1. Connecting SW-PBIS to the Classroom: Designing Classroom Supports
Year 2 Coaches
December 5, 2011
Donna Morelli and Cynthia Zingler
CREC Education Specialists
CREC 111 Charter Oak Ave., Hartford, CT 06106
CREC 111 Charter Oak Ave., Hartford, CT 06106 1 1

2. Activity
On a sticky note write one or two things about PBIS that you would like to discuss with other coaches (Ex. Reward systems, PBIS at the secondary level, administrator support, lesson planning, etc.)
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3. Introduction State your name, school, and position
Share something that is going really well with PBIS in your school
CREC 111 Charter Oak Ave., Hartford, CT 06106

4. Today’s Topics
Building Systems to Support Best Practices in the Classroom
Schedule for Teaching Classroom Rules
Acknowledging Appropriate Behavior
Multiple Opportunities to Respond
Active Supervision
Networking

5. Big Idea We often assume green zone is in place everywhere
But what about the classroom?
How is PBIS being used in the classroom to prevent yellow zone behaviors?
By fortifying the green zone, we can reduce need for yellow zone

6. What the Research Says about Classroom Management
Linked with positive student outcomes (academic and behavior)
Increased risk of preventing more serious problems among at-risk kids
Supports all students in the prevention of possible current and future behavior problems.
Strong management signals to kids that the class is a safe place to learn.
Well managed classrooms are rated as having more positive climates. (Aber et al., 1998; Mitchell, Bradshaw & Leaf, 2009)
Teachers experience greater efficacy
Increased student achievement
Creative and flexible instructional delivery
Teacher longevity (Woolfolk, 2002)
The rationale for the study really goes back to the belief that Schools can either inhibit or foster the development of behavior problems in students. There is a great deal of literature showing that classrooms with poor behavior management produce negative students outcomes. In fact, the number of students considered at risk for emotional and behavioral disorders have been linked to classroom organization and behavior management. Further, research supports that students in poorly managed classrooms are not only at risk for current behavior problems while in that classroom, but they are at greater risk for future behavior problems. For instance, Kellam…….1998 randomly assigned students to first grade classrooms either receiving a classroom management intervention or not (the Good Behavior Game) and they found that boys that were poorly managed were significantly more likely have behavior problems in sixth grade than similar boys in well managed classrooms. Further, these students are being followed and they are in their 20’s. They are finding that students in the first grade classroom who received the classroom management are less likely to be diagnosed with CD or antipersonality disorder. So, simply intervening and providing effective classroom management in 1st grade reduced long term negative outcomes. Therefore, finding ways to increase effective behavior management practices in the classroom is paramount.

7. Your job is Systems Support Decision Support Making Staff Behavior
DATA
SYSTEMS
PRACTICES
Support
Student Behavior

8. Classroom Management is a School-wide Consideration
PBIS School team provides support
Clear delineation of office-managed versus classroom- managed problems
Training on effective teaching and behavior support strategies
Access to evidence-based strategies
Materials for implementing interventions
Easy way for teachers to request secondary and tertiary interventions assistance
It is your job as part of the SWPBS team to be able to do these things
Assess a classroom to identify potential problems
Provide teachers with tips and strategies
Help teacher evaluate success of strategies and plan
Need to show the Team Model!

9. Self Assessment Review Data- Office Referrals by location
Where are most referrals coming from in your school?

11. Self Assessment Current Tools Classroom Self Assessment
EBS Survey (Classroom) - spring
BOQ - winter
Classroom Self Assessment
Administrator Walk Through

12. Self Assessment Review Data- Office Referrals by location
Where are most referrals coming from in your school?
What are the current structures in place that support teachers?
FORMAL: process in handbook, teams, paperwork, flowchart, professional development
INFORMAL: What really happens?
How would you change current system?
10 minute brainstorm at table

13. Building Systems to Support Best Practices in the Classroom
How will staff get skills?
How will staff get feedback?
build ongoing structure- buddy system, assigned core master teachers
Develop Training Calendar of PD-orientation, annual staff development days, staff meetings
Develop Access for Teacher Support- Request for Assistance
Communication to Staff Support “Team”
Can District/Admin deliver Time and Resources?

