Systems to Support Teachers’ Implementation of PBIS in the Classroom Jennifer Freeman & Brandi Simonsen University of Connecticut Title: SCTG Webinar Series: Systems to Support Teachers' Implementation of PBIS in the Classroom Presented by: Brandi Simonsen, University of Connecticut   Target Audiences: School MTSS/PBIS teams, classroom teachers and administrators, building or district coaches or behavioral specialists, social workers, school counselors, school psychologists Description: This webinar will describe how school and district leadership teams can support teachers' implementation of PBIS in the classroom.  We will describe a decision-making logic for implementing systems of support, share a range of professional development approaches to supporting teachers, and illustrate how leadership teams can use data to guide their decisions related to support.

Agenda What does effective classroom management look like? Why are we talking about classroom systems? What do we mean by systems? What are the critical features of systems to support classroom management? Wrap-up and Discussion

Interactive Map of Core Features

Tables with Definitions, Examples, Non-Examples, and Resources

United States, we have a problem! 12% of public school teachers leave within their first 2 years 50% leave within the first 5 years (Boyd, Grossman, Ing, Lankford, Loeb, & Wyckoff, 2011; DeAngelis, & Presley, 2011; Feng, 2006; Henke, Zahn, & Carroll, 2001; Ingersoll, 2001; Ingersol, Merril, May, 2012; Johnson & Birkeland, 2003; Ingersoll & Smith, 2003; Kaiser & National Center for Educational Statistics, 2011; Kukla-Acevedo, 2009; Luekens, Lyter, Fox, & Changler, 2004; Smith & Ingersoll, 2004; Torres, 2012; Zabel & Zabel, 2002)

Why do teachers leave? Most consistently listed factors: Lack of pedagogical training School environment Poor student behavior and motivation Teachers consistently report: Inadequate pre-service training on classroom management and Lack of support and training for handling student behaviors Supporting teachers in classroom PBIS is critical for our teachers, schools, and our country! (Boyd, Grossman, Ing, Lankford, Loeb, & Wyckoff, 2011; Chesley & Jordan, 2012; Feng, 2006; Halford, 1998; Henke, Zahn, & Carroll, 2001; Ingersoll, 2001; Ingersol, Merril, May, 2012; Johnson & Birkeland, 2003; Kukla-Acevedo, 2009; Lane, Wehby, & Barton-Arwood, 2005; Luekens, Lyter, Fox, & Changler, 2004; Stough, 2006; Torres, 2012; Zabel & Zabel, 2002)

(Gest & Gest, 2005; Stronge, Ward and Grant, 2011) Goal of Teaching Student Achievement Classroom Management Good Teaching Behavior problems disrupt learning Engaging learning prevents behavior problems (Gest & Gest, 2005; Stronge, Ward and Grant, 2011)

Why is evidence-based classroom management important? Students benefit when teachers implement evidence-based classroom management practices.1 Unfortunately, we’re not there yet. Teachers implement evidence based classroom management practices at lower rates than desired.2 Students with challenging behavior experience even less praise, fewer opportunities to respond, more reprimands, and more negative or coercive interactions.3 1 (Simonsen, Fairbanks, Briesch, Myers, & Sugai, 2008) 2 (Reinke, Herman, & Stormont, 2012; Scott, Alter, & Hirn, 2011) 3 (e.g., Carr, Taylor & Robinson, 1991; Kauffman & Brigham, 2009; Scott et al., 2011; Sutherland & Oswald, 2005)

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)

We can do this! We need to support teachers implementation of evidence based classroom management practices….. and we can! We know what evidence based classroom management practices look like. We have a science to support implementation. We have tools to describe and illustrate what implementing evidence based classroom management “looks like.” So, what are we waiting for?

Critical Features of PBIS Supporting Culturally Equitable Social Competence & Academic Achievement OUTCOMES Supporting Culturally Knowledgeable Staff Behavior Supporting Culturally Valid Decision Making DATA SYSTEMS PRACTICES (Vincent, Randal, Cartledge, Tobin, & Swain-Bradway, 2011; Sugai, O’Keefe, & Fallon 2012 ab) Supporting Culturally Relevant Evidence-based Interventions

Key Systems Features: Work Smarter! Team-based Implementation Clear Action Plan Staff Buy-in Embedded Professional Development Staff Recognition for Implementation

What about the classroom? (Fixsen, Naoom, Blasé, Friedman, & Wallace, 2005, p.12) Context It: EBP Who: Implementation “Supporters” How: Train, prompt, use data Where: Teacher / Classroom “New Way” Fixsen, D. L., Naoom, S. F., Blase, K. A., Friedman, R. M. & Wallace, F. (2005). Implementation Research: A Synthesis of the Literature. Tampa, FL: University of South Florida, Louis de la Parte Florida Mental Health Institute, The National Implementation Research Network (FMHI Publication #231).

Systems to Support Implementation of PBIS in the Classroom Are foundational school-wide supports in place for all staff to implement PBIS practices successfully in the classroom? Do all staff know what they are implementing and if they are doing it accurately? Do data indicate that staff are implementing PCBS effectively? Are leadership teams implementing differentiated support?

Systems to Support Implementation of PBIS in the Classroom Are foundational school-wide supports in place for all staff to implement PBIS practices successfully in the classroom? Has administration communicated a clear priority for implementing PBIS in the classroom? Does the district support this priority? Is PBIS implementation is connected to a clear need in the building? Is implementation aligned with academic instructional practices? Do staff understand and consistently use a data-based decision making processes? Do staff have dedicated time and resources to support PBIS implementation in the classroom? Are staff recognition systems are aligned with accurate and effective implementation of PBIS practices in the classroom?

Systems to Support Implementation of PBIS in the Classroom Do all staff know what they are implementing and if they are doing it accurately? Explicit Training Coaching or Performance Feedback +

Do data indicate that staff are implementing PCBS effectively? Are staff implementing PCBS with? Well done! Continue to monitor implementation across time Determine the number of classrooms needing support Provide additional training and performance feedback to all staff Determine type and severity of implementation challenges Provide targeted training and performance feedback to small groups of staff Consider consultation and other strategies for intensifying support for identified staff Yes No Many Few Minor Major

Systems to Support Implementation of PBIS in the Classroom Are leadership teams implementing differentiated support?

We can’t afford to do everything, but we can’t afford to do nothing... We think there’s a lot in between! NOTHING BUT, how do we organize all of this? EVERYTHING No Training or Support Provided Every teacher receives coaching and performance feedback “Sit and Get” training delivered in isolation Didactic training + email reminders Didactic training + email reminders + periodic check-ins PLUS peer- or self-management supports

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 (adapted from Simonsen, MasSuga, Briere, Freeman, Myers, Scott, & Sugai, 2013)

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