1. PBIS Play-by-Play: Interaction
Campus Name Here
Materials needed: paper, pens/markers and internet access for video (when appropriate), TTESS and PBIS in the Classroom infographic (optional) and additional handouts can be accessed by clicking on the picture/button on the appropriate slide.
Say: PBIS Play-by-Plays are short, professional learning opportunities designed to highlight specific Tier 1 classroom behavioral strategies that align with the AISD Big 6 evidence-based classroom strategies.
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2. PBIS Play-By-Play: Reviewing The Big 6
Say: Let’s quickly review. When we refer to the term “The Big 6”, as it relates to Positive Behavioral Supports and Interventions or PBIS, we are discussing these components of the classroom learning environment.
1. Culture and Relationships…the combination of teacher and student experiences that impact the feel or culture of the classroom.
Structure…the organization and well-designed procedures that assist in making the classroom a safe, predictable environment.
Expectations…this component relates to the explicit planning and teaching of classroom behavior expectations, including our behavior matrices and lesson plans.
Interaction…this is another term for engagement or the concept of providing students with opportunities to respond and highly participate in the classroom experience
Reinforcement…from high-fives to forms of descriptive feedback, this component is a cornerstone of PBIS. It’s all about recognizing students for approaching, reaching or exceeding the behaviors we want to see students engage in.
Correction…this last component of classroom relates to the strategies and responses used to decrease interfering behaviors in the future as well as the promotion of positive ones.
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3. T-TESS & PBIS in the Classroom
Visual representation of the connection between:
PBIS in the Classroom
T-TESS Domain 3 (Learning Environment)
PBIS in the Classroom is also connected to other dimensions in Domain 1 (Planning) and Domain 2 (Instruction)
Say: Regardless which of the Big 6 components we refer to when discussing PBIS in the Classroom, the practices can be found in multiple dimensions of T-TESS. In fact, take a look at this T-TESS and PBIS in the Classroom Infographic to help make additional connections. Now, let’s take a look at this component of the Big 6.
Optional: distribute TTESS and PBIS infographic. Click on picture of infographic to obtain PDF version.

4. PBIS Play-By-Play Interaction
Actively engaging students is the best way to manage the classroom.
Provide high rates of opportunities to respond (OTR).
Vary individual vs. group responding
Increase participatory instruction
Consider various observable ways to engage students.
Say: We will interchangeably use the terms “interaction” and “engagement”. As teachers, we are focused on keeping our students engaged academically but seldom do we intentionally plan on how to interact with them through building relationships.
In managing and engaging students, we should provide high rates of opportunities to respond (OTR). As we talk more about interaction and engagement, you will refer to opportunities to respond as OTR. It could vary from verbal to non-verbal responses from individual students to various types of group responses.
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5. PBIS Play-By-Play Interaction
Which aspects of instruction influence behavior?
Pacing
Difficulty
Mismatch between task and ability
Variation (or lack thereof)
Teacher enthusiasm
Always investigate academic connections to behavior problems!
Say: Let’s think about the different aspects of instruction. Then ask question from slide and allow audience to respond (if time allows, prompt participants to explain “why”)
After the discussion, Say: You are all correct! When analyzing problem behavior, always investigate academic connections to behavior problems. Always consider, is there an academic mismatch?
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6. Think-Pair-Share
Think – about the following sentiment some teachers may believe about their classrooms.
Pair -- with your shoulder partner, discuss at least “2” interaction (engagement) strategies you would recommend to him/her.
Share – with your team and document (completed by recorder) the strategies on the “Interaction” section of your chart paper.
Say: Let’s briefly do a “Think-Pair-Share” (read the slide) Now before we start…
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7. “How can I use various opportunities to respond (OTR) at high rates?”
PBIS Play-by-Play:
Interaction
“How can I use various opportunities to respond (OTR) at high rates?”
Say: Here’s the sentiment…(read the question and prompt them to start)
(please gauge the time to stay within the allotted time frame)
Please solicit feedback about 2-3 responses from the Think-Pair-Share
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8. Student-to-Student OTR
PBIS Play-by-Play:
Student-to-Student OTR
Say: Let’s take a moment and watch this quick video clip on Student to Student OTRs. You may want to take notes during this video.
(start the video, after video click to go to the next slide to highlight each strategy)
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9. If you were facilitating this activity, what would you do differently?
PBIS Play-by-Play:
Student-To-Student OTR
If you were facilitating this activity, what would you do differently?
Strategy: Partner Responses
Purpose: Increase student-to-student, meaningful engagement. This speaking-type OTR can be effective to use when responses can be long and answers may vary.
Four Types:
Think-Pair-Share
Think-Write/Pair-Write/Share
Pause Procedure
Study-Tell-Help-Check
Say: After watching the 10 Minute Clinic on OTR for Partner Responses. There was a focus on 4 types of partner responses. What were the 4 types of responses? (give time for responses)
{Once you receive feedback, wrap up the discussion by stating the purpose of “Partner Responses” and how these are strategies to increase student engagement in any content area.}
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10. Student-to-Student OTR
PBIS Play-by-Play:
Student-to-Student OTR
Say: Here is another student-to student OTR. I want us to be hyper-focused on this “Fishbowl” video clip. He covers a lot of information in a very short amount of time. Let’s watch and learn…
(after video, please click for discussion)
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11. Click here for more about Fishbowls
PBIS Play-by-Play:
Student-To-Student OTR
If you were facilitating this activity, what would you do differently?
Strategy: Fishbowl
Purpose: Encourages cooperative learning and high engagement through the promotion of active listening skills and classroom community building.
5 Main Steps:
Select a topic or thought-provoking problem/question.
Design the classroom environment to support inner and outer circle.
Allow time for students to prepare thoughts/products to share while in the fishbowl.
Pre-teach expectations for the fishbowl. Model examples and non-examples.
Debrief.
Click here for more about Fishbowls
Say: The “Fishbowl” strategy encourages cooperation from all students. It promotes active listening skills and builds community in the classroom. Even though there are numerous ways to implement a fish bowl activity, (point to and emphasize) here are 5 main steps to consider when planning for your “Fish Bowl” activity. (distribute handout)
Say: Let’s briefly go over the handout. You can see it goes over the 5 main steps but let’s look at the Variation section. It provides us additional ways to implement a fishbowl for opposing positions and multiple perspectives.
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12. Other Strategies…
NOTE: optional slide
PBIS Team can enter additional play from the playbook designed in training.
Note: this is an optional slide
Read each bulleted item on the slide and allow time to process each item
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13. Time Out…I May Need More Support!
Consider...
Collaborating with a PBIS team member.
Visiting the Office of Student Behavioral Support Services intranet page.
Seeking out appropriate sessions in Eduphoria.
Conversing with campus administration and support staff.
Say: The goal of this professional learning session was to provide us with additional strategies we can take back to our classrooms tomorrow and begin implementing. Hopefully, you have been able to add an additional play to your classroom playbook or toolbox. If you want to further collaborate about this strategy or PBIS in general, feel free to use the following as resources.
Read the bulleted items on the slide.