VTPBiS Classroom Behavior Practice Coaching: Focus on Coaching Brandi Simonsen

Classroom Behavior Practice Coaching Objectives As a result of attending this training, you will be able to Present the context in which positive classroom behavioral support (PCBS) practices are implemented. Train critical positive classroom behavior support (PCBS) practices. Implement the key elements of effective professional development and implementation systems to support staff. Describe the VT Classroom Behavior Practice Coaching Model

Re-Over-View of Materials Classroom Management Practice Checklist Supporting and Responding to Student Behavior PBIS Technical Brief on Systems to Support Teachers’ Implementation of Positive Classroom Behavior Support Self-Assessment of Systems to Support PCBS Action Plan

Classroom Behavior Practice Coaching Objectives As a result of attending this training, you will be able to Present the context in which positive classroom behavioral support (PCBS) practices are implemented. Train critical positive classroom behavior support (PCBS) practices. Implement the key elements of effective professional development and implementation systems to support staff. Describe the VT Classroom Behavior Practice Coaching Model QUICK RECAP: Focus on data to support decision making

PCBS Systems Action Planning Guide: 3 Key Questions Are staff implementing PCBS with fidelity? Well done! Monitor outcomes and adjust as needed Determine the number of classrooms needing support (many or a few) Review and adjust universal support Determine type and severity of implementation changes (minor or major) Provide supplemental support to small groups of staff needing support Consider individualized supports and other strategies for staff members needing intensified support. Yes No Are the foundational systems in place to support PCBS practice implementation by all staff? Minor Major Do all staff know what PCBS practices to implement and if they’re doing it accurately? Many Few Do data indicate that staff are implementing PCBS practices effectively? What data do we use to drive decision making?

See Systems Brief

Homework: Pick One and Try It Choose at least one method for data collection (self assessment, observer checklist, or direct measure) Pilot it with 1-3 teachers you know well (perhaps your own) Evaluate pros/cons for your own context Begin to develop a plan to monitor teachers’ PCBS implementation How did it go? Potential polling questions: Were you able to pilot a an approach to monitoring teachers implementation? (yes, no, partially) Which approach(es) did you pilot? (select all that apply: self-assessment, observer checklist, direct observation, other?) Which approach(es) will you build into your evaluation plan? (select all that apply: self-assessment, observer checklist, direct observation, other?)

Classroom Behavior Practice Coaching Objectives As a result of attending this training, you will be able to Present the context in which positive classroom behavioral support (PCBS) practices are implemented. Train critical positive classroom behavior support (PCBS) practices. Implement the key elements of effective professional development and implementation systems to support staff. Describe the VT Classroom Behavior Practice Coaching Model Focus on coaching

Focus on Coaching As a result of attending this webinar, you will be able to Identify various strategies for coaching teachers’ implementation of positive classroom behavior support (PCBS) practices. Select an appropriate coaching approach(es) based on context. Build differentiated supports into framework. Pilot the key elements of effective professional development and implementation systems to support staff.

Focus on Coaching As a result of attending this webinar, you will be able to Identify various strategies for coaching teachers’ implementation of positive classroom behavior support (PCBS) practices. Select an appropriate coaching approach(es) based on context. Build differentiated supports into framework. Pilot the key elements of effective professional development and implementation systems to support staff.

PBIS Technical Brief on Systems to Support Teachers’ Implementation of Positive Classroom Behavior Support (Freeman, Simonsen, Goodman, Mitchell, George, Swain- Bradway, Lane, Sprague, & Putnam, 2017)

PCBS Systems Action Planning Guide: 3 Key Questions Are the foundational systems in place to support PCBS practice implementation by all staff? Do all staff know what PCBS practices to implement and if they’re doing it accurately? Do data indicate that staff are implementing PCBS practices effectively?

PCBS Systems Action Planning Guide: 3 Key Questions Are the foundational systems in place to support PCBS practice implementation by all staff? Clear expectations and explicit training about practices that should be implemented by all staff. Coaching and/or regularly available performance feedback on the use of PCBS practices? + Do all staff know what PCBS practices to implement and if they’re doing it accurately? Examples: Prompts and reminders Supportive data-based feedback Supports may be delivered by Coach/mentor Peer/peer team Self Non-Examples: Data delivered in punitive evaluative fashion Feedback delayed or not data-based Does your school provide additional supports for new teachers? Is there a plan for addressing staff turnover? Is there a way to intensify coaching supports in your school? Do data indicate that staff are implementing PCBS practices effectively?

Focus on Coaching As a result of attending this webinar, you will be able to Identify various strategies for coaching teachers’ implementation of positive classroom behavior support (PCBS) practices. Select an appropriate coaching approach(es) based on context. Build differentiated supports into framework. Pilot the key elements of effective professional development and implementation systems to support staff.

See Systems Brief

One example: Our initial research on self-management Across studies, we’ve found that self-management with email coaching prompts resulted in desired increases in specific classroom management skills across teachers. We are still working to enhance maintenance and generalization of effects (Simonsen et al., 2017). Teachers… Participated in brief training Set a goal (criterion for self-reinforcement) Self-monitored daily Entered data into an Excel Spreadsheet, which automatically graphed daily praise rates relative to goal Self-evaluated and self-reinforced Received weekly email prompts to use specific praise and submit data See classroom tab of nepbis.org for copies of the training scripts, email prompts, and spreadsheets we’ve developed for tracking praise, prompts, and opportunities to respond.

Focus on Coaching As a result of attending this webinar, you will be able to Identify various strategies for coaching teachers’ implementation of positive classroom behavior support (PCBS) practices. Select an appropriate coaching approach(es) based on context. Build differentiated supports into framework. Pilot the key elements of effective professional development and implementation systems to support staff.

Multi-Tiered Framework of Professional Development Support Intensive PD: Data-driven Consultation Tier 2 Targeted PD: Self-Management with Peer or Coaching Supports Tier 1 Universal PD: Training & Self-Management Progress Monitoring Walk-through, Student Data Review, Teacher Collected Data Universal Screening Walk-through & Student Data Review Coaching or mentoring, peer-based supports, self-management, and/or a hybrid model of various approaches may be differentiated in a multi-tiered framework How can we approach intensifying our supports for educators implementing PCBS? (adapted from Simonsen, MasSuga, Briere, Freeman, Myers, Scott, & Sugai, 2013)

See Systems Brief

Focus on Coaching As a result of attending this webinar, you will be able to Identify various strategies for coaching teachers’ implementation of positive classroom behavior support (PCBS) practices. Select an appropriate coaching approach(es) based on context. Build differentiated supports into framework. Pilot the key elements of effective professional development and implementation systems to support staff.

Homework: Pick One and Try It Choose at least one approach to coaching (internal/external coach or mentor, peer-based supports, self-management) Pilot it with 1-3 teachers you know well (perhaps your own) Evaluate pros/cons for your own context Begin to develop a plan to coach teachers’ PCBS implementation

Classroom Behavior Practice Coaching Objectives As a result of attending this training, you will be able to Present the context in which positive classroom behavioral support (PCBS) practices are implemented. Train critical positive classroom behavior support (PCBS) practices. Implement the key elements of effective professional development and implementation systems to support staff. Describe the VT Classroom Behavior Practice Coaching Model

VT Behavior Practice Coaching Overview of Training Webinar 1 (Jan 5): Overview In-Person Training (Jan 20): Focus on Practices Webinar 2 (Feb 16): Focus on Data Webinar 3 (March 16): Focus on Coaching Webinar 4 (April 12): Check-In and Problem Solve In-Person Training (May 9): Focus on Systems Framework to Support Teachers’ Implementation In-Person Meeting (June): Focus on Action Plan On-going E-Consultation via Discussion Board and Email

VT Behavior Practice Coaching Expectations and Timelines Collect pre-implementation (baseline) data (Spring 2017) Develop Multi-Tiered Framework for Supporting Educators’ Implementation (Spring-Summer 2017) Work with leadership team to develop detailed action plan (Spring-Summer 2017) Implement (starting Fall 2017) Collect on-going implementation data

VT Behavior Practice Coaching Overview of Evaluation Existing Data Classroom Office Discipline Referrals (ODR) Classroom Item on Tiered Fidelity Inventory (TFI) Checklists During Training Classroom Management Assessment (CMA) Classroom Systems Assessment (CSA) Possible Additional Sources of Data School Climate Survey Administrator Walk-Through The measure(s) you select to monitor teachers’ implementation of PCBS

Recap & Questions As a result of attending this training, you will be able to Present the context in which positive classroom behavioral support (PCBS) practices are implemented. Train critical positive classroom behavior support (PCBS) practices. Implement the key elements of effective professional development and implementation systems to support staff. Describe the VT Classroom Behavior Practice Coaching Model

Thank you! brandi.simonsen@uconn.edu www.pbis.org www.cber.org