Classroom Prevention
Practices &
Implementation Support
Tool
The Essential Six
Δ PREDICTABILITY
Teaching Expectations, Routines & Visual Supports
Δ ENCOURAGEMENT
Positive Performance Feedback
Δ DISCOURAGING PROBLEM BEHAVIORS
Respectful, Restorative
Δ ACTIVE SUPERVSION
Protect-Expect-Correct-Connect
Δ ACTIVE ENGAGEMENT
Opportunities to Respond
Δ INSTRUCTIONAL SUPPORTS
Choice, Activity Sequencing, Task Difficulty
Classroom Prevention Practices
Self-Assessment Survey
Evaluation:
1: I never have heard of this practice.
2: I have implemented this practice but I am inconsistent.
3: I implement this practice regularly in my classroom.
4: I implement this practice regularly and I am interested in how others are implementing the practice.
5: I feel comfortable with this practice and would like to share successful implementation with my peers.
Evidence-based
Description
Rating Scale
Practice
Δ I set clear positive behavioral expectations in my classroom.
PREDICTABILITY
Δ I have established and practiced clear routines, procedures and
transitions
Teaching
Expectations,
Δ I have gathered student input when creating my classroom teaching
Routines and Visual
matrix.
1-------2-------3-------4-------5
Supports
Δ I have created, posted, taught and given students frequent specific
performance feedback on classroom procedures and routines.
Δ All my students can explain our classroom procedures and routines.
Δ I use visual supports for schedules, cueing and contingency maps.
Δ I use a variety of strategies to give positive specific performance
ENCOURAGEMENT
feedback and develop internal motivation.
Δ I provide positive specific performance feedback at a ratio of 5:1.
Specific Performance
Feedback
Δ I have a classroom group contingency acknowledgement system.
1-------2-------3-------4-------5
Δ Students can tell how they receive acknowledgement for
appropriate behavior.
Δ I use encouraging and positive language with my students.
Δ When giving consequences, I demonstrate calm, consistent, brief,
DISCOURAGING
immediate and respectful error corrections using a professional
PROBLEM
teaching tone and demeanor.
BEHAVIORS
Δ I follow a classroom response strategy flowchart and use a variety
Respectful
of response strategies (prompt, redirect, reteach, provide choice
Restorative
and conference).
1-------2-------3-------4-------5
Δ I understand, identify and use prevention strategies for attentionseeking and avoiding behaviors.
Δ I understand, identify and use prevention strategies for escalating
behaviors.
Δ I understand, identify and use prevention strategies for meltdown
behaviors.
Δ My classroom is effectively arranged to minimize congestions and
ACTIVE
clear traffic lanes allowing for ease of movement.
SUPERVSION
Δ
I continually monitor all areas of the room by scanning, moving
Protect
Expect
and interacting frequently and strategically.
1-------2-------3-------4-------5
Correct
Δ I provide positive contact, positive and corrective feedback while
Connect
moving around the room
Δ I am at the door greeting students entering the classroom and using
targeted precorrections.
Δ I use a variety of strategies to increase student engagement and
ACTIVE
assurance of EPR (Every Person Respond).
ENGAGEMENT
Δ I use a variety of strategies to increase opportunities to respond
Opportunities to
1-------2-------3-------4-------5
Respond
(OTR).
Δ I consider instructional talk, prompts and wait time during direct
instruction.
INSTRUCTIONAL
Δ I consider pace, sequence and level of task difficulty when
SUPPORTS
promoting each students’ success.
Sequence
1-------2-------3-------4-------5
Δ
I consider a variety of methods when offering student choice.
Choice
Difficulty
PREDICTABILITY
Teaching Expectations, Routines & Visual Supports
Providing PREDICTABILITY and STRUCTURE for everyone-including adults-decreases the likelihood of challenging
behaviors. Creating a well-designed, developmentally appropriate classroom that implements positive expectations,
routines, rituals and visual supports communicates to students how to act appropriately. When students understand
what is expected and are provided opportunities and supports to engage in appropriate behaviors, they are more
likely to choose these behaviors.
“An ounce of prevention is worth a pound of cure.” – Benjamin Franklin
DE-STRESS THE DISTRESS
“STRESS” is a physiological response to a perception of a lack of control over an aversive situation or person.
Distress:
Is linked to more than 50% of ALL absences
Affects attention, focus and concentration
Diminishes social judgment skills
Detours engagement
Increases allostasis, which impairs cognition, creativity and memory
May create lifelong health problems
De-stress learning environments by:
Always consider developmental levels and cultural context
Develop clear and practiced student-generated routines
Post behavioral matrices, agendas and schedules
Develop intentional visual supports (now that…)
Give students more control
Plan for acquisition and generalization through depth of knowledge learning opportunities
Empower students in self-regulation/self-assessment activities
Reassure the learners of the likelihood of their success
Teaching Positive Behavioral Expectations
A core component of School-wide PBIS is positive behavioral expectations. Positive behavioral expectations are
guidelines that are taught in order to encourage appropriate behavior and prevent inappropriate behavior. A
school’s behavioral expectations form the building blocks for a positive and supportive environment that is
conducive to academic success. PBIS classroom teachers address expectations which are developmentally
appropriate and reflect their school’s 3 to 5 positively stated expectations.
Routines/Schedules
The term routines and schedules
are often used interchangeably.
Schedules represent the big
picture – the main activities to
be completed daily. Routines
represent the steps done to
compete the schedule. Rather
than assuming everyone will
pick up on classroom routines
and schedules, we should
TEACH each activity in the
schedule and all of the smaller
steps needed to compete routines. Routines and schedules may vary, based on level of interest and inherent
flexibility. Routines and schedules are important because they:
◊ influence emotional, cognitive and social development
◊ contribute to the sense of security and safe environments (consistency: can predict what will happen next)
◊ help understand expectations
◊ reduce problem behavior
◊ increase engagement, attention and new learning
Routines
Routines are activities and procedures that occur regularly and often involve a series of responses. Routines serve to
clarify expected behaviors. The teaching matrix is used to clarify expectations within targeted settings and are:
◊ observable, specific and measurable
◊ require a few simple rules per routine
◊ involve students in design and implementation
◊ address noise level, movement, interactions with property, peers and adults
◊ can be posted visually and at student eye level
◊ should be taught throughout the day
◊ can be placed on cue card ring for portability
Visual Supports
Visuals can be very helpful for communicating expectations and routines in the PBIS classroom. A visual provides a
static symbol of the word or idea. When we say words, they “disappear” once we have completed our verbal
expression. When you present a visual, the visual can be held out to examine and process. Visual strategies can:
◊ cue or teach positive behavior or new skills
◊ support both receptive and expressive communication
◊ enhance memory (e.g., use reminders for verbal direction)
◊ portray expectations (e.g., work completion, make-up work, getting started, labs, testing, group work)
◊ teach routines(e.g., activity steps for work completion, make-up work, getting started, labs, testing, groups)
Visual Schedules
The “Class Visual Schedule” assists with understanding teacher expectations and the class schedule.
◊ Have a routine established for “checking in” with the schedule throughout the day.
◊ Allow for flexibility having pictures arranged, added to, or omitted for different courses
◊ Consider using photos of your students for the visual supports
◊ Have students self-monitor progress through the visual schedule
Now – That Visual Supports
Now – That language supported with visuals give some students clear expectations and help motivate and assist
with task completion. Students can focus on the current activity without distraction of all requirements for the
class/course. Set up compliance by starting with preferred activities, self-monitor completion then add nonpreferred activity with self-monitoring of completion – repeat the routine…
◊ Gives students a sense of autonomy, mastery and purpose
◊ First state/show, then directions will likely lead to success!
First: “now that you have finished the first part of the assignment you can take a break and I want to thank you for
your Respect in following directions”
First: “now that you have asked for help you’ll be done early and demonstrated Cougar Responsibility”
Lesson Planning for Classroom Routines
Expectation
Specific Behavior(s) and/or Procedures
List behavior and steps to complete
ROUTINE
Identify the locations(s) where behavior is expected.
Tell
Introduce the behavior and why it is important (connect to larger purpose)
Show
Teacher demonstrates or models the behavior. Teacher models non-examples.
Practice
Give students opportunities to practice the behavior across all relevant settings
Depth of Knowledge
Plan for acquisition and generalization of routine.
1. RECALL
2. SKILL/CONCEPT
3. STRATEGIC THINKING
4. EXPTENDED THINKING (Self-Regulation/Self-Assessment)
Pre-correct/ Remind
Progress Monitoring
Anticipate and give students a reminder to perform behavior
Reteach
Supervise
Move, scan and interact with students
Feedback
Observe student performance & give positive, specific feedback to
students
Practice opportunities
DEPTH OF
KNOWLEDGE
Teaching Matrix
Recall
CARING
“Tell me what RESPECT looks like during transitions?”
Skill/Concept
Show me a positive/negative example of RESPECT during passing
periods?
Strategic Thinking
Compare RESPECT during advisement with RESPECT at the school
dance?
Extended Thinking
On a scale of 1 -5, how would you evaluate your RESPECTFUL
behavior during today’s lesson? And why?
ENCOURAGING EXPECTED BEHAVIORS
Specific Performance Feedback
Acknowledging positive behaviors is a strategy that educators use to encourage desirable student
behavior. This strategy is based on three key findings from research:
1. Student behavior is strengthened or weakened by what happens after the behavior
occurs.
2. Attention (peer/adult) is sometimes such a strong motivation for students that they will
continue a behavior that produces negative reactions.
3. Although specific student behavior may be temporarily weakened by a negative response
from an adult, there is no assurance that a more desirable behavior is being identified and
encouraged in the process (no teaching of what you want the student to do)
The key requires adults to give positive responses to desired behaviors. Positive responses involve
communicating verbally and nonverbally with tangible and nontangible feedback.
The SUCCESS Formula: Five-to-One Ratio of Positive Attention
The 5:1 ratio of positive attention is based on research showing students are better behaved in school
settings when adults and peers spend the majority of their time attending to positive behavior and not
challenging behavior. At one level it may seem as if maintaining a 5:1 ratio is simple and straight
forward. If it was, then everyone would do it. There are many negative consequences attached to
misbehaviors. Among these is the tendency for adults to minimize their time with the student in
positive, growth-enhancing interactions. Many teachers have explained this phenomenon as, “I just
decided to leave him alone for fear something would set him off.” Of course, over time this can result in
the student receiving a 1:5 ratio of positives to negatives!
SPECIFIC POSITIVE FEEDBACK
When building positive schoolwide and classroom environments, we must ensure that
appropriate behaviors receive much more attention (at a high ratio) than inappropriate behavior.
Contingent praise with specificity and credibility, should occur in the range of a 4 or 5 positives
to negative interactions in order to be the most encouraging to students.
Interactions with students are considered positive or negative based on the behavior of the
student at the time the attention is given, not the demeanor of the teacher.
Students need to know explicitly what behavior they did that was correct and earned the
acknowledgement of the teacher.
In effective praise we simply describe the behavior observed to make the feedback clear and
specific.
Effective praise is a videotape replay of exactly what the student did, couched in the words of
your school-wide and classroom expectations.
Eliminate making references to past mistakes or wishes for future behavior.
Helps adults and students focus on positive social behaviors and actions.
It is the most powerful behavior change tool teacher have in their repertoire
Increases the likelihood students will use the recognized behaviors and skills in the future.
Decreases inappropriate behavior and therefore, reduces the need for correction.
Enhances self-esteem and helps build internal locus of control
What is SPECIFIC & CONTINGENT PRAISE?
“Specific, contingent praise is a positive statement, typically provided by the teacher, when a desired behavior
occurs (contingent) to inform students specifically what they did well.”
-Simonsen, Fairbanks, Briesch, Myers, and Sugai, 2008
Why provide SPECIFIC & CONTINGENT PRAISE?
1.


Delivering contingent praise for:
Academic behavior increased participants’….
o Correct responses
o Work productivity and accuracy
o Language and math performance on class work
o Academic performance
Appropriate social behavior increased participants’….
o On-task behavior
o Student attention
o Compliance
o Positive self-referent statements
o Cooperative social interactions
2. Increasing the number of behavior specific praise statements was associated with an increase in on-task
behavior
3. Providing contingent praise in conjunction with either establishing classroom rules in isolation or classroom
rules paired with ignoring inappropriate behavior was associated with increased appropriate classroom
behavior.
What are some examples and non-examples of SPECIFIC & CONTINGENT PRAISE?
Examples
During educator-directed instruction, a student raises her
hand. The educator says, “Thank you for raising your
hand and helping others with the same question-a great
example of Respect and Responsibility-The Vaquero
Way”
A student enters the class during educator-directed
instruction; the student quietly walks to his seat. The
educator walks over to the student and whispers,
“Thank you for coming in the room quietly, you kept
the class on task”
During educator-directed instruction, one student is
poling and attempting to talk with another student,
who responds by showing the class “quiet symbol”. The
educator immediately looks at the second student gives
a “thumbs up sign” and mouths (moves lips without
sound,) “Thanks for following our class plan and
demonstrating Responsibility.”
