1. PBIS Interventions in High Schools: It’s all about the context
Jessica Swain-Bradway
Midwest PBIS Network

2. Agenda Identify critical T2 features (using the TFI)
Describe Academic Seminar
T2 intervention for work completion 
Identify the T1 classroom strategies that facilitate Tier 2 interventions
1- Identify critical T2 features (using the TFI)
2- Describe Academic Seminar T2 intervention for work completion 
3- Identify the T1 classroom strategies that facilitate Acaedmic Seminar 
Team time- 1/3 of the day. With activities throughout. 

3. Introductions Introduce your team
Share your greatest strength as a team
Where are you in PBIS Implementation?
Have you taken the TFI recently?

4. Best Practices in Teaching
Our systems support our staff
Our practices need to support them as well.
Best practices in learning apply to ALL learners.
Learning = behavior has changed.
Professional Development must give us the chance to see behavior has changed
Knowledge, skill application

5. Systems = Adults Behavior
“Back out” to the bigger picture.
If it is hard at Tier 1, it is hard at Tier 2.
If we want teachers to provide Tier 2 supports, they have to have a foundation in the classroom.

6. Team Activity Time Please identify: You can use data 
What Tier 2 interventions do you have / want to get in place?
What are the current obstacles?
What is going well?
You can use data 
When you share, please be sure to introduce yourself and your team.

7. When we leave today… What is your goal(s)? I want to be able to do…
I want to have examples of…
Take notes

8. Tier 2 Critical Features

9. Hands Raised, Please! Your team has taken the TFI.
You have heard of the TFI.
You are sure this is a trick, and don’t know what Jessica is talking about.

10. Share Tier 2.
Use the Tier 2 table.

11. What are the CORE practice features?
Please shout them out.

12. Use your OWN data
Using your TFI data, which systems, or data, do you need to prioritize?
If haven’t taken the TFI, have them take T2 on the spot.

15. Team Activity Time
Based on the description of Tier 2 from the TFI, please identify:
2-3 things your school is doing well for Tier 2 work
1-2 things you need to improve
Pick a priority for improvement
Be prepared to share out, including what data you have (or need) to inform these decisions.

16. Academic Seminar: Tier 2 intervention for work avoidance

17. What is Academic Seminar?
Extension of the Universal Tier of expectations, practice, reinforcement, and skill building.
Focus on organizational skill set
Explicit instruction
Frequent practice opportunities
Explicit, frequent acknowledgement for demonstration of organization skills

18. Academic Seminar (AcSem)
Class
45 minutes
Meets every day
5-7 minute entry task to orient students to tasks at hand review previously practiced skill
10-15 minutes of explicit instruction and practice in organizational skills
25-30 minutes in homework completion- applying organizational skills
Curriculum ( search Academic Seminar)
Use skills learned to complete homework
Tier 2 builds on Tier 1. AcSem should be teaching, re-teaching, extra practice and R+ for self-management and work completion.

19. Academic Seminar More complex than CICO Additional “layer” of T2
May be an appropriate addition to the foundation of CICO
Additional “layer” of T2
Addresses work avoidance
Linked to the content area classes as much as possible
EX: Before midterms you teach and practice studying and test taking
EX: Use the African Continent project due dates in planner
Tier 2 builds on Tier 1. AcSem should be teaching, re-teaching, extra practice and R+ for self-management and work completion.

20. Academic Seminar Middle school: 6th or 8th grade Freshman seminar
Universal: All students
Tier 2: Targeted groups
Freshman seminar
9th and 10th graders for targeted support in organizational skills
11th and 12th grade for transition focus supports
Revise an existing class, in keeping with Tier 2 principles

21. Academic Seminar Meets Tier 2 Features
Intensifies Tier 1: first lessons re-teach expectations
Increases predictability
Increases rate of positive feedback
Increased instruction on specific skills that have high utility

22. www.PBIS.org, search HS-BEP

23. Team Time Do you have a need for something like AcSem?
How do you know?
Is this a problem to address with AcSem or Tier 1 work?
What isn’t Tier 1 addressing?

24. Team Time IF you are planning a course like AcSem, raise your hand.
IF you are planning on boosting or implementing another Tier 2 raise your hand.
Group and do mini planning groups.

