1. Module 2 Expectations and Procedures
Section 4: Opportunities to Respond
Welcome to the Classroom Management for Academic Engagement training module from the Wisconsin PBIS Network. These modules are designed to support schools as they implement PBIS at the classroom level. The modules can be used as a group learning experience or by individuals to refine their classroom practices and learn how to use PBIS in their classrooms. The modules will cover material that is assessed on the Tiered Fidelity Inventory, and a few other skills that have been national recognized as key to created conditions for learning.
The theme of this Module is Expectations and Procedures. It includes:
Developing a Classroom Matrix,
Developing Classroom Procedures,
Teaching Classroom Procedures, and
Opportunities to Respond.
In this final section of the Series, we will focus on the procedures to use to increase Opportunities to Respond.

3. Wisconsin’s Framework for Equitable, Multi-level Systems of Supports
EQUITY is a central part of Wisconsin’s framework. This brief video clip provides an introduction to culturally responsive classroom management.
An important part of PBIS in the Wisconsin RtI Framework is equity.   
Equity* includes the degree to which a school’s programs, practices, procedures, and policies account for and adapt to the broad diversity of students' race, language, and culture.
These practices prepare all students for a multicultural world.  When we think about culture in schools, we include characteristics such as race, age, gender, socio-economic status, rural/suburban/urban, religion, nationality, language and ethnicity.
Please take time to view the 2 minute video clip that provides an overview of how these modules are connected to equitable educational practices.
Additional resources:
More about Wisconsin’s framework
More about Equity: Wisconsin’s Model to Inform Culturally Responsive Practices

4. This Module is Specifically Connected to These Key Features:
Classroom management (and specifically opportunities to respond) is aligned with the Evidence-Based Practices, and Positive Culture features of Wisconsin’s framework.

5. Objectives and Outcomes
As a result of viewing this module, participants will:
Know and Understand:
The importance of opportunities to respond (OTR) in the learning cycle
The elements of an effective OTR protocol
How culturally responsive protocols apply to OTRs
Do:
Reflect on your current OTR practices
Increase the OTR strategies that you currently use in your lessons
After participating in this module, you will know and understand:
The key components needed to develop a classroom matrix
The connections among academic, socio-emotional and behavioral skills
You will also have an opportunity to assess your current matrix through a Culturally Responsive lens.
Note that throughout this module we are referring to a very broad set of academic enabler skills. Academic enablers are student attitudes and behaviors that allow a student to be involved in and benefit from classroom instruction. They include social skills, study skills, motivation, and engagement skills.

6. Connection to Tiered Fidelity Inventory: 1.8
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.
Not formally implementing 1
Classrooms are informally implementing tier 1 but no formal systems exist
(80% of classrooms) 2*
Classrooms are formally implementing all core tier 1 features, consistent with school-wide expectations
The strategies covered in this modules correlate with several assessment inventories schools use to determine implementation of best practices. One is the Tiered Fidelity Inventory, Item 1.8 addresses implementation of PBIS at a classroom level. To earn a score of 1 or 2, there must be evidence that 80% of the teaching staff:
Applies school-wide expectations within the class setting;
Teaches class routines;
Implements a class level acknowledgement system that is in line with the school-side system;
Use an in-class continuum of consequences.
To earn a 2, these systems must be formalized.
This module section will look at routines for increasing opportunities for students to respond. Compiling a list of opportunities to respond, along with the procedures and lesson plans for teaching them, can be used as evidence for this item. Evidence for other class routines would also be needed to earn a 2 for this element.
*Evidence exists showing 80% of staff are implementing all 4 features and there is a formal, written policy.

7. Making Connections to Trauma Sensitive Education
Creating a Safe Learning Environment
Physical
Emotional
Academic
Social and
Behavioral
Classroom Management Module 2
and
Trauma Sensitive School Module 7
The Wisconsin Department of Education’s School Mental Health Project created a series of modules outlining best practice for Trauma Sensitive Education. Module 7 has information to consider in creating behavioral supports that facilitate the learning of all students. Specifically, opportunities to respond provides a needed auditory element to lessons, helps to decrease the amount of teach talking, and changes up activities between input and processing.
Also, in Module 7, a resource entitled Safety Review Tool outlines strategies that create Physical, Emotional, Academic, Social and Behavioral safety for students. Many of the strategies included in these modules are listed in this Safety document, and can be used for schools that working to become more sensitive to students that have experienced adversity.
Safety Review Tool