14. Develop system to present best practice and encourage teacher engagement and implementation
Weekly skill and/or feature mini-lessons for ALL
Time for grade level collaboration related to the lesson, data collection, feedback (ADMINISTRATOR)
Time and resources for after school work sessions (voluntary)
Created timelines for implementation of each feature
Periodic self-assessment for progress monitoring and fidelity check- performance feedback
Planned booster session
Adapted from
Lori Newcomer, Ph.D.

15. ADMINISTRATOR and COACH
Each of these practices could be used as a mini module that could be taught in 10 minutes during a staff meeting!!
***Don’t overwhelm the teachers!
“Practice” of the month
Take Data-Pre/Post ** need performance feedback
How will you set that up?
Buddy system, grade level teams?

16. What are the Classroom Practices?
Expectations & Rules
Procedures & Routines
Continuum of Strategies to Acknowledge Appropriate Behavior
Continuum of Strategies to Respond to Inappropriate Behavior
Maximize Student Engagement
Academic Success & Task Difficulty
Activity Sequence & Offering Choice

17. Basic Logic 3-5 positively stated expectations
align with school wide expectations
Evaluate problems
Who? Where?
What? When?
teach replacement
behaviors
have students practice
provide visual reminders
pre-correction
supervise
provide feedback

18. Ideas for working with staff
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19. Classroom Rule Writing Activity 1
List problem behaviors in your classroom
List replacement behavior (what we want kids to do instead)
List schoolwide expectations
Categorize rules within schoolwide expectations
*Post, teach and acknowledge
student compliance of rules
This first activity is for schools who have NOT identified classroom expectations/rules as a column on their matrix. If your school has not addressed classroom rules in any way, you should do this activity… You will need Handouts 1 & 2.
If your school has identified CLASSROOM expectations/rules that apply to all classrooms in the building, then you will skip Activity 1 and complete Activity 2 instead using Handout 3.
For Activity 1…
First, look at Handout 1. This can be used as an example while you complete your own rules on Handout 2.
Next, using Handout 2 list your schoolwide expectations (safe, respectful, ready)
Then list problem behaviors in your classroom. The behaviors that take time away from learning.
After you have listed problem behaviors, identify the replacement behaviors or what you want students to do instead of the problem behavior.
Remember the guidelines we shared earlier,
Observable
Measureable
Positively stated
Understandable
Always applicable – Something the teacher will consistently enforce
Finally, categorize your replacement behaviors/positively stated rules into your schoolwide expectations. It is important to make that connection.
Handout 1 & 2

20. Activity 2 Classroom Rules Survey
Write expectations from the SW matrix.
List classroom rules for each expectation.
Check if rules meet 5 criteria.
Observable, Measurable, Positive, Understandable, Always Applicable
Use survey questions to consider how expectations and rules are used throughout the building.
If your school has already developed classroom expectations/rules that apply to all classrooms in the building, you will complete the Classroom Rules Survey using Handout 3.
On Handout 3
First, write your school expectations
Next, list the classroom rules that fit within each category of your school-wide expectations
Third, check to see if each of your rules meet the criteria of observable, measureable, positively stated, understandable, and always applicable
Finally use the survey questions to consider and discuss how classroom expectations/rules are used in your building.
Handout 3

21. Schedule for Teaching Classroom Rules
First Grading Period
Teach rules for all areas of school, including individual classrooms, during first week of school
After first week, review rules 2 or 3 times / week
Here is a suggested schedule for teaching your rules.
In essence, you directly teach rules during the first week of school, then during the first grading period (quarter or trimester), you review your rules 2-3 times per week.
This provides students with multiple opportunities for review and practice. Along with practice opportunities it is important to continue providing frequent reinforcement and acknowledgement when rules are followed.
Examples for practice include rapid pace, oral review during first or last few minutes of class, surprise quizzes about rules for extra credit points, or dividing students into teams, asking questions about rules and awarding points.
Just as we do with an academic task we continue to teach, review, practice and acknowledge success on behavioral tasks – which include following classroom rules.
(Newcomer, 2008)

22. Schedule for Teaching Rules
Through Second Grading Period
Review rules once per week
Remainder of the Year
Review rules periodically as needed
Then through the second grading period review the rules once per week and for the rest of the year, review periodically as needed.
(Newcomer, 2008)

23. Effective Classroom Procedures (Newcomber & Lewis)
List Classroom Rules: 1. 2. 3. 4. 5.
Are they observable, measurable, positively stated, with no question about meaning?
Do the rules coincide with school-wide expectations?
Identify Procedures for Teaching Classroom Rules:
How and when will they be taught?
Record dates taught & reviewed
Identify your attention signal:
Date taught
Determine your daily/hourly schedule
Is your schedule posted?

