A-3: Tier 1 Starts in the Classroom: Differentiated Training and Coaching Supports for Teachers Christine Tapia ctapia@scusd.net Santa Clara Unified School District Sheri Luecking sheri.luecking@midwest.pbis.org Brian Meyer brian.meyer@midwestpbis.org Midwest PBIS Network Key Words: Classroom, Coaching, Evaluation, Tier 1, Training

Maximizing Your Session Participation When Working In Your Team Consider 4 questions: Where are we in our implementation? What do I hope to learn? What did I learn? What will I do with what I learned?

Where are you in the implementation process Where are you in the implementation process? Adapted from Fixsen & Blase, 2005 We think we know what we need so we are planning to move forward (evidence-based) Exploration & Adoption Let’s make sure we’re ready to implement (capacity infrastructure) Installation Let’s give it a try & evaluate (demonstration) Initial Implementation That worked, let’s do it for real and implement all tiers across all schools (investment) Let’s make it our way of doing business & sustain implementation (institutionalized use) Full Implementation

Leadership Team Action Planning Worksheets: Steps Self-Assessment: Accomplishments & Priorities Leadership Team Action Planning Worksheet Session Assignments & Notes: High Priorities Team Member Note-Taking Worksheet Action Planning: Enhancements & Improvements

Learning Outcomes Understand the core components of Tier 1 and how the eight research-based classroom components are embedded in Tier 1 Receive tools to self-assess and conduct walk through on classroom components Learn how to develop a comprehensive system to give feedback and support on these components

Appreciation is given to the following for their contributions to this Professional Learning:

Routines and procedures defined and explicitly taught across year ALL teachers in your school employ basic classroom evidence based practices... True or False Behavior Specific Praise statements to error correction is at least 4:1 and classroom system does not promote teacher attention to student errors Wait time is 4 seconds OTR rate. Teacher talk should be no more than 40-50% of instructional time Routines and procedures defined and explicitly taught across year Social skills explicitly taught in context with behavior examples Pre-correction is used prior to transitions Active Supervision used in classroom (and non classroom) areas Behavior Specific Praise statements to error correction is at least 4:1 and classroom system does not promote teacher attention to student errors Wait time is 4 seconds OTR rate. 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. Routines and procedures defined and explicitly taught across year Social skills explicitly taught in context with behavior examples Pre-correction is used prior to transitions. Active Supervision used in classroom (and non classroom) areas. (Barrett,S., 2016)

National Resources Informing 8 Practices

Professional Learning Curriculum 8 Classroom Practices TFI 8 classroom practices Brian 4 classroom components mapped onto sw National Product practices RDQ classroom

Tier 1: Professional Learning Roadmap TFI Sub-Scale: Team TFI 1.1 Team Composition TFI 1.2 Team Operating Procedures TFI Sub-Scale: Evaluation TFI 1.12 Discipline Data TFI 1.13 Data-based Decision Making TFI 1.14 Fidelity Data TFI 1.15 Annual Evaluation TFI Sub-Scale: Implementation TFI 1.3 Behavioral Expectations TFI 1.4 Teaching Expectations TFI 1.5 Problem Behavior Definitions TFI 1.6 Discipline Policies TFI 1.7 Professional Development TFI 1.8 Classroom Procedures TFI 1.9 Feedback and Acknowledgement TFI 1.10 Faculty Involvement TFI 1.11 Student/Family/Community Involvement 8 Classroom Management Practices 1 Arrange orderly physical environment 2 Define, Teach, Acknowledge Rules and Expectations 3 Define, Teach Classroom Routines 4 Employ Active Supervision 5 Provide Specific Praise for Behavior 6 Continuum of Response Strategies for Inappropriate Behaviors 7 Class-Wide Group Contingency 8 Provide Multiple Opportunities to Respond

Tier 1 Integrates Positive Behavioral Classroom Supports Arrange orderly physical environment Define, Teach, Acknowledge Rules and Expectations (T1 Modules 1.3, 1.4, 1.9) Define, Teach Classroom Routines (T1 Modules 1.3, 1.4) Employ Active Supervision Provide Specific Praise for Behavior (T1 Module 1.9) Continuum of Response Strategies for Inappropriate Behaviors (T1 Module 1.5-1.6) Class-Wide Group Contingency Provide Multiple Opportunities to Respond Trainer Notes: We want your teachers to have effective strategies that they are all using consistently. Tier I features are implemented within classrooms and are consistent with school-wide systems. (The classroom is a critical aspect of Tier I training and includes 8 key components. These strategies maximize classroom management to allow for instructional time and less teacher stress! **Components 1 & 4 are about setting up the physical environment to minimize distractions for students, to use the physical space of the classroom as an assistant in managing student bodies and behaviors, and also how we can have a positive impact on students engagement by moving around the classroom and having brief interactions with students. **Components 2, 3, 5, 7 are about efficient teaching of those common classroom routines, how to do it efficiently and not over and over again, and how to provide feedback to encourage students follow those routines. Praise connected to specific behaviors is more powerful than generic praise. Group feedback, and rewards can be powerful motivators too. **Components #7 and 8 are about providing adequate level of practice for the behaviors you want to see, and how to effectively, quickly redirect these misbehaviors so they are less likely to turn into bigger behaviors.) Adapted from MO Classroom PBIS

Why … Rationale? Classroom management continues to be high priority need Similarity of practices within classroom and non-classroom areas Students spend majority of time in the classroom Begin building a system of support for teachers and what we are asking them to implement…common language, practices, data Frequency and intentionality (dosage) of practices increase as we layer support through all 3 tiers Research on teachers not prepared during pre-service for classroom Similarity of practices within classroom, sw/common areas- important to install those skills in classrooms where students spend most of their time Begins the system of support for teachers and what we are asking them to implement

What is your “Why”…

Why aren’t we doing “it”? What do we know from the empirical literature? Teachers typically receive little pre- or in-service training in classroom management Begeny & Martens, 2006; Freeman, Simonsen, Briere, & MacSuga, in press; Markow, Moessner, & Horowitz, 2006; Special Education Elementary Longitudinal Study, 2001, 2002, 2004; Wei, Darling-Hammond, & Adomson, 2010) Multi-component training packages (didactic training + coaching + performance feedback + etc.) result in desired behavior change, especially when trained skills are effective Abbott et al., 1998; Hiralall & Martens, 1998; Madsen, Becker, & Thomas, 1968; Freeman et al., in preparation; The Metropolitan Area Child Study Research Group & Gorman-Smith, 2003; Rollins et al., 1974 (Simonsen, B., PBIS Conference Keynote, 2016)

How do we do this? SWPBIS team, including an administrator, leads building system to support implementation of practices in classroom and non-classroom On-going support with a data-informed spiraling curriculum

District Professional Learning Plan Bookends with core coaching unit (Building administrator, team leads, coaches) Core coaching unit alongside SW-PBIS Team design their own Professional Learning System for classroom and non-classroom Leadership and coach professional learning community across schools to support community of learning with ALL staff Increase supports as needed Core coaching unit- admin, team lead, and the coaches (district coach/external coach) With vision of building a culture of coaching that begins with the core coaching unit and builds capacity from there

School Professional Learning Plan Implementation Team engages staff with data-informed decisions to create and implement TFI Features for non-classroom and classroom On-going staff PD Staff meetings Professional Learning Communities (grade level, core, department, vertical) Huddles Self-guided learning Staff PD days I do we do you do

PD Blueprint: Sample Professional Learning Plan Available at: http://www.pbis.org/blueprint/pd-blueprint

Building Capacity through a Continuum of Supports Data-Informed Support for a Few Schools, Staff Support for Some: Small Groups of Schools, Staff Our language and the ways we communicate with our colleagues, families, and other school community members is important. Sometimes we hear folks referencing T II students or T III students. It's important to communicate that the tiers refer to the layer of support and we use person first language. So, it might be a student needing T II support with math computation or a student needing TIII support with comprehension or a student needing TI support with making friends. Support is always “layered” onto the previous supports. When a small group of students require a little more support, they continue to receive universal/tier 1 core or instruction. Students receiving secondary supports have increased opportunities for more frequent contingent feedback, additional structure, re-teaching of expectations, etc. Students in need of intensive, individualized support, continue to receive universal supports. Tier III often builds upon the supports that the student receives with Tier II interventions. All that we do is anchored to tier 1 and this is true for social and academic (e.g., literacy, math) instruction. Going through the stages of learning –acquisition , fluency, maintenance, generalization I do We do You do Support for All Schools, Staff 19 19

Multi-tiered Support Framework (sample) Coaching or Consultation Performance Feedback Request for Support Data-Informed Professional Learning Communities Peer Observations & Support Grade level data informed decisions All Staff Professional Learning Peer/Buddy Observations Self-Assessment Fluency Building Days Common Practices/Language /Way of work First, ask participants to identify tier 2 practices, initiatives, programs. Share out What are the decision rules for accessing and exiting each of these? Then ask …What data sources are in place for each tier 2 practices ,initiatives, programs to measure effectiveness and to progress monitor? Share out Then ask… Who are the service delivery personnel for each of the tier 2 practices, initiatives, programs?

What is the current culture of professionalism in the building ? Host environment that supports a culture of coaching, self-reflection Support vs evaluation Practices will probably be the same Separate system SW PBIS Team includes administrator Hold balcony view Responsible for Resource Allocation Admin sets the tone and culture to set up a system of support for all staff- not eval-support

A Continuum of Assessment Few … SWPBIS Leadership Team/Admin uses data to identify a few teachers with more intensive opportunities for growth (RFA, Coaching) Some … SWPBIS Leadership Team uses data to identify groups of teachers with common opportunities for growth (e.g., teachers new to building, grade level precision statements) All … SWPBIS Leadership Team uses data (student outcome, aggregated self-assessment) to identify strengths and opportunities for growth

Alignment of Comprehensive Resources Professional learning modules (classroom and non-classroom), classroom snapshots/cool tools, PBCS Guidebook all aligned with Tiered Fidelity Inventory Midwest and Mid-Atlantic PBIS Networks http://www.midwestpbis.org/

Recorded Webinars

Comprehensive Modules with Assessment Tools

Learning plans with Resources

Comprehensive Resources (PD, Assessment)

Aligned for content and assessment features, can be used across the continuum of assessment