strategies to Increase OTR (30 minutes)  Activity #2: Review Strategies  Activity #3: Response Card Practice Summary/Next Steps (20 minutes)  Activity #4: Planning

Classroom Modules Worksheet See first handout Use this worksheet for planning for your school. The leadership team should review data sources; BoQ, SAS, ODRs to determine areas of greatest concern. Follow the remaining steps on the worksheet

Pre-Assessment Prior to this training session, your classroom has been observed and two sets of information have been provided to you:  Frequency count of Opportunities to Respond (OTR)  Percent of time on task for students in your class Through today’s training, consider how you can increase the overall number of OTRs and the percentage of student on-task behavior

Opportunities to Respond An instructional question, statement or gesture made by the teacher seeking an academic response from students (Sprick, Knight, Reinke, & McKale 2006) A teacher behavior that prompts or solicits a student response (Simonsen et al., 2008)  Reading aloud  Writing answers to a problem  Verbally answering a question  Responding to a teacher’s cue

Opportunities to Respond ANTECEDENT Teacher Provides Verbal Questions Prompts Cues BEHAVIOR Student Responses Written Choral Verbal Motor CONSEQUENCE Teacher Provides Specific, Positive Feedback

Opportunities to Respond: Example ANTECEDENT Teacher says, “When I give the signal everyone answer this question: What is 5 times 6?” Teacher waits a few seconds and gives signal. BEHAVIOR Students chorally respond, “30.” CONSEQUENCE Teacher says, “Yes! The correct answer is 30.”

Why Provide Multiple OTR? Behavioral Outcomes Increases student engagement with instruction Allows for high rates of positive, specific feedback Limits student time for engaging in inappropriate behavior Is an efficient use of instructional time Heward, 1994

Why Provide Multiple OTR? Academic Outcomes Improved Reading Performance:  Increased percentage of reading responses  Mastery of reading words  Rates of words read correctly  Decreased rates of words read incorrectly (Carnine, 1976; Skinner, Smith,& McLean, 1994) Improved Math Performance:  Percentage of problems calculated correctly per minute  Number of problems completed  Active correct responses (Skinner, Belfior, Mace, Williams-Wilson, & Johns, 1997)

Rate of OTR New Material:  4 – 6 student responses per minute with 80% accuracy Practice Work:  9 – 12 student responses per minute with 90% accuracy CEC, 1987; Gunter, Hummel, & Venn, 1998

Activity #1: Practice 1. Read the Classroom Vignette (Handout 1). 2. Determine how many opportunities to respond were provided to students during the instructional period. 3. Identify whether each opportunity was an individual or group response.

Strategies to Increase OTR A. Track Students Called On B. Guided Notes C. Response Cards D. Computer Assisted Instruction E. Classwide Peer Tutoring See handouts for each strategy

Activity #2: Review Strategies 1. Read about the strategy you have been given as a group. 2. Be prepared to explain your strategy and demonstrate or tell how to use it with students in the classroom.

Activity #3: Response Card Practice Distribute true/false cards to all participants Routine:  I will ask a question and give you time to think.  I will say “Answer.”  Show your card with your answer toward me.  Hold card up until I say “Cards down.”  Place card on table and put eyes on me. Practice

Next Steps 1. Select an OTR strategy to work on and develop a written plan 2. Implement the strategy for at least 4 weeks 3. Post-Assessment observations will then be completed 4. Repeat steps 1-2 for any additional strategies you want to enhance

Activity #4: Planning Complete a written plan for the strategy you’ve selected 1. Identify target/objective of the lesson 2. Description of the strategy to be used 3. Target date for beginning the strategy 4. Add any additional notes

References Carnine, D.W. (1976). Effects of two teacher-presentation rates on off-task behavior, answering correctly, and participation. Journal of Applied Behavior Analysis, 9, Council for Exceptional Children, (1987). Academy for effective instruction: working with mildly handicapped students. Reston, VA: Author. Gunter, P., Hummel, J., & Venn, M. (1998). Are effective academic instructional practices used to teach students with behavior disorders? Beyond Behavior, 9, Heward, W.L. (1994). Three low-tech strategies for increasing the frequency of active student response during group instruction (pp ). In R. Garner, III, D.M. Sainato, J.O., Cooper, T. E., Heron W.L., Heward, J., Eshleman, & T.A. Grossi (Eds.) Behavior analysis in education: Focus on measurably superior instruction. Pacific Grove, CA: Brooks/Cole. Skinner, C.H., Smith, E.S., & McLean, J.E. (1994). The effects on intertribal interval duration on sight-word learning rates of children with behavioral disorders. Behavioral Disorders, 19, Skinner, C.H., Belfior, P.J., Mace, H.W., Williams-Wilson, S., & Johns, G.A. (1997). Altering response topography to increase response efficiency and learning rates. School Psychology Quarterly, 12, Simonsen, B., Fairbanks, S., Briesch, A., Myers, D. & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for Research to practice. Education and Treatment of Children, 31(3), pp Sprick, R. S., Knight, J., Reinke, W.M., & McKale, T. (2006). Coaching Classroom Management: Strategies for Administrators and Coaches. Eugene, OR: Pacific Northwest.