24. Admin and Coach How will you support ALL teachers to align SW
with their classroom expectations/rules ?
Gather data- Classroom Walkthrough
Get buy-in (articles/research/baseline data)
Teach Mini Module/Cool Tool
Create support system (buddy/grade level team)
Collect Data- performance feedback
Present fidelity and outcome data-CELEBRATE

25. Using the Walk through
Walk Through or Brief Observation Who will conduct? Admin, Coach, Buddy or Peer?

26. Example Strategies to Acknowledge Appropriate Behavior
Verbal praise
Thumbs up, high five
Token economy
Notes/phone calls home or to principal
Student of the hour/day/week
Special privileges earned through group contingency
Teachers can acknowledge appropriate student behavior in a variety of ways
(Sprick, Knight, Reinke, McKale, 2006, p. 132)
These are some typical and common ways teachers tend to acknowledge appropriate behavior. (Read Slide)

27. Acknowledging Appropriate Behavior
Effective strategies are ….
Clear and specific
Contingent on desired behavior
Applied immediately
Teacher initiated
Focus on improvement and effort
Although most teachers already use some type of acknowledgement in their classrooms, researchers have found these strategies may not be used frequently or effectively especially with students who demonstrate problem behavior (Conroy et al, 2009; Kern & Clemens, 2008).
To effectively acknowledge student academic or social behavior consider the following guidelines…
First, acknowledgement should include specific statements about the appropriate behavior children displayed. “You did a great job counting numbers!” or “I can see everyone is working very hard on this assignment.” Effective strategies avoid simple, repetitive phrases such as “good job” or “nice work”. These comments are not specific enough and when overused tend to become background noise which students cease to hear (Conroy et al, 2009).
Effective acknowledgement should be provided dependent on students meeting classroom academic and/or behavioral expectations and should be provided immediately following the behavior. Praising children later can diminish the effectiveness of the acknowledgement (Conroy et al., 2009, p.19).
Acknowledgement strategies should be teacher initiated, rather than asked for by the student. Waiting for a child to say, “Look what I’ve done” is far less effective than the teacher catching the child demonstrating the appropriate behavior and acknowledging it immediately (Conroy et al, 2009, p.19).
Acknowledgement strategies are most effective when they focus on improvement and effort. For example, “Josh today you have 5 of your homework problems correct. Yesterday you only got 3 correct. I can see that you are working hard to improve.” Or, “Terry, thanks for being on time today. I appreciate your effort in being a responsible student.” (Conroy et al, 2009).

28. Acknowledging Appropriate Behavior
Effective strategies ….
Provided frequently during acquisition
Fade as skill develops
Avoid comparison/competition across children
Sincere and appropriate for student’s age
Includes hierarchy of alternatives
To enhance effectiveness… provide acknowledgement more frequently when students are first learning a new skill. Gradually fade the acknowledgement strategy as the skill is mastered. Then refocus high rates of acknowledgement on new skills that need to be developed (Conroy et al, 2009).
Effective acknowledgement strategies always compare children’s work with their previous work and skill level such as letting a students know their performance is better than it was during a previous lesson or day. Avoid statements such as, “Nico you did a better job of staying in line than Amy did.” or “Jerry did the best work today.” These types of acknowledgement compare students and may unintentionally create unwanted competition (Conroy et al, 2009).
Finally, strategies of acknowledgement will only be effective IF they are meaningful to students. Children from different backgrounds, experiences and socio-economic status will respond differently to particular types of acknowledgement. This is why it is important to consider planning for a hierarchy of alternative acknowledgement strategies (Conroy et al, 2009 & Simonsen, 2008).

