1. Jessica Swain-Bradway
C6- Supporting Classroom Use of Evidence-Based Teaching Practices - Classroom Walk-throughs:
Jessica Swain-Bradway
Midwest PBIS Network
C6 - Classroom Walk-throughs
PBIS in the classroom is based on two assumptions (1) PBIS is, at its core, about the interaction between educators and students, and (2) within a multi-tiered behavioral frame, our systems allow educators to match the intensity of best practices to student needs. Tier 1 teams, and coaches can support practitioner’s fluency in best practices, thereby building school capacity. Come learn how districts are approaching the task of professional development in classroom practices, including the use of classroom walk throughs. Examples and data from a large-scale study will be shared.
In WI:

2. Objectives
List and define at least three best practices in classroom instruction.
Describe a model of training, coaching, and fidelity that includes classroom walkthroughs.
Describe the classroom snapshots, including content and use.

3. TFI Classroom Features

4. Best Practices in the Classroom

5. Best Practices Orderly Physical Arrangement Active Supervision
Multiple Opportunities to Respond
Error Correction
Behavior Specific Praise
Group Contingencies- Positive Behavior Game

6. Opportunities to Respond

7. 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.

8. 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).

9. 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

10. 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: responses per minute with 90% accuracy.
(Council for Exceptional Children, 1987; Reinke, Herman & Stormont, 2013)

11. 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.

12. 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.

13. 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.

14. 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.

15. Responding to Problem Behavior- Error Correction

16. Continuum of Strategies to Respond to Inappropriate Behavior
Planned Ignoring
Physical Proximity
Signal/ Non-Verbal Cue
Direct Eye Contact
Praise (BSPS) the Appropriate Behavior in Others
Redirect
Support for Procedure/Routine
Re-teach
Differential Reinforcement
Specific and Contingent Error Correction
Provide Choice
Conference with Student
The trainer should review these strategies with the participants. A handout of the strategies and definitions has been provided. Make sure each participant has been given a paper copy (a laminated copy would be the best), which they can keep in their plan book or with other important papers. It is important for all teachers to become very familiar with these strategies so they can utilize any of them when necessary.

17. Specific and Contingent Error Correction Definition
Error correction is an informative statement provided by a teacher or other adult following the occurrence of an undesired behavior.
It is contingent (occurs immediately after the undesired behavior); specific (tells the learner exactly what they are doing incorrectly and what they should do differently in the future); and brief (after redirecting back to appropriate behavior, move on).

18. Delivering Error Correction
Inappropriate behavior is delivered in a calm, consistent, brief, immediate and respectful manner
Teacher ensures error correction is followed by BSPS as soon as student displays appropriate behavior
Use error correction as a teaching opportunity to clarify and reteach expectations
Use the same calm instructional approaches used to correct academic errors
Teacher uses continuum of strategies to respond to inappropriate behavior
It is important to emphasize the manner of which Error Correction is delivered makes all the difference whether a student corrects the inappropriate behavior or continues it. Take time to describe each in detail:
Be Calm: A fluent correction is a Calm correction. If a teacher is visibly upset with a student’s misbehavior, this is likely to lead other students off task. They will focus on the far more dramatic exchange between the teacher and the misbehaving student rather than instruction.
Be Consistent: When providing error corrections Consistency is essential. This means… if a teacher chooses to correct a particular misbehavior, the correction should occur routinely among all students each time the same misbehavior is demonstrated. For example, if we correct one student for blurting out without raising a hand to speak, but respond to other students when they blurt out answers, this is inconsistent and unfair. It creates confusion for students about which rules really apply, to whom and when.
Be Specific: Specific descriptions of the behavior and expectations help students to know exactly what is expected. With specific descriptions, you are using the inappropriate behavior as an incidental teaching opportunity. Use the same objective and targeted feedback you would use with an academic error.
Be Brief: Brevity is also important. When misbehavior occurs, our attempt to correct the problem should not make the situation worse. We should avoid talking too much. Instead, make the correction by telling the child what to do instead, then walk away. Assume the child will comply. Don’t wait for the situation to escalate into a power struggle.
Immediate means… as soon after the misbehavior as possible
Responses Should be Immediate and Respectful: Lastly, a common thread through all fluent error corrections is Respect. Behavior corrections should never involve belittlement or ridicule of a student. Instead, the most effective corrections are matter of fact, specific statements that tell what the misbehavior was and what the student should do instead. (Sprick, Knight, Reinke & McKale, 2006, p )

19. Steps to Specific and Contingent Error Correction:
Respectfully address student
Describe inappropriate behavior
Describe expected behavior/rule
Link to expectation on Matrix
Redirect back to appropriate behavior
Ask participants to make an error correction statement to share with the whole group. Are all components included? Is it brief? Is it linked to rule and expectation on the Matrix?
Practice: As a group see if you can develop a sample Error
Correction statement that includes all 5 steps and is brief.