After an educator points to the algebraic equation on
the board and says, “this solves for what?, a student
responds with the correct answer, the educator says,
“nice job of connecting to yesterday’s lesson to todays”
Non-examples
During educator-directed instruction, students are
talking over the educator. The educator rolls his eyes
and says, “Gee thanks for listening” (sarcasm)
A student enters the class during educator-directed
instruction; the student quietly walks to his seat. The
educator gives the student a “thumbs up” to recognizes
the quiet entry (This is general and non-verbal)
During educator-directed instruction, one student is
poling and attempting to talk with another student,
who responds by showing the class “quiet symbol”.
About a minute later the educator looks at a second
student, smiles and says “good job” (this is general and
not clearly contingent).
After an educator points to the algebraic equation on
the board and says, “this solves for what?” a student
responds with the correct answer. The teacher says,
“Nice Job.”
DISCOURAGING MINOR MISBEHAVIORS
Respectful and Restorative
Even with the most consistent implementation of school-wide practices, some students will
still make social behavioral learning errors in the classroom.
Failure to Use Expected Behaviors:
1) Absence of knowledge or insufficient understanding of when to use the expected
behavior (acquisition skill deficit)
2) The social skills are known but there is a failure to perform the expected behavior at
acceptable levels or in the correct circumstance (performance deficit, fluency deficit)
Punishment is Not the Solution:
Can increase aggression, vandalism, truancy and dropouts
Can interfere with teaching and learning
Proactive discipline practices are synonymous with teaching
Need for a continuum of procedures for discouraging inappropriate behavior that focuses
on teaching, helping students learn the desired behaviors and when to appropriately use
them
The Role of Teaching:
Reprimands, arguing and escalated hostile interactions can actually strengthen the
behaviors intended to suppress and may lead to more intense inappropriate behavior
A high rate of teacher attention to inappropriate behavior actually encourages
continuation of it
Attention to misbehavior often exceeds attention to appropriate behavior
The most effective approach is to view inappropriate behavior as a teaching opportunity
to clarify and re-teach expectations making connections to the higher purpose
The same calm instructional approaches used when students make academic errors should
be used first to correct social behavioral errors
The Power of Correcting Social Errors
Upholds and demonstrates the importance of expectations
Restores order to the learning environment
Interrupts the inappropriate behavior and prevents practice of that behavior
Capitalizes on the teachable moment; the learner is active, the learning is relevant
Gives the student a chance to learn to be successful, to learn valuable social skills
Increased probability of future correct behavior
Decreases future time out of learning/instruction
Builds relationships with students
Maintains a positive learning climate
STAFF-MANAGED BEHAVIORS
Minor misbehaviors take away from valuable instructional time and negatively impact school
climate. It is critical to remember the importance of PREVENTION. As educators it is our job
to use strategies to decrease the likelihood the behaviors will occur in the first place. However,
when minor misbehaviors occur, a series of best practice procedures exist for staff responses.
CONSISTENCY. Misbehavior can occur in all school settings and therefore, all staff needs to respond
consistently. It is less important what the agreed upon response is than that something is consistently
utilized. Consistency is one of the main keys to changing behavior.
ACTIVE SUPERVISION (MOVING, SCANNING, INTERACTING) Madeline Hunter used to say, “Inspect
what you expect.” Effective teachers scan continuously for appropriate and inappropriate behavior. They are
also continuously up and moving about, interacting with the students providing supportive
interactions. When teachers use prompts, it not only sets students up for success but also reminds the teacher
to watch for the desired behaviors across the school day.
PRE-CORRECTS. Pre-corrects are a means to proactively remind ourselves and others regarding the rules and
procedures that have been agreed to and practiced to fluency, thereby becoming routines. A pre- correct is
used as a general reminder before a transition takes place, at the beginning of the class period or before
unexpected activities/routines.
A CALM IMMEDIATE RESPONSE. The disruptive influence of the teacher’s response should be no
greater than the disruption of the student. A calm immediate response has a positive effect. Use a
professional and composed voice tone and volume.
SPECIFIC, YET BRIEF. Specific descriptions of the behavior and expectations help students to know exactly
what is expected. With specific descriptions, you are using the inappropriate behavior as an incidental
teaching opportunity. Be short and concise, and then disengage quickly. Address the concern as a learning
error and use the same objective and targeted feedback you would use with an academic error.
QUIET, RESPECTFUL INTERACTION WITH THE STUDENT. First, make quiet contact in close proximity
with the student, securing their attention. Next, state your request or re-direct in a respectful matter-of-fact
manner to encourage compliance and relationship building. A private, quiet, personal contact will help
with compliance as well as relationships. Begin with most likely to comply request.