29. Acknowledging Appropriate Behavior
Classroom Continuum:
Level 1 = Free and Frequent
Use everyday in the classroom
Level 2 = Intermittent
Awarded occasionally
Level 3 = Strong and Long Term
Quarterly or year long types of recognition
“A continuum of strategies to acknowledge appropriate behavior refers to having a range of evidence-based strategies that focus on identifying and recognizing appropriate classroom behavior. The continuum should include the use of simple as well as more complex strategies to acknowledge displays of appropriate behavior” (Simonsen et. Al, 2008, p. 362)
For example, consider a leveled system for acknowledging appropriate academic or social behavior in the classroom classroom…
Level 1, Free and Frequent are the types of feedback teachers normally deliver easily and on a daily basis, such as thumbs up, praise or stickers.
Level 2 types of acknowledgement are only delivered occasionally and are more powerful. These can include student of the week/month or special privileges (hat or pajama day, extra recess or computer time) or some type of token economy.
Level 3 acknowledgement is considered as strong and long term. These are delivered on a quarterly, semester or year long basis. Examples may include a group contingency that allows all students in the class to work together toward earning something such as a field trip, party or celebration.

30. Feedback
Defined as: When the degree to which a teacher provides the class or an individual student specific feedback on an academic or social behavior that indicates approval or preference for a specific behavior exceeds by a 5 to 1 ratio how often the teacher similarly gives feedback that indicates inaccuracy or disapproval.

31. Coach and Administrator
How will you get baseline data? (Buy in)
Buddy to observe for 10
Teacher records voice for 10
Teach mini module
Use buddy system to get performance feedback
Show outcomes (anecdotal too)
CELEBRATE!!!

32. Classroom Continuum to Acknowledge Appropriate Behavior
If a school wide system of recognition is already in place why is it important to also develop a classroom continuum of recognition?
Give examples of how a classroom plan for acknowledging appropriate behavior might align with a school wide system of recognition.
What response can you give to faculty who say it’s cumbersome or too much work to implement both a school wide system and a classroom system of recognition?
After teams have been given time to think about and discuss their classroom systems of recognition, pose these questions to the group (Read Slide)…

33. Multiple 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 occur when a teacher seeks a response from students.
Student’s can respond to teacher statements or questions in a variety of ways. Examples include… Reading aloud, writing answers to a problem, verbally answering a question or giving a motor response or gesture to a cue.

34. Why Provide Multiple Opportunities to Respond?
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)
Here are a few reasons why providing opportunities to respond is recommended. Opportunities to respond are associated with:
Students who are more engaged in instruction.
The more we ask students to respond, the more likely they are to be engaged in the academic material presented.
High rates of feedback.
If the teacher sets up the prompts or questions well, the students will respond with the correct answer. When students respond accurately the teacher can then give specific, positive feedback.
Decreases in problem behavior.
When students are engaged in academic responding, they have fewer opportunities to misbehave. Providing many opportunities for students to respond correctly sets a brisk pace during teacher led instruction and decreases time for problems to occur .
Finally, allowing multiple opportunities for student response is an efficient use of instructional time.
Setting up group or whole class responses allows more students to be involved compared with the traditional method of the teacher asking a question and allowing one student to respond.

35. Why Provide Multiple Opportunities to Respond?
Academic Outcomes:
Improved Reading Performance:
increased percentage of reading responses,
mastery of reading words,
rates of words read correctly and
decreased rates of words read incorrectly.
(Carnine, 1976; Skinner, Smith & McLean, 1994)
Improved Math Performance:
percentage of problems calculated correctly per minutes,
number of problems completed and
active correct responses. (Skinner, Belfior, Mace, Williams-Wilson, & Johns, 1997)
In addition research has shown increasing the rate of student responses specifically led to improved reading and math performance.

36. Rate of Opportunities to Respond
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)
These are the recommended rates of opportunities to respond.
When introducing new material, the goal is the have students responding at a rate of 4-6 responses per minute with 80% accuracy.
When reviewing previously learned material, a quicker pace of 9-12 responses per minute with 90% accuracy is the goal.

