Materials Needed for this Module Chart paper/Markers Handouts: Teacher Strategies-See trainer notes on Slide 7 Apps for Non Verbal Responses-See trainer notes on Slide 10 Classroom Snapshot: Multiple Opportunities to Respond Action Plan template

PBIS Classroom Management Provide Multiple Opportunities to Respond

Classroom Management Practices Arrange orderly physical environment Define, Teach, Acknowledge Rules and Expectations Define, Teach Classroom Routines Employ Active Supervision Provide Specific Praise for Behavior Continuum of Response Strategies for Inappropriate Behaviors) Class-Wide Group Contingency Provide Multiple Opportunities to Respond TRAINER NOTES: Note the colored fonts within the list of modules; part of 2 day training reflects the coaching model. We will train the modules in dark blue font, which is “I DO”, our work tomorrow with “mock trainings will be the “We Do” and you doing the training back in your district will be the” You Do”. These are the 8 Classroom Management Practices that research has shown has a positive impact on students. Each module has the practice bolded in orange font. We want your teachers to have effective strategies that they are all using consistently. Tier I features are implemented within classrooms and are consistent with school-wide systems. (The classroom is a critical aspect of Tier I training and includes 8 key components. These strategies maximize classroom management to allow for instructional time and less teacher stress! **Components 1 & 4 are about setting up the physical environment to minimize distractions for students, to use the physical space of the classroom as an assistant in managing student bodies and behaviors, and also how we can have a positive impact on students engagement by moving around the classroom and having brief interactions with students. **Components 2, 3, 5, 7 are about efficient teaching of those common classroom routines, how to do it efficiently and not over and over again, and how to provide feedback to encourage students follow those routines. Praise connected to specific behaviors is more powerful than generic praise. Group feedback, and rewards can be powerful motivators too. **Components #7 and 8 are about providing adequate level of practice for the behaviors you want to see, and how to effectively, quickly redirect these misbehaviors so they are less likely to turn into bigger behaviors.) Adapted from MO Classroom PBIS

Classroom Practice: Multiple Opportunities to Respond We will use the same process with action planning around data, practices, and systems for each classroom practice … 4 Elements guide the systematic implementation of PBIS---Outcomes, Data, Practices and Systems Outcomes - First, the school sets measureable and achievable outcomes related to social competence and academic achievement that are embraced by all staff and families. Practices - Once the desired outcomes are established, the school identifies practices (what we do for students) that are supported with educationally relevant evidence. These practices should be based on the school’s needs, be relevant, effective and efficient. They are based upon the principles of applied behavior analysis, are research based, and embrace a positive, proactive and instructional philosophy. Data – Next, information or data (how we make decisions) is used to identify the status of current practice, support the need for change, and evaluate the impact of interventions or practices (e.g., records of behavioral incidents, attendance, staff and student perceptions) Systems – Finally the school formally put s system (what we do to support adults, e.g. personnel, funding, policies, training) into place to ensure that the accurate implementation of the practices can and does occur.

Definition Opportunities To Respond is a teacher behavior that prompts or solicits a student response (e.g., asking a question, presenting a demand). Use of Opportunities To Respond (OTR) includes strategies for presenting materials, asking questions, and responding appropriately to increase the likelihood of an active and desired student response.

Rationale The more students spend involved in learning activities, the more they learn. Additionally, increased rates of responding and the subsequent improved learning tend to increase the amount of material that can be covered. When teachers increase their rates of opportunities to respond, student on-task behavior and correct responses increase while disruptive behavior decreases. Shown to improve reading and math performance. Provides continual feedback for the teacher on student learning and the effectiveness of teaching strategies. (Barbetta, Heron, & Howard, 1993; Carnine, 1976; Heward, 1994; Sutherland, Alder, & Gunter, 2003; Sutherland & Wehby, 2001; West & Sloane, 1986).

