1. PBIS Classroom Management Opportunities to Respond

2. Learning Expectations
BEHAVIOR
Be Responsible
Make yourself comfortable
Take care of your needs (water, food, restroom, etc.)
Share your questions with the group
Be Respectful
Turn cell phones off or to “vibrate”
Listen to others attentively by staying quiet while they are speaking
Follow up, and complete assigned tasks
Be Engaged
Ask what you need to know to understand and contribute
Contribute to the team by sharing relevant information and ideas 2

3. Training Organization
CORE CONTENT: Definition, Rationale & Examples
PRACTICE: Activities for Fluency
SELF-ASSESSMENT:
Tiered Fidelity Inventory
ACTION PLANNING: Applying the core content to your school

4. Purpose and Outcomes Purpose:
Prepare and plan for facilitating implementation of development of Opportunities to Respond.
You should be able to:
Understand what Opportunities to Respond means and why it is important to utilize the OTR strategies often in the classroom.
Evaluate the effectiveness of Opportunities to Respond through the review of classroom discipline data, as well as observation results.
Determine which Opportunities to Respond will work best with each lesson taught in the classroom.
Identify coach and administrator roles for organizing a system to support teachers with the classroom practice of Opportunities to Respond (OTR).

5. Tiered Fidelity Inventory
TFI 1.8 Classroom Procedures:
Tier 1 features (school-wide expectations, routines, acknowledgements, in-class continuum of consequences) are implemented within classrooms and consistent with school- wide systems.
Possible Data Sources:
Staff Handbook
Informal Walk-throughs
Progress Monitoring
Individual Classroom Data

6. Self-Assessment Survey (SAS)
Numbet 8 fits best with OTR>

7. Classroom Management Self-Assessment Survey
Copies of this Survey should be a handout. Every participant should have one for the training.
This survey was created by combining items from various PBIS Survey. Staff should use
this tool as a checklist of practices that should be in place in their classroom. The goal would
be to begin by self-assessing where he/she thinks she is in the process and selecting an area
to begin working on. Once that practice is in place the teacher would move on to another practice.
Throughout the process the practices will be continually monitored.
OTR fits best with Maximizing Student Engagement

8. Classroom Practice: 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.

9. Effective Classroom Practices
1. Expectations
and Rules
2. Routines and Procedures
3. Physical
Environment
4. Active Supervision
Behavior Specific Praise
Group
Contingencies-PBG
7. Opportunities to
Respond
8. Error Correction
The practice for this module is bolded in orange.
Adapted from MO Classroom PBIS

10. Effective Educator Information
“The Framework for Teaching”, by Charlotte Danielson, is now required
to be used for teacher evaluation across the state. It is an excellent way
for administrators and coaches to tie what is happening in the classroom
with the evaluation process. Each of the classroom modules will show
which domain the classroom practice fits into and will highlight the
distinguished indicators and examples for that specific component.
A good teacher is like a candle,
it consumes itself to light
the way for others.

11. Framework for Teaching
Domain 1: Planning and Preparation
Content and Pedagogy, Knowledge of Students, Instructional Outcomes, Resources, Instruction, Assessment
Domain 2: Classroom Environment
Respect and Rapport, Culture for Learning, Classroom Procedures, Managing Student Behavior, Organizing Physical Space
Domain 3: Instruction
Communicating w/Students, Questioning/Discussing/Engagement, Assessment, Responsiveness
Domain 4: Professional Responsibilities
Reflecting on Teaching, Keeping Records, Communication w/Families, PLCs, Professional Development, Professionalism
Taking a look at individual teacher skills, all schools will be assessing teacher skills as part of the Effective Educator. They will be using either the Strong model, or the Danielson Model. Regardless of which framework is used, if the evaluation process shows a need for skill development in areas that pertain to classroom management, resources will be needed to address those needs. Information from Wisconsin PBIS Network

12. Component 3c: Questioning, Discussing, Engagement
Indicators include:
Questions of high cognitive challenge, formulated by both student and teachers
Questions with multiple correct answers or multiple approaches, even when there is a single correct response
Effective use of student responses and ideas
Discussion, with the teacher stepping out of the central, mediating role
Focus on the reasoning exhibited by students in discussion, both in give-and-take with the teacher and with their classmates
High levels of student participation in discussion and opportunities to respond

13. Distinguished Indicators and Examples for Component 3c
Students initiate higher-order questions.
The teacher builds on and uses student responses to questions in order to deepen student understanding.
Students extend the discussion, enriching it.
Virtually all students are engaged in the discussion and lesson.
A student asks, “How many ways are there to get this answer?”
A students says to a classmate, “I don’t think I agree with this, because…”
A students asks of other students, “Does anyone have another idea how we might figure this out?”