37. Strategies to Increase Student Opportunity for Response
Track Students Called On
Guided Notes
Response Cards
Computer Assisted Instruction
Classwide Peer Tutoring
Direct Instruction
This is a list of strategies teachers can use to increase the opportunities for students to respond.
The first three strategies require little preparation
(tracking, guided notes and response cards).
The last three strategies may be dependent on availability of equipment and/or require more information before implementing.
(computer assisted instruction, classwide peer tutoring and direct instruction)

38. A. Track Students Called On
Are all students called on?
Use a seating chart & mark off when a student is called on to answer an academic question.
Draw students’ names from a jar
Other strategies you have used?
The first strategy is to systematically keep track of which students have been called on. Using a tracking strategy may help a teacher consider whether students are being asked to respond equally. Using a strategy to track which students are called on also helps to monitor students who have not participated and increases the chance they will be called on.
Two simple strategies are listed here:
1) The teacher can use a seating chart and check a name off each time a student a student responds. Or…
2) Consider drawing students’ names from a jar.
However, it is important that students experience high rates of success. Think about whether a student can correctly answer the question before calling on him or her.
Are there other strategies you have used or can think of to keep track of which students are called on?

39. B. Guided Notes
Opportunity to Respond is an instructional question, statement or gesture made by the teacher seeking _______________________.
Rate of OTR for New Material: ____ responses from students per minute with __ % accuracy
Rate of OTR for Practice Work: ___ opportunities with __ % accuracy
Three common strategies to increase OTR are:
Tracking students called on
Guided __________
Response ________
Guided Notes are a second strategy to encourage student responding.
Guided Notes are teacher-prepared hand-outs that outline lectures, but leave "blank" space for key concepts, facts or definitions. As the lecture progresses, the learner fills in the spaces with content information.
Guided notes are a way of involving students during a lecture. Added benefits of guided notes include organizing and highlighting the important points of a lecture and guided notes provide students with an accurate summary of information they can use to study for tests.
This strategy may be used with most grades, but may be more applicable in secondary grades where lectures are frequently used to share new material.
This slide shows an example based on our “lecture” today.

40. How To Develop Guided Notes
Examine Existing Lecture Outlines
Delete Key Facts, Concepts & Relationships
Insert Concept Maps, Graphs, Charts, Diagrams & Other Resources
Provide Formatting Cues (Blank Lines, Numbers, Bullets, etc)
Do Not Require Students Write Too Much
These are suggestions about how to develop guided notes.

41. C. Response Cards
Cards, Signs, or Items Simultaneously Held up By All Students to Display Their Responses
Types of Response Cards:
Preprinted Cards: Yes/No, True/False, Agree/Disagree,
Preprinted Cards with Multiple Answers: Letters, Numbers, Parts of Speech, Characters in a Story
Write-On Cards: 9X12 Response Cards & Dry- Erase Markers
Back side of recycled paper
Easy to Manipulate, Display and See
Response cards are another a powerful way to engage all students when asking questions. Response cards are signs, or items simultaneously held up by all students to display their responses.
The types of response cards are as varied as a teacher’s imagination. Preprinted cards can be used, and reused, with yes/no or true/false printed on both side. Students raise the card on the side that is their response to a question.
Preprinted cards with multiple answers may also be used when a student has more than two responses to choose from. With a paper clip or clothes pin a student can indicate their answer.
Write-on cards can be made from 4 by 8 foot sheets of laminated bathroom board, cut into 9 X 12 inch response cards that each student can use. Dry-erase markers and paper towel can be used to write and erase answers.
Many schools and classrooms have a recycle bin of paper that has been used only on one side. Reusing paper makes an inexpensive and recyclable way for students to record answers.
Whatever is used, the response cards should be easy to manipulate, display and see by the teacher.

42. Use of Response Cards Teach, Model and Practice the Routine
1. Question Cue to Show
2. Think Hold up Card
3. Decide Answer Put Down Card
4. Wait Prepare for Next Question.
Maintain lively pace
Short time between questions
Give clear cues
OK to look at classmates’ cards
Specific, positive feedback for correct answers and use of cards
Using response cards takes a little planning.
The teacher should identify and teach the routine she/he will have when asking students to use their response cards. Specific behavioral expectations about how to hold, respond, clean and prepare for the next question need to be planned, taught, modeled, and practiced so students are fluent in the use of the response cards.
Maintaining a lively pace of questions, responses, and clean up with short periods of time between questions is important for keeping students on task.
Teacher should use clear and consistent cues about holding up and putting down cards so students can keep up the brisk pace.
Using response cards is not a test. Rather it is a way to review and relearn material. Encourage students to look at each others’ cards to get the correct answer.
And of course, it is critically important for the teacher to recognize students who give correct answers and use their cards appropriately. Specific, positive feedback will increase the likelihood the students will remember the answer and repeat the behavior in the future.