Strategies Individual or small group questioning: use a response pattern to make sure that all students are called on (tally on seating chart/popsicle sticks etc...) Choral Response: all students in a class respond in unison to a teacher question. Suitable for review, to teach new skills, as a drill, or as a lesson summary. Use wait/think time by pausing after asking a question for five seconds. Count inaudibly, use a stopwatch or follow second hand on a clock or use peer coaching/video-taping which helps develop awareness. Non-Verbal Responses: students respond using symbols, tools, or gestures When discussing Opportunities to Respond you might want to mention the strategies listed below. See if the teachers can describe some of the strategies listed, if not, there is a handout which defines them. Teachers can increase opportunities to respond by utilizing some of these strategies: Teach your partner Exit Slips Think-pair-share Think Boxes Echo Cloze/repeat from teacher Students exhibit a physical response to a question (stand/sit, thumbs up/down, four corners, etc.) See Coach Resource Kit for descriptions of strategies

Guidelines for Response Rates Teacher talk should be no more than 40-50% of instructional time. New material: a minimum of 4-6 responses per minute with 80% accuracy. Review of previously learned material: 8-12 responses per minute with 90% accuracy. (Council for Exceptional Children, 1987; Reinke, Herman & Stormont, 2013)

Example of Opportunities to Respond This scenario demonstrates the practice of providing numerous opportunities to respond and engage students. Shortly after science class started, the teacher announced, “We have a small block of ice and the same size block of butter. Tell your neighbor which one would melt first.” A few seconds later the teacher said, “Please write down in one sentence an explanation for your answer.” A few minutes later, the teacher told the students to share with their neighbor what they had written. Shortly thereafter, the teacher called on one student to tell the class her answer. The teacher then asked students to give a thumb down if anyone disagreed, and so on. (Colvin, 2009, p.48) If time, this example could be used as an activity. Once it has been read, the participants can point out the various Opportunities to Respond the teacher has given the students.

Non-Verbal Response Strategies White Boards: students have personal white board to write answers to teacher’s questions with an erasable pen. Letters, words, numbers, draw symbols, or solve problems and when cued, hold up board to display answers. Response Cards: pre-printed cards that have choice words on each side. Yes/No or True/False or Odd/Even Signaling or Movement Activities: Thumbs up/thumbs down Stand up/sit down Move to four corners, etc. Try this strategy with the group. Ask simple questions and have the participants do a thumbs up/down or stand up/sit down. Questions like: Who drove to the training today? Are you ready for a break? Have you learned anything new with this module? A Four Corner activity slide can be found in the practice activities presentation. Reminder to Teachers: Teach the expected behaviors, including when to select their card or write their response, when to share, and when to clean boards or reposition cards for next question. Prepare questions to carefully match your response option. Assess student responses and provide clear, specific feedback. Provide the correct answer and a brief explanation if a significant number of students did not respond accurately, then ask the question again. Keep in mind when using white boards to: Carefully plan, organize and teach the use of all materials. The time and initial costs to prepare white boards or response cards is far out-weighed by the benefits of high response rates.

Apps for Non-Verbal Responses in the Classroom Technology makes many things easier and schools can benefit from its use. Now you can use computers, tablets and other devices for educational purposes. Many apps, programs and websites can help teachers diversify ways to engage students in their lessons. This helps meet the needs of the teacher (to motivate students, keep students engaged, continually assess and give feedback) and of the students (for staying engaged, learning concepts and completing work). Remember to always pre-correct expectations for using the apps, as well as the equipment. “An ounce of prevention is worth a pound of cure”. There is a handout which lists 55 apps with descriptions included. if time, have participants view a few of the apps listed. If anyone has used an app listed, have them discuss the pros/cons to using it. Encourage the staff to add to the list by uploading the list to either the Google drive or shared drive for the staff. Staff members could add new apps on as they find apps they used and liked.

Developing Guided Notes Guided Notes: teacher prepared handouts leading students through a presentation or lecture with visual cues or prepared blank spaces to fill in key facts or concepts. Increases attention and engagement Provides a standard set of notes (lessons need to follow the guided notes) and helps with outlining skills Identify key facts, concepts, or relationships that could be left blank for students to fill in. Consider inserting concept maps or a chart, diagram, or graph to help with understanding. Provide students with formatting clues such as blank lines, numbers, bullets, etc.

Reflection Activity Think about the practices for ensuring numerous opportunities to respond. Talk at your table and see if you can summarize what you have learned, by listing the OTR strategies, and then noting any suggestions or thoughts for using that strategy effectively. Have participants use chart paper to list strategies and ideas for using the strategies effectively.

Classroom Management Assessment for Opportunities to Respond

Wrap-up and Questions Please take a few minutes to add items from this training to your action plan. What questions do you have? Share with us: What is one thing you are taking away? What is one thing you need more information about?