14. Opportunities to Respond
I hear, and I forget,
I see, and I remember
I do and I understand.
Confucius

15. Definition: Opportunities to Respond
A teacher behavior that prompts or solicits a student response (e.g., asking a question, presenting a demand). OTRs include: Individual or small group questioning: use a response pattern to make sure that all students are called on Choral Response: all students in a class respond in unison to a teacher question Non-Verbal Responses: students respond using symbols, tools, or gestures

16. Use of Opportunities to Respond (OTR)
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.
Addresses the number of times the teacher provides academic requests that require students to actively respond.

17. Value of Providing Numerous Opportunities to Respond
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.
(Barbetta, Heron, & Howard, 1993; Carnine, 1976; Heward, 1994; Sutherland, Alder, & Gunter, 2003; Sutherland & Wehby, 2001; West & Sloane, 1986).

18. Rationale for Providing OTR
More time students are involved, more learning.
Increased rates of responding and subsequent improved learning tend to increase the amount of content that can be covered.
On-task behavior and correct response increase while disruptions decrease.
Shown to improve reading and math performance.
Provides continual feedback for the teacher on student learning and the effectiveness of teaching strategies.

19. Example of Opportunities to Respond
This scene 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 sized 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.

20. 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)

21. How Can I Increase Opportunities to Respond https://www
Exit slips
Teach your partner
Think-pair-share
Think Boxes
Echo
Cloze/repeat from teacher
Students exhibit a physical response to a question (stand/sit, thumbs up/down, etc.)
The video from the MTSS-B OTR module needs to be embedded here.
If it isn’t embedded, please open in browser and minimize until ready to
show it during the training.

22. OTR Strategies Varied and creative strategies exist.
Verbal strategies–students respond to teacher prompts or questions:
individual questioning
choral response
think time
Non-verbal strategies–students use a signal, card, writing or movement to respond:
white boards
response cards
student response systems (clickers)
symbols
guided notes

23. Verbal Response Strategies
Individual Questioning: calling on students unpredictably heightens student attention. Ask the question first, then pause before calling on the student to respond.
Use seating chart, tallying to monitor rate of questions presented to each student.
Student names on strips of paper, drawn as questions are asked.
Use one of the strategies mentioned above, and call on another student to repeat or summarize what the first student said.

24. Verbal Response Strategies
Choral Response: all students in class respond in unison to a teacher question.
Suitable for review, to teach new skills, as a drill, or as a lesson summary.
Demonstrated at all grade levels, K-12

25. Using Choral Response
Develop questions with only one right answer that can be answered with short, 1-3 word answers.
Provide a thinking pause or wait time of at least three seconds between asking the question and prompting students to respond.
Use a clear signal or predictable phrase to cue students to respond in unison.
Use a brisk, lively pace.
Provide immediate feedback on the group response.

26. Using Choral Response (cont.)
Prepare questions in advance.
Can be visually presented on PowerPoint®
Best used with individual questions interspersed to assess individual learning.
Use thorough pre-correction regarding expectations for listening, the response signal, appropriate voice tone, etc…

27. Example of Choral Responding
Ms. Finch’s first graders have just finished reading a story about a young boy named Howard. Ms. Finch puts her storybook on her lap, holds up her hand and says, “Class, get ready to tell me the main character in today’s story.”
She says, “Think big,” drops her hand as a signal and the students chime in “Howard!” “ Howard is right,” exclaims Ms. Finch. “Way to go!”
She asks ten more quick questions some about the setting and main idea. “Last one. Here we go. The problem Howard faced was finding the lost dog. Is that true or false? Think about it.”
She signals and the students eagerly respond, “False!” The students laugh and so does Ms. Finch. “I couldn’t trick you, could I?” she asks. “Tell me why that’s false.” She calls on James who is frantically waving his hand to answer.
Read the example to the participants and have them discuss the OTR strategies at their table.

28. Verbal Response Strategies
Wait Time or Think Time: the time lapse when delivering a question before calling on a student or cueing a group response.
Engages students in thinking.
Increases participation.
Increases quality of responses.
Results in fewer redirects of students and fewer discipline problems Rowe, 1987

29. Using Wait Time or Think Time
Simply pause after asking a question for five seconds.
Count inaudibly, use a stopwatch or follow second hand on a clock.
Peer coaching or video-taping can help to develop awareness.
Demonstrate Wait Time, if possible.