43. 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 until I say “Cards down”.
Place card on table and put eyes on me.
Practice
Now we are going to demonstrate the use of response cards. (Use Handout 2: True/False Card)
Everyone take out your true/false card.
Here is the routine we will use today. I will ask a question and give you time to think. Then I will say “Answer” as the cue to show your card. When I say, “answer” hold your card with the response facing me. Keep the response card up until I say “Cards down”. Then place your card on the table, put your eyes on me and listen for the next question.
Any questions before we begin? Time to Practice:
(Use the questions listed below or make up questions of your own. Don’t forget to give specific, positive feedback for answers and use of the cards.)
Jefferson City is the capital of Missouri (true)
Anchorage is the capital of Alaska (false, Juneau is the capital)
9 X 7 is 63 (true)
When shooting a free throw, keep feet shoulder width apart and parallel to one another (true)
One the periodic table of elements in chemistry, Co is the symbol for copper (false, Co is symbol for cobalt)
Since many of you had difficulty answering question 5, it would be a good time to point out that response cards give the teacher good assessment information. Obviously this group is not ready for the test. As the teacher I might repeat that question a couple of times until students reach the 80-90% accuracy level.
Handout 5

44. Response Card Activity
Pair with another participant
Discuss a lesson you teach that could include the use of response cards.
Be sure each of you comes up with a plan!
Be prepared to share.
Optional activity – can be completed if time allows.
I want to give you some time to create a plan to incorporate response cards within a lesson you are preparing to teach. I am going to have you pair up and help each other decide a lesson where response cards could be used to give students more opportunities to respond.
We have provided a worksheet that may help you create a plan (Handout 3) We also have two examples to use as a guide to help you decide the procedures you want students to follow as they use response cards (Handouts 4 and 5). Handout 4 is an elementary example and Handout 5 is a secondary example.
Provide handouts. After 10 minutes, give the attention signal and have some participants share their plans.

45. Strategies to Increase Student Opportunities to Respond
Track Students Called On
Guided Notes
Response Cards
Computer Assisted Instruction
Classwide Peer Tutoring
Direct Instruction
Three additional strategies for increasing student opportunity to respond are computer assisted instruction, classwide peer tutoring and Direct Intsruction.
These strategies may be dependent on availability of equipment and require more intensive learning before a teacher can implement. We will provide brief information on each of these strategies and give you resources for further research.

46. D. Computer Assisted Instruction
Provides …
High levels of response opportunities
Immediate feedback
Enhanced motivation for learning
Computer assisted instruction refers to instruction or remediation presented on a computer.
Computer programs are interactive and can illustrate a concept through attractive animation, sound, and demonstration. They allow students to progress at their own pace and work individually or problem solve in a group. Computers provide immediate feedback, letting students know whether their answer is correct. If the answer is not correct, the program shows students how to correctly answer the question. Computers offer a different type of activity and a change of pace from teacher-led or group instruction.
(The Access Center, retrieved February 10, 2009 from website
Many educational computer programs are available online or from computer stores and textbook companies. The extent of use may depend on equipment availability in your school.

47. E. Class-wide Peer Tutoring
Highly structured format
Reciprocal peer tutoring so every student can tutor and be tutored.
Promote high levels of on-task behavior
Actively engages all students in the classroom simultaneously
Another strategy to enhance response opportunities is classwide peer tutoring.
Effective classwide peer tutoring programs are highly structured and include specific procedures for taking turns, presenting information, recording responses and providing feedback.
A classwide peer tutoring program includes reciprocal peer tutoring so every student can tutor and be tutored. All classwide peer tutoring procedures must be directly taught and practiced to be successful.
If the procedures have been identified and taught, high levels of on-task behavior and simultaneous active engagement of all students can be expected.