REFOCUS CLASS IF NEEDED. If the inappropriate behavior will require a bit of time, first refocus the
attention of the class on their tasks at hand. Then deal privately with the student. Most correction
strategies can be handled within the classroom or setting, while still maintaining respect for the student and
the learning of the entire class.
Manner of Response
Calm
Consistent
Brief
Immediate
Respectful
Specific
Response Continuum
Prompt – with a visual or verbal cue signal the occurrence of the behavior
Redirect – restate the matrix behavior that is expected
Re-teach – tell, show, practice and acknowledge the expected behavior
Provide choice – give the student options of behaviors to do next
Conference with the student – have a private conversation with the student to
problem solve together to plan how the student can meet the expectations
Strategies for Managing Minor Misbehaviors
Strategies
Proximity
Signal
Non-verbal Cue
Ignore
Attend
Praise
Restitution
Re-Direct
Re-teach
Provide Choice
Student
Conference
Explanation
Every teacher knows how effective it is to stand near a child who is having difficulty.
This technique is the strategic placement/movement by the teacher in order to
encourage positive behavior. The teacher is a source of support and strength and helps
the student to control his/her impulses by proximity.
Teachers have a variety of signals that communicate to the student what is expected.
These non-verbal techniques include such things as eye contact, hand gestures, a card
system, picture cues, etc. Such simple cues suggest that the teacher is aware of the
student’s behavior and is prepared to intervene if the behavior continues. This works
best when the teacher has a relationship with the student(s) and the non-verbal cues
have already been taught to the group.
This technique is based on the power of praise or specific positive feedback. The teacher
praises an appropriately behaving student in proximity to the inappropriately behaving
student. The praise serves as an indirect prompt for the misbehaving student and
reinforcement for the one behaving appropriately. When the student exhibits the
appropriate behavior, attention and praise is then provided, connected to teaching
matrix and higher purpose
“Involves having the student compensate for any damage that is a result of his or her
actions. Restitution is required to repair any damage done, restore the environment to its
original condition, or make amends to persons who were affected by the behavior”.
(p.453, Scheuermann & Hall, 2012)NOTE: we don’t ask students to apologize when
making a learning mistake-need to use restitution with caution and only after a strong
teacher-student relationship is developed. Not meant to be humiliating or punitive,
but to build empathy.
This strategy employs a very brief, clearly and privately stated verbal reminder of the
expected behavior. A re-direct includes a specific restatement of the schoolwide, nonclassroom or classroom rule/procedure. A redirect emphasizes the “what” of the behavior
instead of the “why.”
Re-teaching builds on the re-direct above and re-teaches the specific expectation in question
and reminds of the procedures or routine for doing so. It capitalizes on the teachable
moment to review the expectation more thoroughly yet briefly. As in all instruction, you
label the skill, teach and show, and give the student the immediate opportunity to practice
demonstrating the behavior. Once the student uses the appropriate behavior, specific
positive feedback should follow. “Now that you have completed the assignment during class you will have
time with your friends after school and you helped the other kids in your group!-that is the Trojan Way!
Providing choice can be used when re- directs or re-teaching have not worked. This is the
statement of two alternatives– the preferred or desired behavior or a
less preferred choice. When options are paired in this way, students will often make the
preferred choice. Pause after providing the choice, and when the student chooses wisely,
provide praise. IF the student chooses the less preferred choice, offer support to make it happen.
This is a lengthier re-teaching or problem solving opportunity when behavior is more
frequent or intense. The behavior of concern is discussed, the desired behavior is taught,
and a plan is made to ensure the behavior is used in the future. A student conference might
include practice.
ACTIVE SUPERVISION
Protect-Expect-Correct-Connect
Active Supervision…









Has a positive impact on student behavior in a variety of settings- including classroom
May reduce incidents of minor problem behavior
May lead to increases in student engagement
Allows for provision of immediate learning assistance
Reduces inappropriate behavior
Provides knowledge of students’ use of expectations
Allows for encouragement of those using expectations or appropriate behavior
Allows for timely correction of social behavioral errors
Builds positive adult-student relationships
Active Supervision is a systematic method for monitoring student behavior, particularly in the schoolwide setting. This method is based on four key elements: protect, expect, correct and connect. Much of
the focus of Active Supervision is on preventative techniques that are put in place before students arrive
in the setting and serve as the foundation for behavior management.