30. 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.
When cued, hold up board to display answers.
Students use an eraser, sponge, or cloth to erase their answer and await next question.

31. Non-Verbal Response Strategies
Response Cards: pre-printed cards that have choice words on each side.
Yes/No
True/False
Odd/Even
Set of few choices (e.g., noun, pronoun, verb, adverb)

32. Using White Boards or Response Cards
Teachers should:
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 re-present the question.

33. Keep In Mind…
If using white boards, careful planning, organization, and teaching for the use of the utensils is essential.
The time and initial costs to prepare white boards or response cards is far out-weighed by the benefits of high response rates.
Response cards can be reused throughout the school year as different topics are addressed.

34. Non-Verbal Response Strategies
Let’s put the students cell phones to good
use at school…
There are two free outstanding resources available that can transform student cell phones and smartphones into handheld classroom response systems, Poll Everywhere and Socrative Information taken from teachinghistory.org: Cell Phones as Classroom Tools

35. Non-Verbal Response Strategies
Poll Everywhere is a online polling platform that allows students to vote on custom teacher-generated polls through text messaging (SMS), smartphone, or computer by visiting the website.
With a free educator account, polls can receive up to 40 votes, enough to accommodate most classrooms.
There are two types of poll questions that can be deployed in the classroom: multiple choice or open text. Teachers can easily generate polls to be deployed individually or as a series of questions. All polls can also receive submissions through a combination of devices.
Students can text message, vote online with a smartphone, handheld device, tablet, laptop or computer.
Information taken from teachinghistory.org: Cell Phones as Classroom Tools

36. Non-Verbal Response Strategies
Socrative offers a unique take on transforming smartphones into classroom response system.
From the teacher interface, multiple choice, true/false, open response, and exit ticket polls can be quickly deployed with one click.
Teachers can also create multi-question quizzes that are stored in their account and can be deployed to a class at any point.
This system provides a control dashboard for teachers at the portal, where teachers can customize their virtual room number and when student visit the log-in page and enter the number, nay question or quiz the teacher selects will automatically be pushed out onto the student smartphones, handheld devices, tablets, laptops or computers. Information taken from teachinghistory.org: Cell Phones as Classroom Tools

37. Strategy for Managing Using Cell Phones
Using cell phones in the classroom can be an unnerving prospect.
Traditionally schools attempt to limit, if not completely block, student cell phone use. However, when cell phone use is applied with a specific learning goal and purpose in mind, student engagement is increased and students often demonstrate a very clear understanding of why and how their devices will be appropriately used.
Simple management of student cell phones can make integration much easier. “Screens Down” is a simple strategy that can be implemented in between polls. Instead of having students put their cell phones away during class, keep them out in plain sight yet simply ask students to place them in the corner of their desk with the keyboard and screen down.
Information taken from teachinghistory.org: Cell Phones as Classroom Tools

38. Non-Verbal Response Strategies
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?

39. Non-Verbal Response Strategies
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
Helps with outlining skills
Lessons must follow the guided notes
Presenter Notes: emphasize the use of “guided notes” as described above, and that “guided notes” should NOT be homework.

40. Developing Guided Notes
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.
Be careful not to require too much writing.

41. 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.

42. Classroom Snapshot: Opportunities to Respond

43. Using the Classroom Snapshot to Teach and Support Staff
10 minutes in grade level or staff meeting
Determine when mini module will occur
Tell how you will do the following:
How will data be collected?
Data Buddy to gather performance feedback
Admin or grade level rounds to do walk through
How will you work to ensure teachers feel supported?
Review the Snapshot sections.

44. Use Data to Examine Classroom System
To determine if a practice is in place in the classroom:
Collect data
Is the teacher able to monitor the whole class?
Do all classroom activities have locations?
Are traffic patterns established?
If there are errors,
who is making them?
where are they occurring?
what kind of errors are being made?
Look for patterns
Problem solve using data to make decisions

45. Classroom Component Module: System
Prepare for Classroom Component module presentation to all faculty
Identify small learning communities
Carry out data collection specific to the module
Analyze efforts specific to the identified skill
Create system that allows teachers to request assistance with specific skill
Request mechanism
Communication protocol
Share CCU handouts with participants as one way to support staff.
Schools may have a system in place, which is fine, if not, CCU does seem to
help support the teachers without anyone feeling like their job is being
threatened.
Prepare Schedule, location technology
Learning community: grade level groups, vertical teaming, triads, …
Request mechanism – how will a teacher self request assistance if they feel they need support
Communication protocol – who will the teacher submit request to,

46. Sample Monthly Universal Classroom Component Schedule
Week 1: Provide PD on practices and begin implementing skill. This might be delivered during faculty/staff meetings, grade level/PLC meetings, PD days, etc. Week 2: Teacher uses self-assessment from Practice Snapshot and submits data to coach to be compiled in the aggregate. Week 3: Options for additional observation- coach observations, triad/PLC/grade level peers to conduct observation and support one another with goal setting. Week 4: Coach and administrator compile data in the aggregate from self-assessment and observations and share during grade level/PLC meeting to process implementation efforts specific to the practice.
Sample Monthly Universal Classroom Component Schedule
Week 1: Provide PD on practices and begin implementing skill. This might be delivered during faculty/staff meetings, grade level/PLC meetings, PD days, etc.
Week 2: Teacher uses self-assessment from Practice Snapshot and submits data to coach to be compiled in the aggregate.
Week 3: Options for additional observation- coach observations, triad/plc/grade level peers to conduct observation and support one another with goal setting.
Week 4: Coach and administrator compile data in the aggregate from self-assessment and observations and share during grade level/plc meeting to process implementation efforts specific to the practice.

47. Targeted Support for Classroom Component: Who?
Principal/PBIS Coach use school-wide data to identify any teachers needing additional support
Teachers self-select and request additional support
Leadership team analyzes school-wide data to identify groups of teachers needing additional support
Administrator/PBIS Coach utilize walk-through visits/observation data, focused on the monthly classroom practice to determine staff members needing extra support.

48. Targeted Support for Classroom Component: How?
Classroom Check-Up data collection tool and coaching model utilized
6 step process for providing support
assess classroom
provide feedback
provide choice of practices
engage in action planning
engage in on-going monitoring

49. “3-Circles” Problem-Solving Worksheet:
What will students and teachers say and do as a result of this:
Step 1: What does the data say?
The most significant concern is disrespectful behavior toward other students defined as students shouting out answers before others have a chance to answer. that is taking place most often in Ms. Wilson’s classroom. This behavior occurs frequently, and is most likely to happen during a teacher led lesson. We think students are engaging in this behavior to gain the teacher’s attention and to show the other students they know all the answers.
Step 4: What will we do to support staff?
The Coach will use the Opportunities to Respond Snapshot and the professional learning module from MWPBIS to provide support to Ms. Wilson to implement the practice.
Ms. Wilson will use the OTR Snapshot to self-assess implementation of the practice Opportunities to Respond.
DATA – Supports Decision Making
SYSTEMS – Support Staff Behavior
Step 2: What is the SMART (specific, measureable, attainable, realistic, time-bound) goal?
Decrease incidents of disrespect to other students as measured by a decrease of 8 ODRs for disrespectful behavior by the end of the second quarter. Increase on-task student behavior measured by teacher observation.
Step 3: What will we do to support student behavior?
The coach will support the students and teacher by modeling how to use Opportunities to Respond in the classroom. Ms. Wilson will then make sure she uses the strategies throughout her lessons. The Coach will discuss some strategies that can easily be put into place, while reminding Ms. Wilson to teach the expected behaviors to all the students. Ms. Wilson will acknowledge the students who display the appropriate behavior during the lessons.
Walk the participants through the example.
PRACTICES –
Support Student Behavior

50. Opportunities to Respond
SELF-ASSESSMENT

51. Fidelity & Outcome Check
How prepared are you to use the Assessment for Opportunities to Respond to create the action plan for this section?
Plan to guide staff in understanding the Opportunities to Respond strategies they can utilize in the classroom
Assist staff in determining the Rate of Academic Engagement in the classroom.
Guide staff to provide multiple opportunities for students to respond in the classroom.
Support staff members needing/requesting assistance.
One to Five?
If you are below a five, what do you need to be more prepared?

52. Classroom Management Assessment for Opportunities to Respond

53. Opportunities to Respond
ACTION PLANNING: Applying the core content to your classroom

54. 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?

55. Complete your Action Plan
WHAT NEEDS TO BE COMPLETED?
RESOURCES NEEDED?
WHO?
WHEN? A. B. C.
Review SAS Results for System: Classroom - Item 8

56. Materials Needed for this Module
Snapshot for Opportunities to Respond
Problem Solving Worksheet
Action Plan template