48. E. Class-wide Peer Tutoring
Common Characteristics
Clearly Defined Learning Tasks/Responses
Individualized Instruction
High Rates of Active Student Responding
Immediate Feedback and Praise for Correct Responses
Systematic Error Correction
Measurement of Student Progress
Motivation for Students Newcomer, 2009
Here are some common features of class-wide peer tutoring programs:
Clearly Defined Learning Tasks/Responses--Tutor roles and procedures are clearly defined, often scripted and standard procedures are expected to be used with little variation.
Individualized Instruction—teachers give frequent pre- and post-tests to determine learning tasks that match the current needs of each student.
High Rates of Active Student Responding—Well-designed class-wide peer tutoring programs provide each student with many opportunities to respond. Depending on the learning tasks, students make 100 or more responses during a 10-minute peer tutoring session. With each student serving as a tutor and a tutee, the opportunities to respond to the academic task is further increased.
Immediate Feedback and Praise for Correct Responses--Peer tutors provide feedback and praise to their tutees, and the teacher provides feedback to the tutors as a means of providing high-quality peer teaching and learning during class-wide peer tutoring sessions. Formal point systems are used in many class-wide peer tutoring programs to motivate participation and make learning fun.
Systematic Error Correction—Tutors immediately and systematically correct mistakes by their tutees by using the materials that show the correct response to the tutor.
Measurement of Student Progress—All research-backed programs incorporate direct and frequent measurement of each student’s progress. These data are obtained in a variety of ways, such as daily end-of-session assessments given by tutors, regularly scheduled teacher-administered “check outs” of students’ performance, and weekly pre- and post-tests and curriculum-based measurements.
Motivation for Students—Students have fun when class-wide peer tutoring programs include game-like formats, team goals, and charted progress.

49. F. Direct Instruction
Direct Instruction (DI) is a teaching model that emphasizes carefully planned lessons designed around small learning increments with clearly defined and prescribed teaching tasks.
It is based on the theory that clear instruction eliminates misinterpretations and can greatly improve and accelerate learning. (NIFDI website)
Direct instruction is the next strategy to increase opportunities to respond. Direct Instruction (DI) is an instructional design and teaching methodology originally developed by Siegfried Engelmann and the late Wesley C. Becker from the University of Oregon.
Examples:
Distar Reading, Soar to Success Reading, SRA Reading
Distar Math, Saxxon Math

50. F. Direct Instruction
Characteristics:
Explicit, systematic instruction based on scripted lesson plans.
Ability grouping.
Emphasis on pace and efficiency of instruction.
Frequent assessment.
Quick pace helps keep students on task.
New material is worked on in highly interactive format
Features of direct instruction include:
Direct Instruction is explicit, systematic and based on scripted lesson plans. Lessons are a sequence of short, quick-paced exercises.
Students are ability grouped and re-grouped based on their rate of progress through the program.
There is emphasis on pace and efficiency of instruction. DI programs are meant to accelerate the performance of students; therefore, lessons are designed to bring students to mastery as quickly as possible.
Direct instruction involves frequent assessment. Curriculum-based assessments help place students in ability groups and identify students who require additional intervention.
The fast pacing of DI instruction achieves the highest level of student responses within a finite amount of time. With a fast pace, students are actively engaged in the lesson, remain on task, and remain focused on the skills being taught. Also, because there is a short amount of time between when students learn information and when they have the opportunity to use it, their retention is higher.
Source:

51. Strategies to Increase Student Opportunities to Respond
Track Students Called On
Guided Notes
Response Cards
Computer Assisted Instruction
Classwide Peer Tutoring
Direct Instruction
Providing students with multiple opportunities to respond during academic instruction is an effective practice for keeping students engaged with learning and decreasing problem behavior.
These are strategies teachers can use for increasing the number of opportunities students have for engaging with instructional tasks.

52. Why Provide Multiple Opportunities to Respond …
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)
We provide opportunities for response because it increases engagement with instruction, allows for high rates of feedback from the teacher, limits student problem behavior and is an efficient use of instructional time.

53. Opportunity to Respond Practice
Read the classroom vignette (Handout 1).
Determine how many opportunities to respond were provided to students during the instructional period.
Identify whether each opportunity was an individual or group response.
Read directions from slide. Provide Handout 1 to participants. Give 5 minutes to read the vignette and record answers. Discuss responses.
Answer: 6 opportunities; 4 were group responses; 2 were individual methods of response.
Handout 1

54. Observing Opportunities to Respond
Classroom: Frequency
Observer tallies the number of instructional questions, statements or gestures made by the teacher seeking an academic response.
Students: Rate of Academic Engagement
Observer Records “+” symbol for on-task/engaged behavior and “-” indicates off-task behavior.
To assess the rate of opportunities to respond, data can be collected during a classroom or student observation.
To record the frequency of opportunities to respond in a particular classroom, an observer can tally the number of questions, statements or gestures made by the teacher to seek an academic response.
In addition, students can be observed to record their rate of academic engagement. During an observation period the recorder marks “+” for on-task or engaged student behavior and “-” for off-task behavior observed during regular intervals, such as every 5 seconds.
It is important to clarify teacher and recorder definitions of on-task versus off-task behavior before beginning the data collection process.