Research has shown that when adults on a school campus utilize active supervision, there is a significant
decrease in negative student behavior. (Colvin, Sugai, Good III, & Lee, 1997;Kern, Custer, Stte, Harrison,
Evans, Lewis, 2014)) Because connect is one of the four elements, this practice also helps to build positive
relationships between students and staff. Students who experience a strong, positive connection with at
least one adult on campus have been shown to be more academically and socially successful. (Borich,
2004; Brophy, 1996; Cameron & Pierce, 1994; Marzanna, 2003; Mayer, 1995; Mayer & Sulzar-
Azarooff, 1991; Skiba & Perterson, 1999; Scheurmann & Hall, 2008)
PROTECT
 Be on time
 Be visible
 Circulate
 Scan
EXPECT
 School-wide expectations
o Know, teach, maintain
 Set and uphold high standards
 Proactively intervene
 Use proximity
CORRECT
 Consistent, calm, respectful
o Be mindful of body language, tone of voice and facial expression
o Utilize menu of acknowledgement and redirections
CONNECT
 Interact positively
 Relationship-building attention
 Avoid embarrassment, humiliation, shaming and sarcasm
“The goal of effective classroom management is not creating “perfect” children, but
providing the perfect environment for enhancing their growth, using research-based
strategies that guide students toward increasingly responsible and motivated behavior.”
Classroom Active Supervision
Self-Assessment
1. Positively interact with most students using non-contingent and
contingent attention.
YES
NO
2. Routinely use preferred adult behaviors (proximity, listening, eye
contact, smiles, pleasant voice tone, touch and use of student’s
name) when teaching, encouraging or correcting.
3. Use classroom expectations and procedures to pre-correct, setting
students up for success.
YES
NO
4. Continuous movement throughout the classroom (proximity to all
students, random, close supervision of non-compliant students,
targets problem areas)
5. Frequently scan (head up, eye contact with many students)
YES
NO
6. Minor or staff-managed behaviors are handled privately, quickly
and efficiently and followed with a positive contact.
YES
NO
7. Major or office-managed behaviors are handled calmly, following
our school’s procedures.
YES
NO
YES
NO
YES
NO
OVERALL ACTIVE SUPERVSION:
6-7 “YES” = Proactive
Supportive of positive student behavior
3-5 “YES” = Mixed
Somewhat supportive of positive student behavior
≤3 “YES” = Reactive
At risk of high frequency of challenging behavior
#YES
_____
ACTIVE ENGAGEMENT
Opportunities To Respond (OTR)
Teacher-Directed OTR
ABC Behavior Chain
Antecedent :
Teacher presents the students
with an OTR
Behavior:
Verbal or Nonveral Response
Emitted (Indivudal or Unison)
Consequence:
The student receives feedback
(positive or corrective)
Addresses the number of times the teacher provides academic requests requiring students
to actively respond
Teacher behavior that prompts or solicits student response
Includes strategies for presenting materials, asking questions and correcting students’
answers to increase the likelihood of an active response
Value
More time students are involved, more learned
Increased rates of responding and subsequent improved learning tend to increase the
amount that can be covered
On-task behavior and correct response increase while disruption decreases
Shown to improve reading and math performance
Provides continual feedback for the teacher on student learning and the effectiveness of
teaching strategies
Benefits
Decreases in:
o Off-task behavior
o Disruptive behavior
Increase in:
o Participation/active student responding
o Time on-task
o Correct responding
o Learning of academic content/achievement
Guidelines for Response Rates
Teacher Talk
New Material
Review
40 – 50% of Instructional Time
4-6 responses per minute with 80%
8-12 responses per minute with 90% accuracy
OTR FACTS SHEET
Definition: An instructional question, statement or gesture made by the teacher seeking an academic response from
students. Can be provided individually or to whole class.
(Sprick, Knight, Reinke & McKale 2006)
A variation of 4 key components:
 Teacher instructional talk
 Prompts given to students
 Wait time for the response
 Specific feedback for correct responding
Why Provide Multiple Opportunities for Students to Respond?
(Heward, 1994; Carnine, 1976; Skinner, Smith & McLean, 1994; Skinner, Belfior, Mace, Williams-Wilson, & Johns,
1997; Kern, Custer, State, Harrison, Evans, Lewis, 2014)
• Increased rates of responding and subsequent improved learning tend to increase the amount 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
Guidelines:
 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–8-12 responses per minute with 90% accuracy
 Wait time should be 5 seconds
Strategies for Increasing Student Opportunity for Response:
A. Verbal strategies–students respond orally to teacher prompts or questions.
1. Individual Questioning
a. Use seating chart, tallying to monitor rate of questions presented to each.
b. Student names on strips of paper, drawn as questions asked.
c. Use above random strategy, and call on a student to repeat or summarize what the student
just said.