8. What the Research Says
Multiple studies over 20 years have shown that increasing the rates of opportunities to respond:
Increases student engagement.
Decreases disruptive behavior
Works across various settings including self-contained classrooms
Research from multiple studies have shown that increasing rates of Opportunities to respond:
Increases student engagement
(Carnine, 1976; Christle & Schuster, 2003; Davis & O’Neil, 2004; Haydon, Conroy, Scott, Sindelar, Barber, & Orlando, 2010; Haydon, Mancil, & Van Loan, 2009; Sutherland, Alder, & Gunter, 2003).
At the same time, it can also result in decreasing disruptive behavior
(Armendariz & Umbreit, 1999; Haydon et al., 2010; Haydon et al., 2009; Lambert, Cartledge, Heward, & Lo, 2006; Sutherland et al., 2003; West & Sloan, 1986).
Furthermore, the positive effects of increased rates of OTR have been demonstrated across various settings including self-contained classrooms
(Sutherland et al., 2003; West & Sloan, 1986) and general education classrooms (Christle & Schuster, 2003; Davis & O’Neil, 2004).

9. What are Responding Protocols?
Responding protocols are used to explicitly communicate to students how the teacher wants them to respond as a whole group, in an activity, or during a discussion.
In addition, some responding protocols are involuntary where students are called on at random without them raising their hands.
The responding protocols that are involuntary can encourage accountability and engagement on the part of the learner, as well as providing more accurate feedback to the teacher about students’ understanding of the information presented.
Have audience read each line. Stand up if you volunteer to read. Sit down when done with your part.
Rigor to Results

10. Opportunities to Respond
Verbal and non-verbal
Use traditional, responsive and culturally responsive protocols
Before proceeding with power point, please view the snippet.
There are 2 types of response strategies: verbal and non-verbal.
When using verbal responses, students reply orally to teacher prompts or questions.
Students can also respond non-verbally with signals, cards, writing or movement to teacher prompts or questions.
“Incorporating non-main stream protocols for responding both validates and builds upon the likely repertoires of practice (Learning styles) that students bring to school which, when suppressed or discouraged lead to disengagement and classroom management issues. “ Dr. Hollie Culturally and Linguistically Responsive Teaching and Learning: Classroom Practices for Students Success, 2011
Watch 2 minute clip

11. More About Opportunities to Respond
Write these numbers down!
Minimum of 4-6 responses per minute with 80% accuracy.
8-12 responses per minute with 90% accuracy.
New Material
Review of Material
Opportunities to Respond allows the teacher to get a sense of student understanding of new and review material. The research is mixed on the number of student responses necessary for best practice.
Generally, however, more frequent responses are needed for review. For new learning, it is important for the teacher to see the responses so that correction can occur when needed.
Students should be given about 4 – 6 opportunities to respond when given new material, and 80% of their responses should be accurate. For review material, an 8 – 12 response rate with 90% accuracy indicates learning has occurred.
Remember these numbers!
Council for Exceptional Children, 1987; Reinke, Herman & Stormont, 2013

12. Activity 2.6: Think/Stand Up/Sit Down
Calling on students unpredictably heightens
student attention!
List strategies you currently use to call on students unpredictably.
Everyone stand up. Choose one from your list.
Person called will tell the strategy they chose.
If this is the strategy you have chosen, sit down.
Calling on students unpredictably heightens student attention.
This is a strategy to share a lot of ways to call on students unpredictably and assumes everyone in the audience uses at least one strategy. Everyone thinks of one strategy they use. Then everyone stands up. The first person tells their strategy and all those who use that same strategy sit down. Continue to call on people standing until all ideas are shared and participants sit down.
Think and write: 3 min
Add to list: 2 min
The materials for this activity can be found in Resource Packet for Module 2: Expectations and Procedures

13. Individual Questioning
How do you ask questions to:
Increase student engagement
Get higher level answers
Provide adequate processing time for all students?
Ask the question…
pause…
then call on the student.
The clip gave some ideas for various verbal response protocols.
Let’s look more closely at how a question is asked. Seems like it should be simple, but the use of wait time can
increase student engagement,
allow students to think of higher level answers, and
provide more processing time for those that need it.
The flow is:
Ask the question….. Pause… then call on the student.

