Behavior & Classroom Management:

1. Behavior & Classroom Management: Chris Borgmeier, Ph.D. Portland State University cborgmei@pdx.edu www.sped521.pbworks.com

2. Reading Review • Scheuermann & Hall, Ch. 8 • Kern & Clements – Antecedent Strategies • Pacchiano – Instructional Variables • Moore et al., 2010 – Praise & OTR • Heward et al., 1996 – Everyone participates

3. Active Engagement of Students: Opportunities to Respond

4. Multiple Opportunities to Respond • An instructional question, statement or gesture made by the teacher seeking an academic response from students (Sprick, Knight, Reinke & McKale 2006) • A teacher behavior that prompts or solicits a student response (Simonsen et al, 2008) • Reading aloud • Writing answers to a problem • Verbally answering a question • Responding to a teacher’s cue

5. Opportunities to Respond

6. Opportunities to Respond: Example

7. Why Provide Multiple Opportunities to Respond? Behavioral Outcomes: Increases student engagement with instruction Allows for high rates of positive, specific feedback Limits student time for engaging in inappropriate behavior Is an efficient use of instructional time (Heward, 1994)

8. Why Provide Multiple Opportunities to Respond? Academic Outcomes: • Improved Reading Performance: • increased percentage of reading responses, • mastery of reading words, • rates of words read correctly and • decreased rates of words read incorrectly. (Carnine, 1976; Skinner, Smith & McLean, 1994) • Improved Math Performance: • percentage of problems calculated correctly per minutes, • number of problems completed and • active correct responses. (Skinner, Belfior, Mace, Williams-Wilson, & Johns, 1997)

9. Rate of Opportunities to Respond • New Material: • 4 – 6 student responses per minute with • 80 % accuracy • Practice Work: • 9 – 12 student responses per minute with • 90% accuracy (CEC, 1987; Gunter, Hummel & Venn, 1998)

10. Observing Opportunities to Respond • Classroom:Frequency • Observer tallies the number of instructional questions, statements or gestures made by the teacher seeking an academic response. • Students:Rate of Academic Engagement • Observer Records “+” symbol for on-task/engaged behavior and “-” indicates off-task behavior.

11. Ratings: make sure to preview so you know what to look for Positive/Negative Interactions: Observation: Oppty to Respond & Rate of Correct Responses

12. Positive v. Corrective Interactions • Positive Interaction • any attention a teacher gives to a student when he or she is doing something well or following rules and expectations • Corrective Interaction • any attention a teacher gives to a student when he or she is doing something incorrect or that does not follow expectations

13. Coding ResponsesPositive to Negative Interactions • Tally positive v. negative interactions • Specific v. General statements • Positive & negative • S = Specific = Nice job getting your folders and quickly finding your seats • G = General = Good job

14. Coding ResponsesPositive to Negative Interactions After Scoring transfer scores to front page of observation form Place an “+” next to each student for positive interaction & “-” for each negative interaction Place an ““+” next to teacher for each group positive interaction & “-” for each negative interaction

15. Practice Positive to Negative Ratio Watch the first 6:30 Draw this map Watch the Video & Code (MS SPED Rdg Group)

16. Practice Positive to Negative Ratio Positive = 9 Negative = 10 Ratio = 9 to 10 < 1:1 If we include academic responding Positive = 13 Negative = 16 Ratio = 13 to 16 < 1:1 Observed for 6:30

17. Coding ResponsesOpportunities to Respond Can do a simple Tally • Partner • Any activity in which student is working with 1 or more peers (e.g. Think-Pair-Share) • Group • Any activity in which the entire class responds in unison (choral response) or group physical response (e.g. response cards, thumbs up) • Individual

18. Coding ResponsesOpportunities to Respond Can do a simple Tally • Correct • Mark a tally in the “Correct” box when an individual, pair of students, or group make a correct response • Incorrect • Mark a tally in the “Incorrect” box when an individual, pair of students, or group make an incorrect response

19. Coding ResponsesOpportunities to Respond After Scoring transfer scores to front page of observation form • Place an “I” next to each student for incorrect response & “C” for correct response • Place an “I” next to teacher for each incorrect group response & “C” for correct response • Not always Correct/Incorrect -- May put an “N” for neutral or “Q” for question

20. Practice Opportunities to Response Watch the first 6:30 Draw this map Watch the Video & Code (MS SPED Reading Group)

21. Practice Positive to Negative Ratio Parther = 0 Group = 0 Individ = 10 % grp/part = 0% % Correct Correct = 4 Incorrect = 6 % Correct = 4/10 40% Responses/Min 10 resp/6:30 < 2 resp/min Observed for 5:30

22. Practice Positive to Negative Ratio Observed for 5:30

23. Observation RatingsBased on what you say… What do you think?

24. Practice Parther = 0 Group = 0 Individ = 10 % grp/part = 0% % Correct Correct = 4 Incorrect = 6 % Correct = 4/10 40% Responses/Min 10 resp/6:30 < 2 resp/min

25. Summarize the Data Start with the Candidate Start with the Positive! Use the Data to inform Targets & provide specific, observable strategies

26. Providing Feeback Start with the Positive

27. PROVIDING FEEDBACK • Based on Data PRIORITIZE 2-3 Targets • Give specific feedback with tangible, observable strategies • When possible give specific examples from the teaching lesson

28. Using Data to Inform Feedback Look at Observation Data

29. Using Data to Inform Feedback Look at Ratings

30. Activity With a Partner -- Based on this observation & the data you collected: Use the data you collected to identify your top 3 targets for improvement Provide specific feedback and strategies for improvement Practice providing the feedback to your partner

31. Targets for Continuing Development

32. Assignment #2 • Conduct a peer observation • Debrief following observation • Use your observation data to identify suggestions • Write out recommendations so clearly that it is easy to understand what to do

33. Increasing Opportunities to Respond

34. Strategies to Increase StudentOpportunity for Response Track Students Called On Guided Notes Response Cards Think-Pair-Share Direct Instruction

35. A.Track Students Called On • Are all students called on? • Use a seating chart & mark off when a student is called on to answer an academic question. • Draw students’ names from a jar • Other strategies you have used?

36. B. Guided Notes • Opportunity to Respond is an instructional question, statement or gesture made by the teacher seeking _______________________. • Rate of OTR for New Material: ____ responses from students per minute with __ % accuracy • Rate of OTR for Practice Work: ___ opportunities with __ % accuracy • Three common strategies to increase OTR are: • Tracking students called on • Guided __________ • Response ________

37. How To Develop Guided Notes Examine Existing Lecture Outlines Delete Key Facts, Concepts & Relationships Insert Concept Maps, Graphs, Charts, Diagrams & Other Resources Provide Formatting Cues (Blank Lines, Numbers, Bullets, etc) Do Not Require Students Write Too Much

38. Use of Response Cards • Teach, Model and Practice the Routine 1. Question 5. Cue to Show 2. Think 6. Hold up Card 3. Decide Answer 7. Put Down Card 4. Wait 8. Prepare for Next Question. • Maintain lively pace • Short time between questions • Give clear cues • OK to look at classmates’ cards • Specific, positive feedback for correct answers and use of cards

39. C. Response Cards • Cards, Signs, or Items Simultaneously Held up By All Students to Display Their Responses • Types of Response Cards: • Preprinted Cards: Yes/No, True/False, Agree/Disagree, • Preprinted Cards with Multiple Answers: Letters, Numbers, Parts of Speech, Characters in a Story • Write-On Cards: 9X12 Response Cards & Dry-Erase Markers • Back side of recycled paper • Easy to Manipulate, Display and See

40. Response Card Practice • Distribute true/false cards to all participants. • Routine: • I will ask a question and give you time to think. • I will say “Answer” • Show your card with your answer toward me. • Hold card until I say “Cards down”. • Place card on table and put eyes on me. • Practice Handout 2

41. E. Direct Instruction Direct Instruction (DI) is a teaching model that emphasizes carefully planned lessons designed around small learning increments with clearly defined and prescribed teaching tasks. It is based on the theory that clear instruction eliminates misinterpretations and can greatly improve and accelerate learning. (NIFDI website)

42. E. Direct Instruction Characteristics: Explicit, systematic instruction based on scripted lesson plans. Ability grouping. Emphasis on pace and efficiency of instruction. Frequent assessment. Quick pace helps keep students on task. New material is worked on in highly interactive format

44. Academic Learning Time: Typical School 1170 School Year (6.5 hours x 180 days) - 65 Absenteeism (1 day/month x 10 months) = 1105 Attendance Time (Time in School) - 270Non-instructional time (1.5 hrs./day for recess, lunch, etc) = 835 Allocated Time (Time scheduled for teaching) - 209 (25% of allocated time for administration, transition, discipline-15 minutes/hour) = 626 Instructional time (time actually teaching) - 157 Time off task (Engaged 75% of time) = 469 Engaged Time (On task) - 94 Unsuccessful Engaged Time (Success Rate 80%) = 375 Academic Learning Time Efficiency Rating = 32% Education Resources Inc., 2005

45. Academic Learning Time: Effective School 1170 School Year (6.5 hours x 180 days) - 65 Absenteeism (1 day/month x 10 months) = 1105 Attendance Time (Time in School) - 270Non-instructional time (1.5 hrs./day for recess, lunch, etc) = 835 Allocated Time (Time scheduled for teaching) - 125 (15% of allocated time for administration, transition, discipline-9 minutes/hour) = 710 Instructional time (actually teaching-710 vs. 626) - 71 Time off task (Engaged 90% of time) = 639 Engaged Time (639 vs. 469 On task) - 64 Unsuccessful Engaged Time (Success Rate 90%) = 575 Academic Learning Time Efficiency Rating = 49% Education Resources Inc., 2005

46. The Difference: Typical vs. Effective Schools • Unallocated Non-Instructional Time • 75% vs. 85% = 84 more hours • Difference in 15 minutes vs. 9 minutes/hour • Teaching expectations, teaching transitions, managing appropriate and inappropriate behavior efficiently • Engagement Rate • 75% vs. 90% = 86 more hours • Management of groups, pacing • Success Rate • 80% vs. 90% = 30 more hours • Appropriate placement, effective teaching • So what? • 200 hours more academic learning time (575 vs. 375) • 53% more ALT • 95 more days in school (4-5 more months of school!) Education Resources Inc., 2005

47. Function-Based Support for Students with Reading Difficulties Amanda Sanford Jorge Preciado

48. http://www.alsig.org/images/trianglechart_

49. Three key elements • Instructional design variables • Teaching explicitly • Providing multiple opportunities to respond • Correct academic placement • Reading acquisition • Students must be on track early • Function-based behavior support • Behavior support is most effective when designed based on the function of a student’s behavior

50. Ineffective Instructional Design and Delivery Failure to acquire literacy skills Frustration-level task presented Incorrect academic responding Decreased academic engagement Punishment/ extinction of academic responding