2. Choral Responding
a. Develop questions with only one right answer that can be answered with short, 1-3 word
answers.
b. Provide a thinking pause or wait time of at least three seconds between asking the question
and prompting students to respond.
c. Use a clear signal or predictable phrase to cue students to respond in unison.
d. Use a brisk, lively pace.
e. Provide immediate feedback on the group response.
B .Non-verbal strategies–student use a signal, card, writing or movement to respond
1. White boards
2. Written response cards
3. Student Response Systems, called “clickers”
4. Signaling or movement activities, e.g. thumbs up/down.
5. Guided notes
C. Other strategies
1. Computer-assisted instruction
2. Class-wide peer tutoring
3. Direct Instruction
OTR Planning Guide
OTR Strategies
Teacher-directed Individual
Responding
Teacher-directed Unison
Responding
Verbal
Responses
Nonverbal
Responses
CONSIDERATIONS:
Definition
Why does it work?
How to implement?
Potential Roadblock
Potential Solutions
Student-to-Student
Responding
OTR Coaching
Professional Learning Communities
Determine individual present level of performance.
Who will collect?
____ I will collect my own data
____ I will ask _____________ to collect data
How will data be
collected?
What is the current
average % of OTR?
____Tally
____Counter
____Other
Day 1
Day 5
___/___=____%
___/___=____%
Day 2
___/___=____%
Day 3
___/___=____%
Day 4
___/___=____%
Develop a plan to increase OTRs.
What is your goal rate
of OTRs?
What types of OTRs
will you implement?
What steps will you
take?
Currently, I present an average of ___ OTRs per minute across 5 sampled opportunities.
My goal is to increase my use of OTRs to an average of ___OTRs per minute across 4
sampled opportunities
Individual /Mixed
1.
2.
3.
Unison
1.
2.
3.
Class-wide Peer Tutoring
1.
2.
3.
Changes to Instruction


Additional Activities


Reinforces


Monitor Progress and Adjust Supports
What is your rate of
OTRs?
What do you need to
adjust/change to meet
your goal?
Day 1
Day 2
Day 3
Day 4
___/___=____%
___/___=____%
___/___=____%
___/___=____%
List specific adjustments to support meeting goal:
Day 5
___/___=____%
INSTRUCTIONAL SUPPOT
Sequencing, Choice and Task Difficulty
Activity Sequencing
Research shows that even within subject matter, there are a variety of ways to sequence content
promote learning and appropriate behavior. Interspersing easier tasks among more difficult task
and using simple instructions to precede more difficult instructions or “behavior momentum””
are two strategies that have demonstrated increased student willingness to do the task or task
engagement.
 Task Interspersal = Intermingle easy/brief problems among longer or more difficult tasks
Considerations:
1. An item must truly be at mastery level before it can be used for interspersing
2. Students prefer assignments with a mix of already mastered task with current skill
tasks
3. Students prefer academic assignments when up to 30% of items are new
4. Intersperse already mastered items in a 1 : 3 ratio with more challenging or new
items
5. Slowly fade the previously mastered items as fluency builds on the new context
6. Eventually disperse and eliminate the already mastered items
 Behavioral Momentum - making requests that are easy for the student before making
requests that are more challenging or difficult
Considerations:
1. Identify behaviors that have a high probability of completion
2. Deliver 3 to 4 simple requests prior to a difficult assignment
3. Reinforce the student for doing as asked
4. Gradually reduce the number of easier requests
The Power of Choice
The research is clear…choice is an effective instructional practice which increases the likelihood
of student engagement. Choice seems to increase intrinsic motivation, effort, task performance
and subsequent learning. Strategies include:
Before a Task
o When students will do a task
o What students will do after they complete the task
o How long students will work before taking a break
o Materials to use for completing the task
During a Task
o Order in which students complete multiple tasks
o Peers to work with
o How to get teacher attention while working
o Where students will work
Teacher-structured options
o Comparison with content to a topic of choice
o Cognitively complex tasks
Student-structured options
Core thinking with guided questions:
 Is there an important decision you want to examine?
 Is there an important that you want to solve?
 Is there an important hypothesis you would like to test?
 Is there an important concept, past event, or hypothetical or future event
you want to study?
