PBIS Interventions in High
Schools: It’s all about the context
Jessica Swain-Bradway
Midwest PBIS Network
www.midwestpbis.org
[email protected]
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
Introductions
• Introduce your team
– Share your greatest strength as a team
• Where are you in PBIS Implementation?
• Have you taken the TFI recently?
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
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.
Team Activity Time
Please identify:
• 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.
When we leave today…
What is your goal(s)?
• I want to be able to do…
• I want to have examples of…
TIER 2 CRITICAL FEATURES
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.
School-wide PBIS
Tiered Fidelity Inventory
Version 2.1
What are the CORE practice features?
• Please shout them out.
Use your OWN data
• Using your TFI data, which systems, or data,
do you need to prioritize?
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.
ACADEMIC SEMINAR: TIER 2
INTERVENTION FOR WORK AVOIDANCE
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
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 (www.PBIS.org search Academic Seminar)
– Use skills learned to complete homework
Academic Seminar
• More complex than CICO
– 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
Academic Seminar
• Middle school: 6th or 8th grade
– Universal: All students
– Tier 2: Targeted groups
• Freshman seminar
– Universal: All students
– Tier 2: Targeted groups
• 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
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
www.PBIS.org, search HS-BEP
Team Time
1. 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?
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.
CLASSROOM STRATEGIES THAT LINK
TO TIER 2
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.
Team Activity Time
Please identify:
1. What Tier 1 practices do you have / want to get
in place?
2. What are the current obstacles?
3. What is going well?
Tier 1 IS the Classroom
Team Activity Time
1. What does Tier 1 look like in your classrooms?
•
How do you know?
2. What Best Practices in instruction / management do
your teachers implement on a regular basis?
•
How do you know?
Best Practices
• Opportunities to Respond
• Error Correction
• Praise / Encouragement
OPPORTUNITIES TO RESPOND
Definition: Opportunities to Respond
A teacher behavior that prompts or solicits a student response
(e.g., asking a question, presenting a demand). OTRs include:
or small group questioning: use a response pattern
• Individual
to make sure that all students are called on
Response: all students in a class respond in unison to a
• Choral
teacher question
Responses: students respond using symbols,
• Non-Verbal
tools, or gestures
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.
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.
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: 8-12
responses per minute with 90% accuracy.
(Council for Exceptional Children, 1987; Reinke, Herman & Stormont, 2013)
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
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.
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
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.
•
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
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
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.
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.
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)
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.
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.
Using “Clickers”
• 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
Non-Verbal Response Strategies
• Signaling or Movement Activities
– Thumbs up/thumbs down, stand up/sit down,
move to four corners, etc.
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
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.
Opportunities to Respond
Increase OTRs:
1. Teacher as facilitator: talk in 5-7 minute
increments
2. All “teaching” is followed by practice
opportunities
3. Small group, paired, independent, whole
group
4. Student lead instruction with peers
5. Think, Pair, Share with peers
6. Break instruction into small “chunks” by skill,
concept, not an entire unit
Classroom Snapshot:
Opportunities to Respond
Snapshot
Team Time
• What would staff think of this concept/
strategy?
• How would you know the rate of OTRs in a
classroom?
ERROR CORRECTION
Definition
A brief, informative statement following the
occurrence of an undesired behavior that
specifies what the learner should do differently
in the future
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)
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
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 warningreminder
• Visual cue (e.g.
hand signal)
• Private
talk/problem solve
with student
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”
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?
Activity: Rephrase each of the non-examples so that it is
an appropriate error correction response
Non-examples
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?
Error Correction
Academic Examples in the HS
classroom
Increase Corrective Feedback
1.
2.
3.
4.
5.
6.
7.
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
Snapshot: Error Correction
Snapshot
Team Time
• What would staff think of this concept/
strategy?
• How would you know the rate of error
correction to praise in a classroom?
ENCOURAGEMENT
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
Increasing my use
of Behavior
Specific Praise=
Minimum 4:1
“Whatever you feed,
will grow.”
~Bishop TD Jakes
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)
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
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
Classroom Snapshot: Using Behavior
Specific Praise
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?
Team Time
• What would staff think of this concept/
strategy?
• How would you know the rate of error
correction to praise in a classroom?
SCAFFOLDING
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
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?
Error Analysis
• Identifying patterns of errors
– 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
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?
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!
Resources
Classroom materials:
• https://www.pbis.org/school/pbis-in-theclassroom
• http://www.midwestpbis.org/materials/classr
oom-management
• https://www.osepideasthatwork.org/evidence
basedclassroomstrategies/
Resources
Academic Seminar
• https://cse.google.com/cse/publicurl?q=academic+se
minar&cx=007043712608328557950%3Aub8cgv-o36s
• http://www.midwestpbis.org/events/webinarrecordings
High School Specific:
• http://www.midwestpbis.org/materials/specialtopics/high-schools
• https://cse.google.com/cse/publicurl?q=high+school&c
x=007043712608328557950%3Aub8cgv-o36s