14. 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.
How long to pause? Five seconds.
Just like all of these strategies we have been learning about, using wait time is a skill that teachers can develop. You may need to use one of these strategies.
Count inaudibly, use a stopwatch or follow second hand on a clock.
Peer coaching or video-taping can help to develop awareness.

15. Activity: Left Shoulder Partner
Think about how long your typical wait time is.
Do you pause a full 5 seconds to give students time to think?
Discuss with your left shoulder partner how you might increase your wait time.
Give participants 3-4 minutes to discuss wait time.
Discuss: 3-4 min

16. Using Choral Responding
Develop questions with one correct, 1-3 word answers.
Provide wait time.
Use a signal or phrase to cue students to respond in unison.
Use a brisk, lively pace.
Provide immediate feedback on the group response.
Another verbal strategy is choral responding. In this strategy, all of the students respond in unison. Here is the procedure of using this choral responding:
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.

17. Non-Verbal Responding
Students actively answering or responding to question or problem using:
whiteboards,
written response cards,
signaling, or
movement responses
Lets look at non-verbal responding. This format has the same benefits as verbal response strategies. Instead of students responding orally to teacher questions, they do so non-verbally. This strategy has the same benefits as verbally responding.
This can be done by using:
White boards
written response cards,
signaling, or
movement responses.
We’ll look at some of these methods in more detail.

18. Non-Verbal Strategies
Whiteboards: students have personal* white board to write answers to teacher’s questions with an erasable pen.
Ask questions that require letters, words, numbers, symbols, or problem solving process.
When cued, hold up board to display answers.
Students erase their answer and wait for the next question.
*Variation – Students work in pairs to solve problems.
When using white boards, each student needs a personal board, erasable marker and eraser
Here is the procedure for using white boards.
Ask questions that can be answered by writing letters, words, numbers, or symbols. This makes it an excellent tool for checking students ability to solve problems.
Have students hold up their boards on your cue. (You can either give a pre-set amount of time, or cruise the class to see when students are done.)
Students use an eraser, sponge, or cloth to erase their answer and await next question.
Note: White boards can be replaced by paper folded in half or quarters, making 4 – 8 writing surfaces. Or, placing a card stock sheet of paper in a sheet protector. If the correct marker is used, these can erase with a Kleenex.
Also, students can work in pairs to solve problems. They would take turns writing on the board.

19. More Non-Verbal Strategies
Response cards: pre-printed cards that have choice words on each side.
Yes/No, True/False, Odd/Even, Letters (ABC) or a few word choices (noun, pronoun, verb)
Procedure for using
Ask a question
Cue for students to pinch the correct answer
Pause
Cue students to hold up their card.
Another non-verbal response method is response cards.
This are often index cards, or cut card stock that have answers written on them, such as:
Yes/No, True/False, Odd/Even, Letters (ABCD), or a few word choices (noun, pronoun, verb)
The procedure for using response, or pinch cards is:
Ask a multiple choice question (2 – 4 choices)
Cue students to pinch the correct answer on their card
Pause
Cue students to hold up their card.

20. Using Whiteboards or Response Cards
Teach and practice expected behaviors, including:
When to select their card or write their response
When to share
When to clean boards or reposition cards for next question
How to clean up
Where to store materials
When using either white boards or response cards, it is important to teach the expected procedures for their use. And If you use white boards or response cards careful planning, organization and teaching for their use is essential. Procedures that need to be taught and practiced include:
When to select their card or write their response,
When to share,
When to clean boards or reposition cards for next question
How to clean up, and
Where to store materials
Consider ways to store and use the materials needs to be planned and taught, such as using baggies to hold the boards, markers, and cloths.

21. When Using Whiteboards or Response Cards
Feedback is crucial! If a significant number of students did not respond accurately:
Provide the correct answer and a brief explanation
Re-present the question
OTR’s allows the teacher to assess if their instruction “took”. If it did not, providing specific feedback, and even re-teaching is necessary for this strategy to be an effective teaching tool.
Assess student responses and provide clear, specific feedback (both positive and corrective!).
Provide the correct answer and a brief explanation
If a significant number of students did not respond accurately, then re-present the question.

22. Culturally Responsive Protocols
Giving students multiple yet specific ways of responding in class is part of culturally competent teaching. Responding protocols teach specific and appropriate ways to respond in class. They can validate, affirm, build, and bridge for students.
Earlier, it was noted that OTR’s can use varied protocols, including traditional, responsive and culturally responsive.
These protocols can be used to both build cultural capital so students are clear on main stream cultural norms, and bridge teacher practices to reflect the cultures of their students. When teachers use protocols that reflect the culture of their students, it validates and affirms the minority cultures, and helps to communicate to the students that they belong.
Please review the CR video clip (2 min) for a review.
View 2 minute video clip

23. Culturally Responsive Protocols
Traditional
One way
Teacher centered
Responsive
Two way interaction
Student centered
Culturally Responsive
Indigenous
Rhythmic
Lyrical
Communal
Raise hand and wait to be called on
Calling student randomly from names in a jar
Whiteboards
Response cards
Choral responses
Adding cultural rhythm to responses
Cooperative responses
In Module 2, Developing Procedures Section, we applied the 3 types of protocols to attention signals. Let’s apply them to Opportunities to Respond.
Traditional protocols are one way, and teacher centered. An example of this is students raising their hands and waiting to be called on.
Responsive protocols have two way interaction, and are student centered. The use of White Boards and Response Cards are examples of responsive protocols.
When responses have an indigenous, rhythmic, lyrical or communal quality, they are considered culturally responsive. An example of this might be adding rhythm to the choral responses, or having students work together to respond to a question.

24. What Does This Look Like in Practice?
Click the link (below) to view an example.
Interested in how this looks in a class setting? This video gives an example of how a teacher incorporated multiple OTR strategies within a lesson. As you view the video, note:
When did she pre-correct?
Which protocols were routine, and did not require pre-corrects?
Presenter Note: Take some time to de-brief video viewing.
View 5 minute video clip

25. Activity 2.7: Jigsaw Divide the list of opportunities to respond
Read your part, and determine for each selection:
Is it responsive or culturally responsive?
How you could adapt it to be culturally responsive?
How you might use it?
Share your expertise with your small group partners.
Read and reflect: 3 min
Discuss: 12 min
The materials for this activity can be found in Resource Packet for Module 2: Expectations and Procedures

26. Making Connections Classroom Reminders Be Respectful Be Responsible
Expectations
Classroom Reminders
Attention signals: traditional, responsive, culturally responsive — Teach, practice, reinforce as needed
Class-Wide
Focus Lesson
Guided Instruction (Small group)
Collaborative Learning
Independent Learning
Review:
_________
Be Respectful
Actively listen
Use appropriate voices and language
Show the speaker you are listening
Follow teacher cue for voice level
Show the speaker you are listening
Follow teacher cue for voice level
Contribute to learning
Listen to understand
Wait your turn to speak
Use kind words
Encourage others
Follow directions
Create for yourself and be proud
Be honest in your work
Be Responsible
Work in designated area
Take care of materials
Take notes
Meet your goals
Bring needed materials to group
Contribute
Complete your part
Take care of community resources
Use materials the way they were designed to be used
Be a TASK master
Use your neighbor/ community
Be Safe
Be aware of personal space/
KHAFOOTY
Stay in designated seat/area
Ask to borrow materials
Use words to work out problems
Keep area free of clutter
In all of the tips for using Opportunities to Respond, it was recommended that teachers pre-correct before using a particular strategy. Remember the Classroom Matrix? And developing and teaching procedures. These all support the use of OTR routines.
Time will be needed whenever new protocols are introduced. It’s important to take the time to practice protocols to fluency. Also, it’s important to take care of the rate at which new protocols are introduced.
As students become accustomed to various protocols, pre-correcting becomes a great reminder tool.
The highlighted areas of the matrix have been carefully constructed to allow for flexibility when pre-correcting for various OTR activities. The teacher will need to give the specific protocols that will be used for an activity prior to using it.

27. Activity: Hand Up, Stand Up, Pair Up
Think of a lesson that you could incorporate more opportunities for nonverbal responses.
One person starts and share your ideas.
When presenter gives signal, the second person will share their idea.
Be prepared to share your partners’ ideas with the group.
Stand up, and put your hand up. Look around the room and find a partner by making eye contact. When you have found your partner, put your hand down and greet them.
You will be sharing ways you can incorporate nonverbal responses into a lesson plan.
Each person will have 1 minute to share.
Decide who will go first. Switch on my signal.
Present note: This process can be done several times, depending on time.
1 min
For each partner