55. Discussion Activity
With your colleagues at the table, consider/share how your school does (or could) provide information, modeling and feedback about use of OTR to increase student academic engagement.
Prepare to share with the large group.
5 minutes to discuss.
As a PBS team member or coach one of your responsibilities is to help create a system for getting information about research based practices to your faculty and staff. Besides providing information we know teachers are more likely to implement a particular practice if they also have opportunities to see the skill modeled and receive feedback about their performance of an instructional skill.
With your school team, consider how your school either already does or could do observations to record opportunities to respond. If your school does not currently have a system, what system of observations could be put into place?

56. Additional Information
Peer Assisted Learning Strategies (PALS) National Institute for Direct Instruction Direct Instruction
These websites provide additional information about classwide peer tutoring and Direct Instruction.

57. Example: Active Supervision
“The teacher Ms. Hailey directed the class to finish writing a paragraph by themselves. She then moved slowly down the aisles looking from side to side quietly acknowledging the students for starting quickly. She stood beside Enrico for a moment, as he usually does not do well with independent work, and praised him for getting started. Ms. Hailey then stopped, turned around, and watched the front half of the class. She continued to loop around the class, checking students’ work and making compliments here and there.” (Colvin, 2009, p.46)
Read and discuss the following scenario. How much and what aspects of active supervision did the teacher provide in this example?
1. Moved slowly down the aisle = movement
2. Looking from side to side = scanning
3. Quietly acknowledging students for starting quickly = positive reinforcement
4. Stood beside Enrico for a moment = positive contact; targets a problem
5. Praised him for getting started = positive reinforcement
6. Stopped, turned around and watched the front half of the class = randomized movement; scanning
7. Continued to loop around the class = movement
8. Checking students work = frequent interaction
9. Making compliments = frequent interaction; positive reinforcement

58. Activity: Active Supervision
Think about what has been discussed in terms of moving, scanning and interacting.
Consider and record your current practices during whole group instruction, small group instruction, independent work times and transition times.
How could the use of movement, scanning and frequent interaction be enhanced in your classroom?
Provide the “Active Supervision Classroom Practices” handout.
Give participants time to work. This activity will be completed individually.
Call on a few volunteers to share responses with the large group.
Handout: Active Supervision Classroom Practices

59. Building Systems to Support Best Practices in the Classroom
How will staff get skills?
How will staff get feedback?
build ongoing structure- buddy system, assigned core master teachers
Develop Training Calendar of PD-orientation, annual staff development days, staff meetings
Develop Access for Teacher Support- Request for Assistance
Communication to Staff Support “Team”
Can District/Admin deliver Time and Resources?

60. Develop system to present best practice and encourage teacher engagement and implementation
Weekly skill and/or feature mini-lessons for ALL
Time for grade level collaboration related to the lesson, data collection, feedback (ADMINISTRATOR)
Time and resources for after school work sessions (voluntary)
Created timelines for implementation of each feature
Periodic self-assessment for progress monitoring and fidelity check- performance feedback
Planned booster session
Adapted from
Lori Newcomer, Ph.D.

61. ADMINISTRATOR and COACH
Each of these practices could be used as a mini module that could be taught in 10 minutes during a staff meeting!!
***Don’t overwhelm the teachers!
“Practice” of the month
Take Data-Pre/Post ** need performance feedback
How will you set that up?
Buddy system, grade level teams?

62. Networking Opportunity
CREC 111 Charter Oak Ave., Hartford, CT 06106

63. Session Evaluation
Please complete the evaluation for today’s workshop.
Thank you!
CREC 111 Charter Oak Ave., Hartford, CT 06106

64. Contact Information
Donna Morelli – PBIS Trainer
Cynthia Zingler – PBIS Coordinator/Trainer
CREC 111 Charter Oak Ave., Hartford, CT 06106