25. Classroom Strategies that Link to Tier 2

26. Tier 2 is AN EXTRA DOSE
It isn’t an extra dose, if there is no FIRST dose.
Our classrooms are the “first dose” for ALL skills:
Academic engagement
Self-management
College and Career Readiness
Any and every other academic and social skill we want kids to employ in the school setting.

27. Team Activity Time Please identify:
What Tier 1 practices do you have / want to get in place?
What are the current obstacles?
What is going well?
Write responses on the board.

28. Tier 1 IS the Classroom

29. Team Activity Time What does Tier 1 look like in your classrooms?
How do you know?
What Best Practices in instruction / management do your teachers implement on a regular basis?

30. Best Practices
Opportunities to Respond
Error Correction
Praise / Encouragement

31. Opportunities to Respond

32. 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

33. 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.

34. 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.

35. 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)

36. 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
Becky: List all of the verbal and non-verbal strategies that will be covered in the ppt

37. 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.
Becky: Change “Individual Questioning” to red

38. 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

39. 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.

40. 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

41. 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

42. 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.

43. 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.

44. 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)

45. Using White Boards or Response Cards
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 re-present the question.
If you use white boards or response cards careful planning, organization and teaching for their use is essential. Beside the points on this slide, ways to store and use the materials needs to be planned and taught, such as using baggies to hold the boards, markers, and cloths.

46. Non-verbal Response Strategies
Student Response Systems (commonly called “clickers.”
During class discussion, the teacher displays or asks a question.
All students key in their answer using a hand-held keypad or other web-based device.
Responses are received and displayed on the teacher’s computer monitor and on an overhead projector screen.

47. Using “Clickers” Reiser & Dempsey, 2007
Teachers see immediately how students answer.
Helps to guide teacher instruction.
Devices are numbered so that individual responses can be downloaded for recordkeeping or further analysis once the session has ended.
Student engagement and motivation or student satisfaction seems to be enhanced.
All can respond anonymously using a familiar game approach.
Reiser & Dempsey, 2007

48. Non-Verbal Response Strategies
Signaling or Movement Activities
Thumbs up/thumbs down, stand up/sit down, move to four corners, etc.

49. 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?

50. 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.
Presenter note: as per the previous slide, emphasize use of “guided notes” as an in-class activity and NOT homework?

51. Opportunities to Respond
Increase OTRs:
Teacher as facilitator: talk in 5-7 minute increments
All “teaching” is followed by practice opportunities
Small group, paired, independent, whole group
Student lead instruction with peers
Think, Pair, Share with peers
Break instruction into small “chunks” by skill, concept, not an entire unit
BRIE: I would argue that the academic behaviors (synthesis and questions) are part of the classroom routines. Let’s push the routines into the area of academic enabling behaviors. These would be in addition to what we think of as the basics.

52. Classroom Snapshot: Opportunities to Respond

53. Team Time What would staff think of this concept/ strategy?
How would you know the rate of OTRs in a classroom?

54. Error correction

55. Definition
A brief, informative statement following the occurrence of an undesired behavior that specifies what the learner should do differently in the future

56. Rationale
Interrupts the problem behavior and engages the students in the expected behavior to maintain positive learning climate
Ensures the students exhibit the expected behavior in future occurrences of similar situations
Avoids escalation of the problem behavior
Decreases future time out of learning/instruction.
(Colvin, 2010)

57. Delivering Error Correction
Deliver in a brief, concise manner
Pair with behavior-specific praise when 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
Point out the problem through specific feedback and redirection

58. Effective Error Correction Strategies
Planned ignoring
Physical proximity
BSPS delivered to students engaged in expected behavior
Direct eye contact – “teacher look”
Re-teaching of expectations/rules
Re-direction
Differential Reinforcement
Verbal warning- reminder
Visual cue (e.g. hand signal)
Private talk/problem solve with student

59. 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”
After a student is out of his/her seat in appropriately, the teacher responds, “Please stop walking around the room and return to your seat to finish your work”

60. Error Correction: Non-examples
How many times do I have to tell you to work quietly?
Didn’t I just tell you to get your work done?
Why are you talking when I’m talking?
Do you want me to send you to the office?
What’s going to happen if I call your mother?
What do you think you’re doing?
Don’t you think you should be using your time better?
How often have we heard or used these types of statements? (Read Slide)
Although meant to deter misbehavior these types of statements are often very reinforcing to students… why do you think? (gives adult attention)
Questioning students about their behavior is ineffective. You don’t want an answer, you want compliance. Questioning gives attention to the inappropriate behavior.
Our goal instead is to increase the likelihood of appropriate behavior. We do this by teaching and acknowledging what we want students to do instead…and on occasion by providing consistent, respectful responses to misbehavior.
(Newcomer, 2008)

61. Activity: Rephrase each of the non-examples so that it is an appropriate error correction response
How many times do I have to tell
you to work quietly?
Why are you talking when I am?
Do you want to be sent to the office?
What’s going to happen if I call your mother?

62. Academic Examples in the HS classroom
Increase Corrective Feedback
Small groups, pairs
“Expert” peers
Answer keys for self/ small group check
Teacher rotates among groups
Share outs (in small groups)
Answer cards (Example)
Answers on board
BRIE: I would argue that the academic behaviors (synthesis and questions) are part of the classroom routines. Let’s push the routines into the area of academic enabling behaviors. These would be in addition to what we think of as the basics.

63. Snapshot: Error Correction
When providing error corrections the goal is to be calm, consistent, brief, immediate and respectful.
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.
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.
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
Finally, 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 )
How will we acknowledge our students?
Using language included on the teaching matrix, consistently school-wide
Use immediate positive praise statements for school-wide expectations and rules/behaviors on the teaching matrix
When we (adults) change/shift our focus from giving most of our attention to misbehavior to acknowledging positive behaviors, we create the conditions for behavior to change. (Sprick,& Garrison, 2008)
Behavior-specific contingent feedback is usually most effective when…
Teacher describes expectation, rule, behavior very specifically
Delivered in close physical proximity
Delivered in a way that is reinforcing to individual student (public or private) (Gable, Hester, Rock, & Hughes, 2009 )

64. Team Time What would staff think of this concept/ strategy?
How would you know the rate of error correction to praise in a classroom?

65. Encouragement

66. 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.
Descriptive and specific : Identifies and defines both the student and behavior being recognized
Behavior-contingent: student accurately displays desired behavior
Frequency: Behavior-specific praise statements delivered 4 times as often as error correction. Use more often when introducing or teaching a new behavior

67. Increasing my use of Behavior Specific Praise= Minimum 4:1
“Whatever you feed,
will grow.”
~Bishop TD Jakes

68. 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)

69. 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 school-wide expectation
Intermittent/Unexpected
Brings “surprise” attention to certain behaviors or at scheduled intervals
Use to maintain a taught behavior

70. Encouragement
Linked explicitly to SW expectations and acknowledgements
If we are teaching it, we are acknowledging it
Academic and Social Behaviors
Small group work
Asking questions
Constructive feedback
Active listening
Using index

71. Classroom Snapshot: Using Behavior Specific Praise

72. Encouragement Specific verbal praise Grades Stars on board
Post-it notes
GROUP REWARDS
Sit where you want on Friday
Pick the order of activities
Quiet music during work time
Make the teacher do something silly…
Other ideas?

73. Team Time What would staff think of this concept/ strategy?
How would you know the rate of error correction to praise in a classroom?

74. SCAFFOLDINg

75. Scaffolding Consider WHERE a student is in stages of learning
Acquisition
Fluency
Generalization & Maintenance
Provide as much or as little support as necessary to move from LEAD to TEST

76. Scaffolding Our groupings lend themselves to more or less support:
Large group
Small group
One on One work
How many opportunities to respond in content do students get in your classes right now?
In a 45 minute period?
How many opportunities do they have for immediate corrective feedback?

77. Error Analysis Identifying patterns of errors Guide Instruction
Whole group
Small groups
Individuals
Guide Instruction
How much practice we provide
How much structure we provide for that practice
When students are ready for independent work

78. Error Analysis
What is the current cycle for error analysis in your classes (and with your staff)?
How soon do students get feedback?
What do they do with this feedback?
What data are you using to guide instruction?
Do you go back and re-teach?

79. Team Activity Time 1. Pick a priority focus area for your team time.
Tier 2 systems
Academic Seminar
Classroom strategies
2. Identify and write down action steps.
Be prepared to share.
Make sure your action steps include PD!

80. Resources Classroom materials:

81. Resources Academic Seminar
High School Specific: