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Educators and classroom leaders look to academic interventions to help promote response to intervention and rti programs for classroom management

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Educators and classroom leaders look to academic interventions to help promote response to intervention and rti programs for classroom management

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Educators and classroom leaders look to academic interventions to help promote response to intervention and rti programs for classroom management

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Middle elementary and above

Comprehension

Questioning

Justify responses

Read critically

Strategy Steps:

1. The teacher and students read the first sentence silently.

2. Teacher and students take turns asking questions about the sentence. The students ask questions first, and the teacher must answer with the book closed.

3. The students close their books, and the teacher asks questions.
The students may not answer with "I don't know." They must at least try to answer or explain why they cannot answer.If any question is not clear, then it must be rephrased or clarified.The person who answers a question should be ready to justify the answer by referring to the book or explaining the background knowledge that was used.

Text passages may vary in length, depending on the students' abilities. The following steps are suggested for longer passages:

1. Teacher and students silently read the same segment of text.

2. The teacher closes the book, and is questioned about the passage by the students.

3. Then the students close their books, and the teacher questions them about the material. The teacher should ask questions using all levels of QAR.

4. Students and teacher read the next segment of text and repeat steps 2 and 3.

5. When the students have processed enough information to make predictions about the remainder of the selection, the alternate questioning stops and the teacher begins to ask prediction questions such as, "What do you think the rest of the story/selection is about? Why do you think that?" Record responses on the board.

6. The students read the rest of the text silently.

7. Facilitate a follow-up discussion of the material, starting with a comparison of students' predictions about what was read. Students select from their predictions those that might also have been logical to complete the text. Avoid labeling predictions as "right" or "wrong" but rather encourage the students to see that the text could have had several possible endings. For an additional activity, the students could rewrite the text using their own predictions.

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Reciprocal Questioning | DHH Resources for Teachers | UMN

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Middle elementary and above Comprehension Questioning Justify responses Read critically The teacher and students read the first sentence silently. Teacher and students take turns asking questions about the sentence. The students ask questions first, and the teacher must answer with the book closed. The students close their books, and the teacher asks questions.

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Upper elementary and above

Narrative texts

Preview text

Make predictions

Justify predictions

Set purpose for reading

Monitor comprehension

Encourage active engagement

Questioning

Writing

Strategy steps:

1. Mark key points in the story at which the students will write predictions.

2. Give prediction log papers to the students.

1. Students preview the story and write their predictions at the designated points.

2. After reading each section, students determine if their predictions were correct.

3. Using their prediction logs and with the teacher's guidance, the students:

1. Discuss their predictions

2. Explain why they made the predictions

3. Discuss how they constructed meaning through the story

4. Students discuss how their personal experiences influenced their understanding of the story.

5. Students discuss predictions that were not confirmed and what they missed in reading that led them to the wrong conclusions.

6. The students write their reactions or their responses to the story and the discussion.

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Prediction Logs | DHH Resources for Teachers | UMN

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Upper elementary and above Narrative texts Preview text Make predictions Justify predictions Set purpose for reading Monitor comprehension Encourage active engagement Questioning Writing Strategy steps: Mark key points in the story at which the students will write predictions. Give prediction log papers to the students.

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Middle Elementary and above

Assess/develop/activate prior knowledge

Identify connections between and among key concepts

Set purpose for reading

Link new information to prior knowledge

Questioning

Determine the major concepts in the selection and write those concepts in short, clear, declarative sentences with a line in front of each statement. For example, take true statements from a selection on bats, write some false statements, and arrange them in the following format:

Strategy Steps:

1. Before reading the selection, students read the statements, decide if they are true or false, and write a T or an F on the line.

2. Discuss the responses before the students read the selection, asking them to explain why they responded as they did.

3. After reading the selection, have the students revisit their responses and compare their thoughts before and after reading.

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Anticipation Guides | DHH Resources for Teachers | UMN

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Middle Elementary and above Assess/develop/activate prior knowledge Identify connections between and among key concepts Set purpose for reading Link new information to prior knowledge Questioning Determine the major concepts in the selection and write those concepts in short, clear, declarative sentences with a line in front of each statement.

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Lower Elementary and above

Can be used with 5 and 6-year-olds if pictures are used instead of sentences

Narrative text
or sequential expository text

Assess/develop/activate prior knowledge

Motivation

Advance organizer

Set purpose for reading

Link new information to prior knowledge

Work cooperatively with others

Communicae ideas to classmates

Postreading--comprehension

The teacher selects the main events that occur in the story. The number of main events will depend on the ages and abilities of the students. The following example would be appropriate for most lower elementary students:

The three bears go for a walk in the woods.

Goldilocks goes into the three bears' house.

She eats Baby Bear's soup.

She sits in Baby Bear's chair.

The chair breaks.

Goldilocks falls asleep on Baby Bear's bed.

The three bears find Goldilocks asleep on the bed.

Goldilocks is afraid and runs out of the house.

Strategy Steps:

1. Write each main event on a card.

2. Present the cards to the students in mixed order.

3. Teacher and students read and discuss the sentences on the cards.

4. The students may work as a group or with partners (each set of partners needs a set of sentence cards).

5. The students arrange the cards in the order in which they predict the events will occur in the story. Partners/group members must agree on the order of events.

6. After reading the story, the children compare their prediction of the order of events with the actual sequence in the story.

7. Teacher and class discuss clues that help determine sequence.

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Lower Elementary and above Can be used with 5 and 6-year-olds if pictures are used instead of sentences Narrative text or sequential expository text Assess/develop/activate prior knowledge Motivation Advance organizer Set purpose for reading Link new information to prior knowledge Work cooperatively with others Communicae ideas to classmates Postreading--comprehension The teacher selects the main events that occur in the story.

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Middle Elementary and above

Assess/develop/activate prior knowledge

Motivation

Advance organizer

Set purpose for reading

Link new information to prior knowledge

Research

Writing

Public presentation

Postreading--comprehension

K-W-L is a strategy that can be used with any text but is probably most effective with expository text. It can be used with individuals or groups of students who are at least 8 years old. Before starting the procedure, the teacher draws three columns on the board labeling each column as shown in the example below:

Strategy Steps:

1. Introduce the topic of the reading selection.

2. Students list what they already know about the topic in the first column.

3. Students list what they want to know about the topic in the second column.

4. The students read, discuss, and study the assigned text.

5. Students list what they learned in the third column.

A strategy modification: Add a fourth column ("What I Still Want To Know"). In this column, students list any topic that they wanted to learn but still did not know at the end of their study and any new line of inquiry that was triggered by their reading and discussion. The students can then:

Begin their research.

Prepare their findings in a report or presentation.

Share information with class.

With the addition of this modification, the strategy is usually referred to as K-W-L plus.

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K-W-L and K-W-L | DHH Resources for Teachers | UMN

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Middle Elementary and above Assess/develop/activate prior knowledge Motivation Advance organizer Set purpose for reading Link new information to prior knowledge Research Writing Public presentation Postreading--comprehension K-W-L is a strategy that can be used with any text but is probably most effective with expository text.

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Into the Book is a reading comprehension resource for elementary students and teachers.

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The Frayer Model is a graphic organizer for building student vocabulary. This technique requires students to define target vocabulary and apply their knowledge by generating examples and non-examples, giving characteristics, and/or drawing a picture to illustrate the meaning of the word.

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Tier 1 strategies can be used during the reading block to help all students practice reading fluency. These strategies are listed in order from strategies that have the most teacher support to those providing the least teacher support.
Teacher Modeling
Teacher modeling involves the teacher reading text to students in an expressive manner. This allows students to hear reading in a fluent and expressive way. Teacher modeling can be a positive and effective fluency strategy. In addition, pre-recorded books can also be used as a teacher model.
Echo Reading
Echo reading is an intervention that is easy to implement. To echo read, a teacher reads a sentence to students and then students reread the same sentence.
Choral Reading
To choral read, a teacher first models the reading of a text. Students then chorally read the same part of the text, either as a group or with a partner. Choral reading provides a large level of support from the teacher. This reading technique helps students to practice fluency while also allowing them to focus on reading comprehension. As students choral read, a teacher can observe their reading. This process can be used with basal reader stories, short passages, commercially made resources, or poems.
Partner Reading
When engaging in partner reading, a struggling reader is matched with a strong reader. Each takes turns reading, with the less fluent partner signaling when he or she begins to struggle. The more fluent partner then takes over and begins to read again. As the students read, the more fluent partner corrects decoding errors as they occur. Partners are changed every four weeks.
Whisper Reading
Each student reads text in a quiet voice (not in unison).
Repeated Reading
Repeated reading is a technique that can be used to improve fluency (Wolf & Katzir-Cohen, 2001). Repeated reading involves reading one text continually until a predetermined reading level is achieved (Rasinski & Hoffman, 2003). As a student continues to read the same text, fluency rate should increase as word errors decrease. Repeated reading has been found to improve word recognition, accuracy, automaticity, prosody, and comprehension (Kuhn, 2005). Also, the repeated reading process has been found to help students successfully red subsequent new passages (Rasinski, 2010).
Wide Reading Fluency
Wide reading uses a large assortment of reading topics and materials to engage students in the reading process. When participating in wide reading, students read several books during the week with teacher support, rather than reading just one single text repeatedly. Wide reading exposes students to a broad range of reading materials, and can lead to improvement in prosody, word recognition and reading comprehension. Teacher support during wide reading can include modeling, expressive reading, echo reading, and choral reading.

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Tier 1 strategies can be used during the reading block to help all students practice reading fluency. These strategies are listed in order from strategies that have the most teacher support ...

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Graphic Organizers are useful educational tools in any subject area. They help students organize their thoughts and ideas for answering questions, function as a pre-writing tool for essays, and provide a visual display of information. They can be an easy way to differentiate instruction for a variety of learning styles as well.

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Responding to student behavior is one of the biggest challenges educators face today. While classroom and behavior management are critical skills for meeting student behavior needs, many teachers feel unequipped to provide meaningful behavioral interventions in the classroom. And that's a major issue-especially because issues related to student behavior are a leading cause of teacher burnout.

Additionally, students need meaningful behavioral interventions. As many as 1 in 5 students experience a mental health or behavioral challenge during their K-12 educational career when they would benefit from research-based interventions and supports.

To meet this need head-on, teachers must be equipped to respond to student behavior in meaningful ways. A key component of behavioral interventions is delivering effective, regular, and consistent positive feedback to students in the form of behavior-specific praise. But the adults in your building must feel confident in providing this type of praise.

That's where this guide comes into the picture. By providing an overview of behavior-specific praise and concrete strategies for delivering praise statements, your educators can feel empowered to address problem behavior and increase positive behavior in the classroom.

Jump to sections of this guide using the table of contents:

What Is Behavior-Specific Praise?

Behavior-specific praise is a type of praise that helps students learn what positive behaviors look and feel like, and increases the likelihood students will engage in those behaviors in the future.

Behavior-specific praise includes three key components:

A description of a positive social or academic behavior

Specific identification of the student/group engaging in the positive behavior

Use of an authentic, positive, and warm tone of voice

When teachers provide in-the-moment praise to students, both the student receiving the praise and their peers learn to identify positive behaviors. And when students see examples of what those behaviors look like-and receive positive reinforcement-they are much more likely to engage in those positive behaviors again.

A research-based classroom management strategy, behavior-specific praise is backed by nearly 30 years of research. Studies have consistently shown that behavior-specific praise is a powerful method of increasing positive behavior in the classroom and of boosting academic success. It's a well-researched, versatile, useful, and impactful practice that has been studied in diverse classrooms and school settings and with diverse populations of students and teachers for over 50 years.

Teacher praise has proven to be an effective intervention option and a powerful tool to prevent and reduce problem behaviors. Additionally, delivering praise is a low-intensity and easy-to-implement strategy, and can ultimately improve student engagement and learning outcomes.

How Teachers Can Deliver Effective Behavior-Specific Praise

Delivering behavior-specific praise might feel difficult at first, especially if it's new for your school's teachers and staff. But using praise statements doesn't have to be hard. In fact, teachers and staff can start encouraging positive behavior today.

1. Set Classroom Expectations

Before delivering praise, it's important that teachers set classroom or activity expectations. For example, if students are expected to listen closely to their classmates' presentations, the teacher should lay that groundwork in advance so that students have an understanding of the appropriate behavior.

2. Give Praise Immediately

Praise is given after expected behavior occurs-it must be contingent on the positive behavior. For example, Joachim uses a new vocabulary word in a sentence. The teacher should immediately provide praise so that Joachim-and his peers-can identify the positive behavior.

3. Identify Students By Name

It's important that the teacher identifies the student-or group of students-by name. Instead of providing vague feedback applicable to any student-for example, "Don't touch him!"-the teacher should identify which student or students are performing the appropriate behavior. The teacher could shift "Don't touch him!" to "Thank you for keeping your hands to yourself, Ana!"

4. Be Specific

Praise should be explicit feedback about the positive behavior-for example, "Ali, thank you for lining up quickly and quietly." While general praise-like "Good job!" or "Nice work!"-can be useful, research shows that it's not as effective as specific praise when it comes to reinforcing positive behavior.

5. Be Authentic

Giving genuine praise is key. When you provide praise, you really mean it. Praise should be given for behaviors that are important or valued by the school and community. Instead of saying "You guys are awesome!" a teacher could give praise that aligns with the school's value of showing respect: "Great job listening to your classmates' responses, everyone! You are showing me what it means to be respectful."

Examples of Behavior-Specific Praise in the Classroom Environment

Praise statements will vary based on school expectations, student needs, and learning styles, so each teacher's use of behavior-specific praise will look different. But here are a couple of examples to get your teachers started thinking about what praise could look like in their classrooms. Because types of praise-and desired behavior-differ by age group, we've included examples for elementary, middle, and high school students.

Behavior-Specific Praise for Elementary School Students

Thank you for sitting quietly, Table 4! I appreciate you showing respect while the other tables show us their projects.

Amanda, I'm proud of you for sharing with Diego today.

Good job lining up quietly, everyone! I love that you're showing me that you're ready to go to lunch.

Behavior-Specific Praise for Middle School Students

Kai, thank you for facilitating your group today! You did a good job of encouraging everyone to participate.

You did a great job listening to the speaker at today's assembly, Tigers!

Thanks for cleaning up your lab station, Jasmine! It's awesome that you're thinking about our lab safety lessons.

Behavior-Specific Praise for High School Students

This is a really great outline, Matteo! I really appreciate all the research you've done developing your thesis statement.

Thanks for keeping your phones away during class, everyone. Today's lesson had some really important information and it's great that you all paid close attention.

Awesome job on today's poetry presentation, Dylan! Thanks for teaching us all about modern sonnets.

Your school's teachers might find it helpful to include examples of behavior-specific praise statements around the classroom. For example, teachers could post sticky notes on the board with lesson-specific praise stems. Or they could set a goal of using a certain number of praise statements each day, and monitor those statements to ensure students are receiving an equitable amount of positive attention on a weekly basis.

It's also helpful-especially for younger students-to have reminders of positive behaviors in the classroom. For example, a sign that says "Thank you for raising your hand to speak!" continues to set the expectation for a behavior that is valued by the school and community.

How Behavior-Specific Praise Will Change Your Classrooms for the Better

Using praise statements can be an effective classroom management strategy by encouraging expected behavior in students in a meaningful, intentional way. Research shows that when teachers provide frequent, behavior-specific praise:

Student engagement increases

Problematic behaviors decrease

Student learning outcomes improve

Teachers form more positive relationships with students

Classroom climate improves

These benefits can have a major impact on student and teacher wellbeing. When teachers-and administrators-have to spend less time addressing challenging behaviors, they have more bandwidth to focus on student and educator success. And when teachers are able to move beyond behavior challenges in the classroom, they can devote more instructional time to learning and academic success.

Download Panorama's free toolkit to empower educators to use behavior-specific praise

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Behavior-Specific Praise in the Classroom: The Complete Guide

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Learn about behavior-specific praise and how teachers can deliver praise in the classroom, plus age-specific examples of behavior-specific praise.

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Occupational Therapy | Fine Motor Skills Activities (For Toddlers)

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Teaching Fine Motor Skills: Winding Activity

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EYFS – Physical development – Fine motor skills

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Embrace The Distractions: Opportunities in Classroom Interruptions - Administrators Mastermind Recap

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Classroom Management Tricks of the Trade: Sign Language

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Classroom Management Tricks of the Trade: Sign Language

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ELL Strategies: Accountable Talk in Classroom Discussions

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5 Incredibly Fun GAMES to Teach Self-Regulation (Self-Control) | Social Emotional Learning

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CECE Early Childhood Videos at Eastern CT State U.

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Teaching Strategies - Lowering Your Voice

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Choice and Options for Students: Management in the Active Classroom

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Behavior Interventions that are Easy and Evidence Based

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The 5-4-3-2-1 Method: A Grounding Exercise to Manage Anxiety

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Evidence-Based Literacy Interventions: Tier 1 Classroom Literacy Instruction - Dr. Nell K. Duke

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Creating an educational environment in which all students can learn, grow, and succeed takes more than academics. Behavior interventions and supports make it possible for students to develop the necessary skills to interact with peers and adults as well as form useful academic habits.

Tier 1 supports encompass every student in your school. As the foundation for regular, proactive support to all students in all settings, Tier 1 supports place emphasis on teaching, modeling, and recognizing positive behaviors. These supports also help to mitigate undesirable and unwanted behavior before it becomes problematic. For approximately 85% of students, Tier 1 supports enable them to form positive habits that will equip them to succeed long after they leave the classroom.

Schoolwide expectations are by necessity broad in scope. Most schools establish a baseline of three to five universal school values and build their expectations upon these. Various locations within the school - classrooms, common areas, etc. - require more specific actions that reflect these values. Regular, proactive support at this level helps to prevent unwanted behaviors and provides a foundation for expected conduct throughout the school. It is from this baseline that the school identifies students who need additional support beyond Tier 1.

Turn Discipline into Learning Opportunities

Learn more about PBIS Rewards and Suite360 Behavior Intervention in this on-demand webinar!

Schools that use a Multi-Tiered Systems of Support (MTSS) framework begin by establishing universal supports, both academic and behavioral, for all students. Positive Behavior Interventions and Supports (PBIS) falls within the scope of MTSS and focuses solely on behavior. Within a PBIS framework, the tiers of implementation work together with interventions specific to each tier. These interventions meet the needs of students in that tier and enable them to develop positive behaviors.

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What are Examples of Tier 1 Behavior Interventions?

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Tier 1 behavior intervention is the foundation for expectations and serves to identify students who may need more intensive support.

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Avoid power struggles Call parent or note home Card Flip Clear, consistent, and predictable consequences Do unfinished work during recess or unstructured time Have student say a nice thing to the student they called a name Logical consequence Natural consequences Office referral Reflection sheet Remove from room Speak in calm and neutral tone Take away privileges Take away unstructured or free time

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100+ student reward ideas submitted by educators like you.

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"I don't know what to do, Sam just won't stop hitting or pushing his friends at recess".

"Tamara and Leslie keep blurting out in class, I can barely get through my math lesson!".

"The students in my third period are out of control. How do I get my students to stop having side conversations and focus on what I am teaching?"

Maybe you have first-hand experience with similar behavioral issues at your school or have observed them in classrooms. You are not alone!

Educators everyday experience a wide range of social, emotional, and academic behaviors that they must meet head-on to ensure student success.

If classroom management strategies are lacking, academics will also fall short. So what can we do to ensure our students have the behavioral support they need?
This is where PBIS comes in.
What is PBIS?

PBIS stands for Positive Behavioral Interventions and Supports. Sounds complex, but it's actually pretty straightforward. It is a three-tiered framework that offers differentiated behavior support so that students are met where they are.

With PBIS Tiers, every student receives Tier 1 behavior interventions support, which is also called universal support. If students need more specialized or targeted interventions they then would move into Tier 2 and possibly Tier 3, dependent on their needs.

Proactive vs. Reactive Behavior Management

PBIS interventions work because they are a proactive approach to behavior management. Students are only able to meet our behavior expectations if they know what they are and then consistently held to that standard.

Where many schools fall short is leveraging punishment or consequences in an attempt to get students to behave in the way they would like them to. This is not the best practice.

You are right in thinking that holding students accountable for behavior is crucial. But consequences alone do not actually teach kids the skill sets they need to positively improve their behavior.

At its core, PBIS best practices encompass a proactive approach that calls for the explicit teaching of positive behavioral support to ensure a lasting change.

PBIS Strategies

So what does this actually look like in the classroom? Here are 10 strategies you can use to bolster your PBIS behavior plan.

1. Post the Expectations

Just as teachers use anchor charts to refer back to previously learned concepts, the school-wide expectations should also be posted in the classroom as an easy point of reference for behavior.

Having different expectations for every classroom is not the best practice. Instead, developing school-wide expectations that are used and referenced daily within every classroom creates a unified vision for appropriate behaviors.

This also helps students as they transition to other spaces in the school throughout the day. Consistency is key!

2. Use Predictable Classroom Routines

Students work best in classroom environments that have predictable and consistent classroom routines. These routines should be explicitly taught, practiced, and reinforced throughout the school year.

Studies have proven that students perform better and are prone to more positive behaviors within structured environments.

3. Teach Non-Verbal Hand Signals

These are used to help students and educators communicate while also minimizing distraction during instructional moments.

The signals could be for needs such as using the restroom or to support classroom engagement and participation.

This strategy only works if taught explicitly, modeled by the teacher, and practiced daily. Similar to classroom expectations, it would be helpful to have a visual of these signals posted for students to refer back to. Here's an example from The Happy Teacher:

4. Set Short Term Goals

Just as teachers set academic goals with their students to address gaps and respond to data, the same should happen with behavior.

How? As students and teachers have conversations about behavior (which happens on a daily basis) teachers are able to turn any observed negative behavioral pattern into a goal.

These goals should be tied to the PBIS reward system so students are positively recognized when they work towards meeting each goal.

Observed Behavior: Students are consistently having side conversations during the lesson.

Goal: We can show our understanding of "time and place" by talking and playing with our friends at the right time.

5. Create Structure (Chunk & Pace)

As mentioned earlier, most students are prone to acting out or showing disruptive behavior during unstructured moments in their day.

A way to combat this is by having both the school day and academic lessons broken down into meaningful and well-executed chunks that are planned and paced out. The less downtime students have, the more likely positive behaviors will be maintained throughout the entirety of the school day.

This does not mean students should not have time to decompress and take breaks. It simply means these times should be planned out in advance and a part of the student's daily routine. If your working with younger students you should see our guide to PBIS in Elementary Schools.

6. Use Respectful Redirection

Redirection is a very effective PBIS strategy to regain a student's attention, but only if it is implemented correctly. The more respectful and general the redirection is, the more likely students will respond positively.

Example 1.

Instead of..."It doesn't look like some of the class is paying attention".

Try..."I notice some students are distracted. Let's take a minute to regain focus."

Example 2.

Instead of..."I still don't have all eyes, Pam and Carlos are you ready?"

Try..."I'll be ready to teach as soon as I have all eyes on me. 3, 2, 1."

Example 3.

Instead of..."Claire, I already gave directions multiple times. Why are you not following along?

Try..."Can someone raise their hand and share the direction again? Some of us aren't ready yet."

7. Actively Monitor

A simple way to be proactive in the classroom with behavior is to know what is going on and be aware of the learning and conversations taking place. Consistently move around the room, check for understanding, scan to ensure all students are following directions, and interact with individuals or groups.

This strategy helps to ensure that every member of the learning environment is safe, engaged, and learning.

8. Narrate with Reinforcing Language

More commonly known as 'positive narration', this type of teacher talk is popular among educators who use responsive classroom techniques.

It is used to show that they notice their student's positive behaviors while also encouraging the rest of the class to follow suit.

When using reinforcing language, make sure...

Your words are descriptive and specific

Your tone is warm and upbeat

You lead with your observations, not your feelings

You are connecting the positive behaviors back to the class expectations

Here are examples of positive narration:

I see almost 100% of students lining up quickly and quietly. Thank you for being great leaders!

These three table groups are so on top of it. I see students sitting up straight, with their eyes on me, ready to learn!

I am seeing most students getting started right away on their assignment. That shows me you're focused and ready to work hard.

9. Design a Calming Corner

This classroom necessity is both a system and a PBIS strategy. To put it simply, the calming corner is a physical space set up in a quiet area of the classroom to help students de-escalate when upset and work through their emotions before rejoining the class.

Calming Corners are not a punishment or a form of timeout. Instead, they offer a safe space for students to go to self-regulate and restore their self-control and focus.

Similar to other systems within the classroom, calming strategies and the purpose behind the Calming Corner should be explicitly taught, modeled, and practiced. Here's an example from @ nic.ole.day on Instagram.

10. Initiate Restorative Conversations using When/Then Statements

When students are not meeting behavioral expectations and logical consequences have been given, teachers should then initiate a restorative conversation. These enable teachers to maintain positive behavior supports and relationships with their students, even when there are behavioral missteps. The best practice is to model and use 'when-then statements' which communicate to students the expectation and the positive consequence that will come from making a better choice.

Final Thoughts

Classroom PBIS strategies are proactive, responsive, and support students as they grow socially, emotionally, and behaviorally. The implementation of these best practices will transform your classrooms and ensure both educators and students are successful and supported. Then if your looking for peers to bounce ideas off outside of your school can check out our resources on taking PBIS district-wide. Or if your new to behavior support we have you covered with a handy guide on creating a PBIS Store, creating rewards that rock, and even how to start your PBIS program. Want to learn all you can possibly learn about PBIS? Check out our Complete PBIS Field Guide.

Looking for a place to start your school culture journey? Check out our free PBIS template where you can download a sample to get started. To learn what other educators are saying take a look at our PBIS reviews. How do you unlock the full potential of PBIS? Check out our resources on harnessing the power of PBIS for your school district.

Providing behavior support in today's schools requires that we address behavior problems holistically. Check out how The Dulles School of Excellence is doing just that by blending PBIS and SEL.

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10 PBIS Strategies in the Classroom | Article

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PBIS strategies are proactive approaches that explicitly teach positive behavioral strategies to promote change.

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In this Intervention Brief, we explore WOOP, a popular goal-setting strategy for students in grades K-12. WOOP, which stands for "Wish, Outcome, Obstacle, Plan," is an evidence-based intervention that is designed to help students initiate and sustain effort to achieve their goals. You can find the WOOP intervention strategy in the intervention library of Student Success, Panorama's MTSS intervention management platform for school districts.

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Quick Summary

Intervention Name: WOOP

Tier(s): 1 and 2

Grade Levels: K-12

Description: WOOP is a student goal-setting strategy. With WOOP, students will explore their wishes, identify internal obstacles, and create an action plan for achieving their goals.

WOOP Intervention Overview

Teachers and counselors regularly help students set attainable goals. Goal-setting is an important way to make progress as a learner and develop skills around working toward short and long-term goals. WOOP (an acronym which stands for Wish, Outcome, Obstacle, and Plan) is an evidence-based intervention that helps introduce students to goal-setting while guiding them through an exploration of obstacles and barriers.

WOOP uses mental contrasting, asking participants to contrast a wish with an inner obstacle and then to create an if-then plan. This is important because research shows that positive thinking alone doesn't help adults or students meet their goals. We are more successful when we define a desired outcome, identify potential obstacles, and create plans to overcome those barriers.

All students (and educators!) can benefit from the WOOP method, whether it is used for social, emotional, behavioral, or academic goals. You can use this strategy with elementary, middle, or high school students, as well as adults in your community.

Dr. Gabriele Oettingen , professor of psychology at NYU, and Character Lab have studied how when the WOOP technique is used in the classroom, it can make significant positive impacts on students' effort, homework completion, attendance, and even GPA. Goal-setting can also help students develop a positive growth mindset and strong problem-solving and decision-making skills. Setting and working towards goals also gives students a sense of ownership over their own learning.

Consider the following possible uses for WOOP:

Tier 1 Intervention: Invite students to create WOOP goals at the beginning of the school year, a new semester, or when new subject areas are introduced. This will help them develop their skills and gain competency in goal-setting. Students can also work together to achieve a larger classroom goal.

Tier 2 Intervention: Work with individual students or small groups to develop WOOP goals around specific behaviors. WOOP can also be incorporated into student support plans.

Professional development: WOOP goals aren't just for students! Adults can use WOOP to define and achieve specific goals around personal or professional life.

How to Implement WOOP

Wish - A meaningful, challenging, and feasible wish or goal

Outcome - The best result or feeling from accomplishing your wish

Obstacle - Something inside of you that prevents you from accomplishing your wish

Plan - If [ obstacle], then I will [ effective action steps]

After students have set their goals, teachers can set up a future time to follow-up on their WOOP.

Dr. Jenn Charlot from Character Lab advises that schools introduce, practice, and integrate WOOP in one-on-one sessions with students, during advisory, as a whole class activity, and through whole school assemblies. Showing a video of two adults in school doing WOOP is one nice way to model how WOOP works.

"One of the big challenges that always comes up is: where do I find the time? You can find the time by integrating WOOP into things that you're already doing," says Charlot. "Many schools that have worked with us replaced their current goal-setting strategy with WOOP because they find the process to be a stronger experience."

You can select the "WOOP" strategy when creating an intervention plan for a student. Monitor the student's progress over time by logging notes. Everything will be saved to the student's profile and visible to other educators with access to Panorama.
If you use Panorama:

Example of a student intervention plan in Panorama (mock data pictured)

Additional Resources on WOOP & Other Interventions

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Introduce Students to Goal-Setting with the WOOP Method

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Explore the WOOP, an effective goal-setting strategy for students in grades K-12.

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In this Panorama Education Intervention Brief, we explore the two-word check-in: a ritual that educators can use to gauge how students (or colleagues) are feeling in the moment. You can find this strategy the intervention library of Student Success, Panorama's MTSS intervention management platform for school districts.
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Quick Summary

Intervention Name: Two-Word Check-In

Tier(s): 1, 2, 3

Grade Levels: K-12

CASEL Competency Alignment: Self Awareness, Social Awareness

Description: The two-word check-in is a simple yet powerful classroom exercise that enhances emotional awareness, promotes authenticity, and builds community.

Check-in with students using these 90 prompts! [Download as a PDF]

Two-Word Check-In Overview

The two-word check-in is a group-oriented and behavioral intervention. It is often used as an opening or closing ritual to help students (and caring adults) describe how they are feeling. Using the two-word check-in in your school can help to build students' self awareness and social awareness skills while also increasing their sense of belonging and safety in the classroom. research-backed

The two-word check-in gives students an opportunity to reflect on (and label) the emotions that they are experiencing. The goal is to take a pulse on where members of the classroom community are at during the start or the end of a day, class period, or restorative circle. Classroom teachers can implement a two-word check-in in less than 10 to 15 minutes per day and tend to use it with students on a recurring basis.

Adults can also benefit from doing regular feelings check-ins. In many districts, teams of educators will begin meetings with a two-word check-in or an internal weather report. When educators embody the same wellness practices that they hope to teach their students, the outcomes for learners and teachers are amplified.

How to Implement the Two-Word Check-In

1. Invite students to find a comfortable seat, either at their desk, on the floor, or together in a circle (if space allows). Make sure your own body language is relaxed and inviting.

2. Put both hands over your heart and take a few deep breaths. Ask students to do the same. Invite them to keep a soft gaze or close their eyes, whichever feels more comfortable and safe.

3. As you continue to breathe together, ask students to notice how they are feeling. Remind them that all emotions are welcome. Invite them to take a few moments to connect with their feelings and choose two words to describe them.

4. When the students have two words in mind, invite them to softly open their eyes and return their focus to the classroom.

5. Educators can start by sharing their two-word check-in. Students can take turns sharing their two words, or may pass if they are not comfortable.

If you use Panorama: You can select the "Two Word Check-in" strategy when creating an intervention plan for a student. Monitor the student's progress over time by logging notes. Everything will be saved to the student's profile and visible to other educators with access to Panorama.

Example of a student intervention plan in Panorama (mock data pictured)

Tips for Effective Implementation

Differentiate the activity by grade level

For students in grades PreK-1: Consider brainstorming a list of feelings as a class. You can draw and label various facial expressions on the board or on a poster. Encourage students to pick words that they helped brainstorm or to draw a "feeling face" before sharing aloud.
For students in grades 2-5: Since elementary students are starting to build a more sophisticated emotional vocabulary, you can provide them with more complex examples of feelings. For example, you might share a feelings wheel .

For secondary students: Consider spending time on reflection questions after they've shared their two-word check-in. Do they feel safe enough to share their authentic emotions? How do they think the exercise impacts the classroom community?

Try implementing it in a one-on-one setting

While typically used as an opening or closing ritual with a classroom or small group of students, the two-word check-in can also work in a one-on-one conversation with a student. When a caring adult models the practice of labeling their emotions, it can help to increase their relationship and level of connectedness with a student.

If students are participating in hybrid or remote learning, implement well-being check-ins virtually

Students can use the chat on Zoom or Google Hangouts to share two words that describe how they are feeling. Or, they can un-mute themselves to respond to reflection questions or talk about what's going on in their day.

For team meetings or professional development workshops, consider using the two-word check-in as an icebreaker or opening exercise

The act of checking in can help build educator capacity to model self awareness and self-management.

Carve out additional time for students to reflect on the exercise in groups

Prompt students to explore how it felt to label their feelings, what it was like to describe their emotional state in two words (or one word), and how it felt to hear everyone else share their two-word check in. With middle school and high school students, consider reflection questions such as:

What was it like to give yourself permission to be exactly as you are?

How did it feel to acknowledge your feelings?

What was it like to choose two words to describe how you are feeling?

What was it like to hear everyone else share their two words?

How do you think this impacted our classroom community?

Additional Resources

Download our Student Check-ins Question Bank (includes 80 questions!)

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The Two-Word Check-In: A Powerful Practice for Connecting with Students

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The two-word check-in is a simple yet powerful classroom exercise that enhances emotional awareness, promotes authenticity, and builds community.

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Rapid recognition of sight words is a key foundation skill that supports the development of reading fluency (Hudson, Torgesen, Lane, & Turner, 2012; NICHHD, 2000). Below are four quick and simple tutoring interventions that promote student acquisition of common sight words. While of course teachers can employ these ideas, schools should also consider making efficient use of non-instructional personnel (e.g., support staff, paraprofessionals, adult or peer tutors) to serve as sight-word interventionists (Burns & Gibbons, 2008):

Sight Words: Flashcards: Single-Response (Ferkis, Belfiore, & Skinner, 1997). The tutor has a deck of 5 flashcards with sight words. Prior to the session, the tutor sets a session criterion for mastery: e.g., the student will name all sight words in the deck correctly 3 times in a row. The session opens with the tutor saying to the student "We are going to practice some words." The tutor shows each flashcard to the student with the prompt, "Look at this word and say the word." If the student responds correctly within 3 seconds, the tutor says, "Yes, the word is [word]." If the student responds incorrectly, the tutor says, "No, the word is [word]. Say [word]." If the student hesitates for longer than 3 seconds, the tutor says, "The word is [word]. Say [word]." When all flashcards have been presented, the tutor shuffles the cards and repeats. When the student attains the mastery criterion, the tutor repeats the above procedures with a new deck of 5 sight words.

Sight Words: Flashcards: Direct Instruction (Ruwe, McLaughlin, Derby, & Johnson, 2011).The tutor prepares a deck of 10 flashcards with sight words. Prior to the session, the tutor sets a session criterion for mastery: e.g., the student will name all sight words in the deck correctly 3 times in a row. The tutor shows each card to the student and asks, "What is this word?" If the student names the card correctly within 2 seconds, the tutor puts the card at the back of the deck and presents the next card. If the student names the card incorrectly or hesitates for longer than 2 seconds, that card temporarily becomes a 'drill card'. The tutor (1) shows the drill card, says the sight word aloud, and has the student repeat the sight word correctly, (2) returns that drill card to the deck 2 places back from the front of the stack, (3) following each subsequent appearance of the drill card continues to re-place it 2 places from the beginning of the stack until the student responds to it correctly 3 times in succession, and (4) then ends the drill-card procedure by placing that flashcard at the back of the stack. When the tutor has reviewed all of the flashcards in the stack at least once and has no drill cards in play, the tutor shuffles the cards before again presenting them to the student. When the student attains the mastery criterion, the tutor repeats the above procedures with a new deck of 10 sight words.

Sight Words: Flash Cards: Folding-In (Baranek, Fienup, & Pace, 2011). The tutor creates a deck of flashcards taken from a master sight word list (e.g., Dolch word list). In preparation for the intervention, the tutor shows each flashcard from the master deck to the student. Any card that the student is able to read correctly within 3 seconds is sorted into a "known" pile, while any card that the student reads incorrectly or hesitates on for more than 3 seconds is sorted into an "unknown" pile. Before each session, the tutor creates a daily deck of 10 cards, with 3 drawn from the "unknown" pile and 7 drawn from the "known" pile. The tutor shuffles the deck, presents each card to the student, and says, "What is this word?" If the student responds correctly within 3 seconds, the tutor says, "Yes, the word is [word]." If the student responds incorrectly, the tutor says, "No, the word is [word]. Say [word]." If the student hesitates for longer than 3 seconds, the tutor says, "The word is [word]. Say [word]." When all flashcards have been presented, the tutor shuffles the cards and repeats. When the student is able to read all sight words in the daily deck correctly 3 times in a row, the daily deck is updated: The tutor pulls any 3 cards from the daily deck, places them in the "known" pile, and adds 3 new cards from the "unknown" pile to the daily deck. The tutor then shuffles and repeats the above procedure.

Sight Words: Word List Preview and Repeated Reading (Baranek, Fienup, & Pace, 2011). For each session, the tutor creates a worksheet listing 10 sight words. Before beginning the tutoring session, the tutor sets a criterion for mastery: e.g., a word is mastered when the student has read it aloud correctly within 3 seconds 3 times in succession. The tutor first reads all of the words on the list aloud, while the student follows along silently. Then the student reads the list of words aloud, 3 times in a row. If while reading the word list, the student misreads a word or hesitates for longer than 3 seconds, the tutor points to the error word and says, "This word is [word]. Say [word]." After responding correctly, the student continues until the word list has been read 3 times. The tutor then records any words mastered during the session. In preparation for the next session, a new word list is created that includes those words from the previous list not yet mastered.

References

Baranek, A., Fienup, D. M., & Pace, G. (2011). Brief experimental analysis of sight word interventions: A comparison of acquisition and maintenance of directed interventions. Behavior Modification, 35(1), 78-94.

Burns, M. K., & Gibbons, K. A. (2008). Implementing response-to-intervention in elementary and secondary schools. Routledge: New York.

Ferkis, M. A., Belfiore, P. J., & Skinner, C. H. (1997). The effects of response repetitions on sight word acquisition for students with mild disabilities. Journal of Behavioral Education, 7, 307-324.

Hudson, R. F., Torgesen, J. K., Lane, H. B., & Turner, S. J. (2012). Relations among reading skills and sub-skills and text-level reading proficiency in developing readers. Reading and Writing, 25, 483-507.

NICHHD: National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (NIH Publication No. 00-4769). Washington, DC: U.S. Government Printing Office.

Ruwe, K., McLaughlin, T. F., Derby, K. M., & Johnson, J. (2011). The multiple effects of direct instruction flashcards on sight word acquisition, passage reading, and errors for three middle school students with intellectual disabilities. Journal of Developmental and Physical Disabilities, 23, 241-255.

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How To: Build Sight-Word Vocabulary: 4 Methods

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Rapid recognition of sight words is a key foundation skill that supports the development of reading fluency (Hudson, Torgesen, Lane, & Turner, 2012; NICHHD, 2000). Below are four quick and simple tutoring interventions that promote student acquisition of common sight words.

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Student self-monitoring is an effective tool for behavior change. Self-monitoring has two components, measurement and evaluation (Loftin, Gibb, & Skiba, 2005): That is, the student (1) measures and records his or her own behavior (measurement), and then (2) compares that recorded behavior to a pre-d…

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Student self-monitoring is an effective tool for behavior change. Self-monitoring has two components, measurement and evaluation (Loftin, Gibb, & Skiba, 2005): That is, the student (1) measures and records his or her own behavior (measurement), and then (2) compares that recorded behavior to a pre-d…

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“Rose, Bud, Thorn” Activity and Worksheet for School-wide Implementation

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Learn how to implement Rose, Bud, Thorn in your classroom and download Panorama’s free journaling guide.

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Graphic Organizers are useful educational tools in any subject area. They help students organize their thoughts and ideas for answering questions, function as a pre-writing tool for essays, and provide a visual display of information. They can be an easy way to differentiate instruction for a variety of learning styles as well.

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Graphic Organizers are useful educational tools in any subject area. They help students organize their thoughts and ideas for answering questions, function as a pre-writing tool for essays, and provide a visual display of information. They can be an easy way to differentiate instruction for a variety of learning styles as well.

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Four At The Door + One More - CharacterStrong

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A method for teachers to increase active engagement in their classrooms by 20%. Each and every day educators have an opportunity to start intentionally with their students. With only so […]

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Take a minute to think about what a positive school climate means to you. How do the students behave? How do adults behave? What kinds of relationships do people have? Now, what do you think it would take for your school or district to get there?

Behavior is top of mind for educators across the country, and many school districts are implementing a PBIS framework ( Positive Behavioral Interventions and Supports) to address student behavior through systemic change. According to the Center on PBIS , when the framework is implemented well, it benefits all facets of school life:

Students achieve improved social and academic outcomes.

Schools see fewer office discipline referrals and reduced use of exclusionary practices like suspensions.

Faculty and staff members feel more effective.

The three-tiered system starts with Tier 1 school-wide expectations and supports established for all students and educators across all settings. Tier 2 and Tier 3 provide more targeted interventions when students need additional support.

The PBIS interventions a school or district implements at Tier 1 set the foundation for the entire system. These interventions focus on setting clear expectations for behaviors, and implementing procedures and practices for teaching the emotional and social skills needed for positive behavior. Tier 1 practices rely on adults establishing the environment students need in order to succeed, and providing skill-building opportunities to address student misbehavior in a constructive way.

Here are five easy-to-implement Tier 1 PBIS intervention strategies educators can use to promote positive behavior in and out of the classroom:

1. Behavior-Specific Praise

2. Visual Aids

3. Positive Home Contact

4. Take a Break

5. Social Contract

1. Behavior-Specific Praise

How many times a day do you find yourself saying "Great job!" to a student? Probably more than you can count. While positive praise like this is reinforcing for some students, you can make an even more powerful impact by giving behavior-specific praise.

Behavior-specific praise acknowledges desired behaviors with specific language about the observed behavior and the student(s) you are praising. Nearly 30 years of research on behavior-specific praise has shown that it can increase positive behavior in the classroom and boost academic success.Behavior-specific praise helps students learn what positive, appropriate behaviors look and feel like, reinforces classroom expectations, and increases the likelihood of students engaging in expected behaviors in the future. This research-based strategy can be especially beneficial as a classroom management tool to address challenging behavior or disruptions, as it reinforces positive behaviors and makes repetition of desired behavior more likely in the future.

Behavior-specific praise includes three key components:

A description of a positive social or academic behavior

Specific identification of the student/group engaging in the positive behavior

Use of an authentic, positive, and warm tone of voice

You can use this strategy with any age group of students, from elementary to high school. The following are examples of behavior-specific praise:

"Table 2, thank you for taking out your math books when I asked!"

"Janelle, thank you for keeping your hands to yourself."

"Thanks for keeping your phones away during class, everyone. Today's lesson had some really important information, and it's great that you all paid close attention."

"Ezra, great job lining up quietly!"

It's important to note that some students are uncomfortable with being praised publicly and prefer one-on-one conversations. When giving behavior-specific praise to individual students, try to have these conversations in a more private setting.

2. Visual Aids

Visual aids serve as quick, consistent reminders for students that help them navigate life in the classroom: what supplies are needed for activities, the flow of the day, or behavior expectations. Educators can remind students to check the visual reminders, helping them develop independence instead of relying on asking teachers for information.

Visual aids can include:

Visual Timers: Many students, especially those who are still learning to tell time, do not have a strong understanding of time management. Using visual timers can show students how much time they have left to work on something, so when you say "five more minutes," they understand what that means! There are many options available for visual timers. You can choose to use a physical timer, or an online timer .

Visual Schedules : Writing the day's (or class period's) schedule on the board, or using accompanying pictures, can help students build independence, understand expectations, and ease anxiety for students who are unsure about what's coming next.

Visual Reminders: Are there certain supplies students need to keep with them during the day, or as part of a specific lesson plan? Maybe you have a list of classroom expectations you would like students to remember. Keeping visual reminders, like a photograph of the supplies needed or a poster of the expectations, can help students remember what is expected of them and develop positive habits.

3. Positive Home Contact
Courtesy of GiveThx
Tell a student's family something that you are grateful to their child for. Expressing thanks for a student's behavior to a student's family shows that the educator values the student and behavior. This reinforces both the behavior and the relationships between educator, student, and family.

Select a student to celebrate in this way. Think of something they did or a way they behaved that contributed positively to the class.

Call, text, or email the student's family. Share the student's positive action or behavior in the form of gratitude for what it contributed to the class. This action can be especially impactful for families who may expect critical communication from the school.

Leaving a phone message or writing an email provides the family with something concrete they can re-share with their child and refer back to.

Aim to make this a daily routine by contacting one family per day.

Get more ideas for building family partnerships with the Building Family Understanding of Social-Emotional Learning toolkit.

4. Take a Break

Brain breaks help reset our minds and bodies when we're feeling unfocused and allow us to get back to work. These breaks can be physical, like doing some jumping jacks or going for a quick walk, or mental, like a word puzzle or breathing exercise. Giving individuals or groups of students opportunities to take a brain break during the school day can replenish the attention, motivation, and energy levels needed to keep learning. Students also learn better when lessons are broken up into smaller segments.

The most effective brain breaks are intellectually stimulating and completely remove the student's thinking from the previous activity. This is especially important when using a brain break as a redirection from a distressing emotional situation, as some break activities aren't sufficient to keep a student from ruminating on the problem. In these situations, using mind puzzles like crosswords or Sudoku, or something physical such as following along with a dance video, can be helpful.

5. Social Contract

Courtesy of CharacterStrong

Establish an agreed-upon set of classroom values, expectations, and consequences that all students help create and sign. A social contract gives students a voice in creating their own class environment and deciding how their ideal class should look, sound, and feel. It also serves as a classroom management tool for addressing challenging behaviors with clear, logical consequences that the teacher and students have already agreed upon. Social contracts should be responsive to and inclusive of student needs.

Share Context About the Contract (5-10 minutes): Share with the class that, because you believe all people in the room should have a voice in how the class functions, you are all going to work together to create a set of classroom expectations. Explain that this will become a contract that everyone signs, and that it will be posted up as a reminder of what they created together and agreed to as norms.

Posing Questions for the Contract (5-10 minutes): Ask students to individually respond to the following questions. They can use both words as well as images to help paint a picture. (Remind students that they need to be realistic when responding because we really want to use their ideas.)

How do you want to be treated in class? What does that look/sound/feel like?

How do you believe I want to be treated as your teacher? What does that look/sound/feel like?

What does the ideal learning environment look/sound/feel like?

Group Work + Share Out: Have students share their ideas with each other and see if they can create a single inclusive vision for each question. Ask groups to share out as a class, asking a few students to volunteer to write the key words and phrases on the board.

Collaborate to Create the Contract: Work together as a class to summarize their ideas into a class contract that is posted on the wall, then have everyone in the class sign.

Want more Tier 1 strategies?
Download a PBIS intervention menu template in this toolkit!

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5 PBIS Interventions for Tier 1 to Use in Your District Today

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Explore 5 PBIS interventions for Tier 1 to support behavior work in your classroom, school, or district.