TYPES OF CHOICES
Materials or Resources
Apps
Computer
Manipulative
Reporting Format and Knowledge Demonstration
Writing reports
Oral reports
Mind Maps
Dramatic presentation
Debates
Videotaped reports
Diagrams
Demonstration or simulation
Work Place
Desk
Carpet
Front table
Library
Quiet space
Seating accommodations
Learning Goals
In addition to teacher-designed goals
Base final grade on how well the student did relative to teacher’s learning goals and student-designed
learning goals
Behavior Expectations
Student voice in designing classroom behavioral expectation and teaching matrix
o Step 1: Identify desirable (SW) and undesirable behavioral expectations
o Step 2: Create symbols, pictures or photos for positive expectations
o Step 3: Give group presentations
o Step 4: Discuss whole-class living space
o Step 5: Compromise on classroom behaviors
o Step 6: Commitment
o Step 7: Keep it Alive
Task Difficulty
Work assignments that are too difficult for students or require them to use skill sets that are
challenging for them, commonly result in problem behavior (Scott, Anderson, & Alter, 2012).
When problem behavior occurs primarily in the face of academic demands, it is important to
consider what aspect of the task might be contributing to the problem. Many behavior
problems are a mismatch between the task and the student’s skills.
1. “Will the student be able to complete the assignment if time or assignment length
adjustments are made?”
If yes, use one of the “Change the Time or Assignment Length” strategies.
•
•
•
•
•
•
•
Shorten the assignment, allowing the student to demonstrate mastery with fewer items.
Highlight, in color, those problems the student is to complete.
Break the assignment up into shorter tasks; put fewer problems on a page.
Have shorter work periods with other tasks in between.
Have the student cover all items except the one he is working on at the time.
Provide physical breaks between difficult tasks.
Provide alternative times for the work to be completed.
2. “Could the student do the work if the mode of responding was altered? Does the student
have difficulty responding in written format, orally, or when reading is involved?”
If yes, use one of the “Response Mode - Writing” strategies.
•
•
•
•
•
Provide a choice between written and oral answers.
Allow the student to dictate answers to the teacher, an assistant, or peer.
Create guided notes to minimize writing.
Allow the student to tape record answers to tests or assignments.
Allow the student to use other creative modes for demonstrating understanding (e.g.,
building, drawing, drama, etc.)
If yes, use one of the “Response Mode - Reading” strategies.





Include illustrations on worksheets that depict how to complete tasks.
Highlight or underline important words in instructions and texts.
Create guided notes that limit reading and draw attention to key points.
Provide text on recording for the student to listen to as they read.
Assign a partner to share the reading requirements and assist the student with unfamiliar
words.
3. “Will the student be able to complete the tasks if (s)he has more instruction, guided or
individual practice?”
If yes, use one of the “Instruction & Practice” strategies.
•
•
•
•
Arrange for additional brief instructional sessions using the modeling-guided practiceindependent practice approach (acquisition stage).
Arrange for a peer tutor to assist with guided practice opportunities (fluency-building
stage).
Use partner work to increase fluency with flash cards (fluency-building stage).
Use meaningful real life examples for practice and application (mastery or generalization
stage)
PERSONAL REFLECTION
Assignment Length or Time
“Will the student be able to complete the assignment if time or assignment length adjustments
are made?”
Choose a strategy to try that adjusts the mode of responding.
Mode of Responding
“Could the student do the work if the mode of responding was altered? Does the student have
difficulty responding in written format, orally, or when reading is involved?”
Choose a strategy to try that adjusts the mode of responding.
More Instruction, Guided or Individual Practice
“Will the student be able to complete the tasks if (s)he has more instruction, guided or
individual practice?”
Choose a strategy to try that adjusts the mode of responding.
Implementation Support Tool
Key Practice: Predictability
Teaching Expectations, Routines and Visual Supports
Indicators:
Notes:
1.
2.
3.
4.
5.
Key Practice: Encouraging Expected Behaviors
Specific Performance Feedback
Indicators:
Notes:
1.
2.
3.
4.
5.
Key Practice: Discouraging Misbehaviors
Respectful - Restorative
Indicators:
1.
2.
3.
4.
5.
Notes:
Key Practice: Active Supervision
Protect-Expect-Correct-Connect
Indicators:
Notes:
1.
2.
3.
4.
5.
Key Practice: Active Engagement
Opportunities To Respond
Indicators:
Notes:
1.
2.
3.
4.
5.
Key Practice: Instructional Support
Sequencing, Choice, Task Difficulty
Indicators:
1.
2.
3.
4.
5.
Notes: