Engagement PBIS

Open Ended

A new student has joined your classroom halfway through the first quarter. What should you expect other students to tell them to do when they first walk in the door?

I will be able to apply engagement strategies at the beginning, end and

throughout my lesson time.

Engagement Strategies

Class arrival routine, ending class routine, engaging students

with opportunities to respond

Starting Class

What should happen:

-Consistent expectations (Do your students know what to do?
How?)

-Review common language prompts (Off and away, lock in)

-Communicate a goal/plan for the day

I will be able to apply engagement strategies at the beginning, end and

throughout my lesson time.

Ending Class

What should happen:

-Consistent expectations (Do your students know what to do?
How?)

-Summary/Closure - Wrap up the lesson/check in

-Not lining up at the door - have a closing routine

I will be able to apply engagement strategies at the beginning, end and

throughout my lesson time.

Poll

How well do you feel you meet the 3 ending class expectations currently?

• Consistent expectations (Do your students know what to do? How?)

• Summary/Closure - Wrap up lesson/check in

• Not lining up at the door - have a closing routine

• 1- I need to work on this

• 2 - I am meeting some expectations but could improve on others

• 3- I have a clear and well maintained ending routine with students that meets all 3 expectations

What are Opportunities to Respond?

●Opportunities to respond (OTR) include strategies for ____________,
asking ___________, and increasing student engagement. This will
improve the likelihood of students ____________ and student
participation.

●Use of _________ OTRs includes strategies to increase all students
being engaged in the content simultaneously through various
______________________

●An OTR is any teacher behavior that prompts a
______________________________(verbal, written, gesture).

I will be able to apply engagement strategies at the beginning, end and

throughout my lesson time.

Rationales for Increasing Academic

Opportunities to Respond

Research indicates that using high rates of OTRs during instruction results in
increases in accurate academic responses and desired behaviors and decreases in
undesired behaviors.
•The more students spend involved in learning activities, the more they learn.

•Additionally, increased rates of responding and the subsequent improved learning
tend to increase the amount of material that can be covered.

•When teachers increase their rates of opportunities to respond, student on-task
behavior and correct responses increase while disruptive behavior decreases.

•Shown to improve reading and math performance.

•Provides continual feedback for the teacher on student learning and the
effectiveness of teaching strategies. (Barbetta, Heron, & Howard, 1993; Carnine, 1976; Heward, 1994; Sutherland,

Alder, & Gunter, 2003; Sutherland & Wehby, 2001; West & Sloane, 1986).

I will be able to apply engagement strategies at the beginning, end and

throughout my lesson time.

During class engagement

What should happen:

-Give multiple types of opportunities to respond

-When you are leading a lesson, make a goal of having 2 responses per min

-Goals should be clear and communicated

Examples of group engagement strategies: think, pair, share; response boards;
choral response, computer programs (e.g. Kahoot); small group work; etc.

More examples and resources slides 8-12

I will be able to apply engagement strategies at the beginning, end and

throughout my lesson time.

Draw

Underline or highlight the different opportunities to respond that this teacher uses

Shout out OTRs

What are some examples of OTRs you saw us use in this session today?

I will be able to apply engagement strategies at the beginning, end and

throughout my lesson time.

Draw

Circle how you would rate Cristina and Katy during this presentation on our engagement strategies and opportunities to respond