20. Error Correction EXAMPLES:
After a student calls out in class the teacher responds, “Please raise your hand before calling out your answer”
After students are talking too loudly during group work, the teacher responds, “Please use a quieter whisper voice while working with your partner”.
When a student is out of her seat when she should be working at her desk, the teacher responds, “Please stop walking around the room and return to your seat to finish your work”
NON-EXAMPLES:
How many times do I have to tell you to work quietly?
Why are you talking when I’m talking?
Do you want me to send you to the office?

21. Activity: Error Correction Response As a group, rephrase each of the non-examples so that it is an appropriate error correction response
Non-examples
Error Correction
Didn’t I just tell you to get your
work done?
What do you think you are doing?
Don’t you think you should be using your time better?
This activity can be a whole group activity or if time, have each table/team rephrase the non-examples and share when finished.
What’s going to happen if I
call your mother?

22. Activity: Error Correction Scenarios
The trainer distributes 6 different scenarios.
The participants are to find someone with the same scenario and share the correct way to give an error correction.
Share out at end of the activity
This activity is to be used as a closing activity or as a “stand alone” activity, if you run out of time during the staff training.
Cut apart the Student Scenario Handout beforehand.
Make sure there are a variety of the scenarios at each table.
Have the participants follow the directions on the slide and share out at the end of the activity.
Give minutes for this activity.

23. Behavior Specific Praise

24. Definition: Behavior Specific Praise Statements
A behavior-specific praise statement is verbal/written feedback that is descriptive, specific, and delivered contingent upon student demonstration of expected behavior in a ratio of 4:1.
To be effective a Behavior Specific Praise Statement needs to identify the student/group; describe and acknowledge the rule/behavior being recognized; be immediate and always be linked to the school-wide expectation(s).
Often times teachers feel they have given positive praise because they have said “Good Job”, but it is important to point out it is not specific enough. Students want/need to know their appropriate behavior has been recognized especially if it comes right after a re-teaching event. Take time to emphasize what these look like in the classroom/school:
Descriptive and specific : Identifies and defines both the student and behavior being recognized
Behavior-contingent: student accurately displays desired behavior, which is linked to the school-wide expectations
Frequency: Behavior-specific praise statements delivered 4 times as often as error correction. Use more often when introducing or teaching a new behavior

25. Rationale
Contingent praise is associated with increases in a variety of behavioral and academic skills
(Partin, Robertson, Maggin, Oliver, & Wehby, 2010)
Behavior specific praise has an impact in both special and general education settings
(Ferguson & Houghton, 1992; Sutherland, Wehby & Copeland, 2000)
When we focus our praise on positive actions, we support a sense of competence and autonomy that helps students develop real self-esteem (Davis, 2007)
Teacher praise has been supported as among one of the most empirically sound teacher competencies (Maag, 2001)

26. Specific Positive Feedback
With behavior specific praise (positive feedback) you are recognizing attainment of specified performance criteria, effort or successes at tasks that are difficult for the child. To ensure continued use, behavior specific praise is essential.
General praise or commonly used phrases such as “good job,” though important for a pleasant classroom, are inadequate for building and sustaining desired behavior.

27. Benefits of Behavior Specific Praise
Helps adults and students focus on positive social behaviors and actions.
It is the most powerful behavior change tool teachers have in their repertoire.
Increases the likelihood students will use the recognized behaviors and skills in the future.
Decreases inappropriate behavior and therefore, reduces the need for correction.
Enhances self-esteem and helps build internal focus of control.

28. EXAMPLE Activity: Behavior Specific Praise
Let’s practice using behavior specific praise.
There are behavior statements on your table.
Please take one
Read over the statement
Change the wording to a Behavior Specific Praise
statement
Share your response with your shoulder partner
If time have a few participants share how they reworded the statements. Discuss how rephrasing the statement could be powerful for the student/group.

29. How to Use Behavior Specific Praise Statements
Immediate/High frequency/Predictable/Tangible
Delivered at a high rate for a short period while teaching
new behaviors or responding to problem behavior
Name behavior and tie back to classroom expectation
Intermittent/Unexpected
Brings “surprise” attention to certain behaviors or at scheduled intervals
Use to maintain a taught behavior

30. How Does 4 to 1 Happen? All teachers are expected to:
Interact in a friendly, supportive manner at all times with students, parents, guests and colleagues
Initiate positive interactions by:
making eye contact
smiling, nodding, winking
being welcoming
offering a greeting
asking if assistance is required
providing positive feedback regarding appropriate student behavior
maintaining an attitude of respect and support, even when correcting student behavior
Staff members feel they do this practice with little difficulty, but not all teachers are using the 4:1 rule or giving “specific” praise. Remind all staff members that saying “good job” over and over again does not change behavior. The statement must be specific to related to the behavior. Give the participants 1 minute to give out 3 stickers, using a behavior specific praise statement each time. This is an activity, which can be repeated, as often as needed throughout the school year.
4 Positives to 1 Negative
Students should experience predominately positive interactions (ratio of 4 positives for every negative) in the classroom.
Positive Interactions=Behaviorally specific feedback as to what the student did right (contingent)
Smile, nod, wink, greeting, attention, hand shake, high five (non-contingent)
Negative Interactions=Non-specific behavioral correction
Ignoring student behavior (appropriate or inappropriate)

31. Activity: Table Discussion
Does everyone at our school use the 4:1 rule?
If so, is it done on a daily basis and is it being done well?
If not, what can we ALL do as a school to ensure it is happening all the time?
This is a good staff discussion activity. Have a brainstorming session and ask for someone to record all the ideas. Perhaps either keep the list posted in the meeting room or send out an with the ideas listed. Ask for any/all comments regarding each idea, then the team determines which idea(s) will be implemented as soon as possible throughout the school.

32. Coaching

33. Coaching to Fidelity Think Best Practices- Applied to your Staff!
Model, Lead, Test
Cognitive Load

34. Coaching to Fidelity
What do your current PD opportunities “look like”?
All at once?
Focused?
Model, lead, test?
Observations?
Turn and talk and be prepared to share.

35. Coaching to Fidelity Prioritize the practices Model the practices
Quarterly, by term, or year-long focus
Model the practices
Lead the practices
OTRs
Error Correction
Praise
Test the practices
Observations and feedback

36. Coaching to Fidelity
Think about your current PD organization, and your strengths and needs.
Identify one area you can improve.
Increase modeling?
Increase Leading, opportunities to respond coupled with immediate corrective feedback?
Increase Testing, observations in real setting with feedback as necessary?
Be prepared to share.

37. Snapshots

38. How do you collect classroom data?
How do you identify classrooms for data collection?
What methods do you use to collect those data?
Please share with the people around you and be prepared to share with the whole group.

39. Snapshots Developed by the MidAtlantic PBIS Network.
1 page “how to” document
Defined
Examples
Self-assessment
Brief list of evidence

40. Snapshots
Use the assessment section to collect data on ALL practices, or Prioritized practices.
20 minutes observations
Across all grades, OR as suggested by SWIS data
Use those data for:
DBDM on how to allocate coaching resources, focus Tier 1 supports, identify exemplar teachers for specific practices

41. Classroom Snapshot: Opportunities to Respond

43. Snapshot: Error Correction

45. Classroom Snapshot: Using Behavior Specific Praise

47. DBDM: Snapshots
The snapshots are incorporated into Data-Based Decision-Making processes
Tier 1 team- boost current universal efforts
Tier 2 team- ensure that teachers are providing an increased dose of practices as needed
Students on CICO, SAIGs, etc.
Tier 3 team- are the practices in place, at the right density, as identified by individual plans?

48. DBDM: Snapshots Generate a list of exemplars
Differentiate coaching supports
New teachers
Teachers with high numbers of students that have additional needs
Teachers who need to boost fidelity

49. What do you do with those classroom data?
If you collect classroom data, what do you do with those data?
Who sees them?
When?
Why?
If you don’t YET, what can you do with those data that would help you meet implementation goals for this coming year?
Turn, talk, share out!

50. School Example

51. School Example Trained in T1 in August
District coaches, Admin., and school teams
Trained in Classroom from Sept.- March.
1 hour webinars with homework for teams and coaches

52. School Example
Administrator and Teams learned the practices ahead of the staff
Prioritized classroom practices based on baseline walkthroughs
Practices missing, or at a low density in classrooms
General focus on Praise and OTRs
School teams taught all staff through brief powerpoints, and snapshots at staff meetings

53. School Example Reviewed walk through data at each staff meeting
At Baseline:
Fewer than 20% of the “best” classrooms had 4:1 ratio, and about 10% were using re-teaching (increased OTRs).
At the end of Year 2:
Up to 80% of the observed classrooms had higher rates of Praise and OTRs.

54. School Example Data to differentiate coaching!
Used the Classroom Check-Up (CCU, Reinke, 2008) model
Motivational interviewing
Voice and choice
Expanding the walk throughs to the administrators
The snapshots align with their state teaching standards.

55. Classroom Resources Midwest PBIS Network Classroom Management:
Powerpoints, assessment “snapshots”, guiding questions, and activities for professional development.

56. This Guide provides explicit descriptions of classroom practices, examples for secondary school, and additional resources.

58. Contact Information
Classroom Management page