28. Check Your Understanding
Which of the following are true statements about opportunities to respond? (Click on each statement to reveal answer)
It’s recommended practice to include a mix of verbal and non-verbal individual and group responses.
TRUE
Whole group responses help to assess individual learning.
FALSE
After asking a verbal question, wait five seconds before accepting an answer.
TRUE
This procedure requires practice, pre-correction, and immediate feedback.
Bullets 1, 3 & 4 are correct. When offering opportunities for students to respond, offer a mix of verbal and non-verbal responses protocols. Also, vary with individual and group responses. Remember that for students that have experienced adversity, it is helpful to give them multiple opportunities to process new information. OTR’s provide that.
Wait time after asking any question is 5 seconds, whether the response required is verbal or non-verbal. (If writing a response is required, wait time will increase).
Finally, for students to master different OTR procedures, they will need time to practice, and pre-corrects to remind them of the procedures. Also, it is important to provide immediate feedback on their responses, so that errors can be corrected and new learning affirmed.
Bullet 2: Whole group responses help the teacher get a sense of whole group learning. If there are more than a few incorrect answers, it is an indication that more instruction is needed.
Bullet 5:
While research is not definitive on the number of responses per minute, more responses are required for review than new learning. Generally, the numbers are about 4 – 6 opportunities to respond when given new material, with an 80% accuracy rate. For review material, an 8 – 12 response rate with 90% accuracy indicates learning has occurred.
TRUE
Provide more opportunities to respond for new learning than for review of learning.
FALSE

29. Self-Reflection: Opportunities to Respond
Complete the Self-Reflection Checklist items for this section of the module.
Identify one or two areas that you would like to improve
Take time now to complete items on the Self Reflection Checklist: Opportunities to Respond. This tool is for you to reflect on and self-assess your current practices. Once you complete the checklist, identify one or two areas that you would like to improve. The following slide will provides ideas on how to improve your skills and practices.
Reflection
The checklist for this activity can be found in Resource Packet for Module 2: Expectations and Procedures

30. Making the Most of Your Learning: Use KASAB!
Knowledge
TSS: Chapter 12
Trauma Sensitive Safety Review Tool
From Rigor to Results
Appendix A of Dr. Hollie’s Book
Supporting and Responding to Behavior, page 11
Skills
Classroom Management Observation Tool (CMOT)
Aspirations
Are you satisfied with the amount of time you spend teaching, vs addressing behavior concerns?
Attitude
Equity: Model to Inform CR Practices
How can you make the most of what you have just learned? Research on implementation from Learning Forward has identified 5 changes that need to occur for solid implementation of new learning:
K: Knowledge
A: Attitude
S: Skill
A: Aspirations
B: Behavior
Consider the following activities to strengthen your implementation.
Knowledge:
Review the Trauma Sensitive School Resources
Read Dr. Sharroky Hollie’s book: Culturally and Linguistically Responsive Practices. Look at Appendix A for more ideas on responsive protocols.
Check out Rigor to Results for more culturally responsive strategies.
Read the chart on page 11 of Supporting and Responding to Behavior
Attitude:
Review the Equity: Model to Inform Culturally Responsive Practices. Identify an area Fill that you want to explore, with the idea of incorporating it into you’re an OTR strategy.
Skill
Ask a colleague to critique a procedure that you would like to refine prior to introducing it to the class. Look for areas that might be unclear, and ways to be more efficient.
Have a colleagues or coach conduct the Classroom Management Observation Tool in your class, and note how you did on the OTR section.
Aspirations
Assess your current motivation to increase the opportunities your students have to respond? What concerns/barriers do you have?
Behavior
Ask a peer to use the Midwest Snap Shot Walk Through to assess your current practice.
Use Missouri PBIS Teacher Tool to review best practice and self-assess your current practice
Subscribe to the VABB Newsletter for ideas on how to use VABB.
Network in your PLCs or grade level meetings on:
New ways to incorporate OTR’s in your lessons
Coaching on making your practices more effective
Discuss Sharroky’s book, or Rigor to Results strategies.
Behavior
Midwest Snapshot
MO OTR Teacher Tool
VABB Newsletter
Use PLC’s for support

31. Acknowledgements
Hollie, S., & Allen, B. (2018). Culturally and Linguistically Responsive Teaching and Learning responsive teaching and learning; classroom practices for student success. Huntington Beach: Shell Education. Midwest PBIS Network Special thanks to Missouri School- wide Positive Behavior Support