Introduction​ ​to​ ​VTPBIS​ ​Classroom​ ​Behavior​ ​ Practice​ ​Coaching​ ​Opportunity Brandi Simonsen Amy

Overview of Opportunity Third cohort Selected individuals will receive training and consultation to become Classroom Behavior Practice Coaches Funding support from the Vermont Agency of Education Goal: to help Vermont PBIS schools and Supervisory Unions/Supervisory Districts develop the capacity to build and sustain evidence-based classroom management supports for teachers Amy

What is a Classroom Behavior Practice Coach? Support teachers' implementation of evidence-based classroom management practices (e.g., behavior specific praise, opportunities to respond, etc.) Provide direct training in specific classroom management skills Deliver performance feedback to teachers practicing the skills in the classroom Use a problem-solving consultation model to help teachers address specific problem behaviors Collect and analyze data to monitor the skills being developed Amy

Why are CBPCs Important? In VT schools using SWIS, office discipline referrals (ODRs) from classrooms have been consistently higher when compared to ODRs from all non-classroom settings combined Research indicates that, when using evidence-based instruction and interventions with fidelity, there is a decrease in office discipline referrals Other positive outcomes include enhanced social climate in the classroom and increased student engagement in academic instruction (Simonsen, Myers, DeLuca, 2010; Christenson, Reschly, Appleton, et.al., 2008; Trussell; 2008) Amy

Amy

Overview of training series Content

Objectives As a result of attending this session, you will be able to: Discuss the context in which positive classroom behavioral support (PCBS) practices are implemented Identify critical positive classroom behavior support (PCBS) practices Describe the key elements of effective professional development and implementation systems to support staff Provide an overview of the VT Classroom Behavior Practice Coaching Model Brandi

Acknowledgements for this Session (Co-authors of Supporting and Responding to Student Behavior): Brandi

Where do we start? As a result of attending this training, you will be able to: Discuss the context in which positive classroom behavioral support (PCBS) practices are implemented Identify critical positive classroom behavior support (PCBS) practices Describe the key elements of effective professional development and implementation systems to support staff Provide an overview of the VT Classroom Behavior Practice Coaching Model Brandi

(Gest & Gest, 2005; Stronge, Ward and Grant, 2011) Goal of Teaching Student Achievement Classroom Management Good Teaching Brandi Our goal is not compliance, it is student achievement - BOTH good instruction and good behavior management are needed. Behavior problems disrupt learning Engaging learning prevents behavior problems (Gest & Gest, 2005; Stronge, Ward and Grant, 2011)

United States, we have a problem! 12% of public school teachers leave within their first 2 years 50% leave within the first 5 years Brandi (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 Brandi 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; Simonsen, MacSuga-Gage, Briere, Freeman, & Sugai, in preparation; The Metropolitan Area Child Study Research Group & Gorman-Smith, 2003; (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) Supporting teachers in classroom PBIS is critical for our teachers, schools, and our state!

What about the kids? Students benefit when teachers implement evidence-based PCBS practices.1 Unfortunately, we’re not there yet. Teachers implement PCBS 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 Brandi 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) Brandi

*Categories not mutually exclusive (Freeman, Simonsen, et al., 2016) Brandi *Categories not mutually exclusive (Freeman, Simonsen, et al., 2016)

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? Brandi

Let’s get started! As a result of attending this webinar, you will be able to Discuss the context in which positive classroom behavioral support (PCBS) practices are implemented Identify critical positive classroom behavior support (PCBS) practices Describe the key elements of effective professional development and implementation systems to support staff Provide an overview of the VT Classroom Behavior Practice Coaching Model Brandi

Brandi

What needs to be in place? The effects of CPBIS strategies are maximized by implementing within a school-wide multi-tiered behavioral framework (MTBF)…like PBIS; directly linking classroom and school-wide expectations and systems; merging CPBIS strategies with effective instructional design, curriculum, and delivery; and using classroom-based data to guide decision making But...you can implement CPBIS even if your school does not yet have a MTBF in place. Brandi

PCBS Practices Decision-making Guide: 3 Key Questions Are the foundations of effective PCBS in place? Are proactive and positive PCBS practices implemented consistently? Brandi Do data indicate that students are still engaging in problem behavior?

Decision-making Guide: 3 Key Questions Are the foundations of effective PCBS in place? + + Effectively design the physical environment of the classroom Develop & teach predictable classroom routines Post, define, & teach 3-5 positive classroom expectations Are proactive and positive PCBS practices implemented consistently? Brandi Include brief Elem, HS examples and non examples (1 of each)

Decision-making Guide: 3 Key Questions Are the foundations of effective PCBS in place? + + Provide high rates of varied opportunities to respond Use prompts and active supervision Acknowledge behavior with specific praise & other strategies Are proactive and positive PCBS practices implemented consistently? Brandi

Decision-making Guide: 3 Key Questions Are the foundations of effective CPBIS in place? Yes No Are proactive and positive CPBIS practices implemented consistently? Minor Major Brandi Talk through at least one scenario AFTER this Use brief, specific error correction & other strategies. Do data indicate that students are still engaging in problem behavior? Many Few

PCBS Practices Decision-making Guide: 3 Key Questions Are the foundations of effective PCBS in place? Are proactive and positive PCBS practices implemented consistently? Brandi Do data indicate that students are still engaging in problem behavior? So, how do we support teachers in implementing PCBS?

Now, turning our attention to supporting teachers. As a result of attending this webinar, you will be able to: Discuss the context in which positive classroom behavioral support (PCBS) practices are implemented Identify critical positive classroom behavior support (PCBS) practices Describe the key elements of effective professional development and implementation systems to support staff Provide an overview of the VT Classroom Behavior Practice Coaching Model Brandi

PCBS Systems Action Planning Guide: 3 Key Questions Are the foundations 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? Brandi Do data indicate that staff are implementing PCBS practices effectively?

PCBS Systems Action Planning Guide: 3 Key Questions Are the foundations Systems in place to support PCBS practice implementation by all staff? PCPS implementation is a clear school and district priority School and district resources are available to support PCBS implementation School and district teams have considered alignment and integration of PCBS with other district priorities and initiatives + + Do all staff know what PCBS practices to implement and if they’re doing it accurately? Brandi Do data indicate that staff are implementing PCBS practices effectively?

Poll Question #1 To what extent does your school or SU/SD have all the foundations in place? Not at all Unclear priority, resources, integration, &alignment Emerging Clear priority, but minimal resources, integration, & alignment Developing Clear priority & adequate resources, but limited alignment and integration Established All foundations in place

PCBS Systems Action Planning Guide: 3 Key Questions Are the foundations 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? Brandi 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?

Poll Question #2 What PD supports are in place for PCBS? None (Select all that apply) None Presently no supports are provided Clear Expectations for Staff Administration communicates clear expectations for ALL educators’ implementation of PCBS practices Explicit Staff Training Carefully designed, explicit, and job-embedded training for all educators on PCBS practices Coaching Coaches provide prompts (verbal or written reminders, modeling) for PCBS practices) Performance Feedback Data-based feedback is provided to individual educators Brandi

PCBS Systems Action Planning Guide: 3 Key Questions Yes No Are the foundations 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? Brandi Many Few Do data indicate that staff are implementing PCBS practices effectively?

Multi-tiered Framework of Professional Development Support Brandi (adapted from Simonsen, MasSuga, Briere, Freeman, Myers, Scott, & Sugai, 2013)

So…what are we going to do? As a result of attending this webinar, you will be able to Discuss the context in which positive classroom behavioral support (PCBS) practices are implemented Identify critical positive classroom behavior support (PCBS) practices Describe the key elements of effective professional development and implementation systems to support staff Provide an overview of the VT Classroom Behavior Practice Coaching Model Brandi

VT Behavior Practice Coaching Overview of Training Overview Session (Oct. 11th, Today) Overview Webinar (Dec. 3rd, 9-10am) Full Day Training (Jan 24th, location TBD) Full Day Training (May 22nd, location TBD) 2-3 Webinars (dates TBD – Jan. ’19 –June ‘19) 2-3 Webinars (dates TBD – Aug. ‘19-June ‘20) On-going E-Consultation via Discussion Board and Email Brandi

VT Behavior Practice Coaching Expectations and Timelines Develop Multi-Tiered Framework for Supporting Educators’ Implementation Work with leadership team to develop detailed action plan Collect pre-implementation (baseline) data Spring 2019 Implement starting Fall 2019 Collect on-going implementation data Brandi

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 Brandi

Quick Recap As a result of attending this training, you will be able to: Discuss the context in which positive classroom behavioral support (PCBS) practices are implemented Identify critical positive classroom behavior support (PCBS) practices Describe the key elements of effective professional development and implementation systems to support staff Provide an overview of the VT Classroom Behavior Practice Coaching Model Brandi

What questions do you have about the content? Amy

Application criteria and instructions Amy

Criteria Highly recommended that at least two individuals apply as a team to participate in this initiative VTPBIS school implementing at the Universal Level with fidelity 70% on recent TFI or 80% on post-implementation SET SU/SD and school established classroom management as priority for improvement and plan to align this work with other key initiatives School leadership team has defined process for positively acknowledging staff and promotes a culture of support around performance feedback Amy

Criteria Administrator and school leadership team endorse role of the CBPC and agree to allocate the time needed for training and support School/SU/SD agrees to allocate time for the CBPC to conduct a half-day training to all staff in the fall of 2019 School leadership team agrees to develop systems and processes to sustain this level of support for classroom teachers Amy

Criteria: CBPC Holds an existing position in the school/SU/SD Pre-existing behavior management and data analysis skills Commits to participating in the entire learning series Commits to doing observations and collecting data on classroom management practices Amy

Instructions The school administrator must complete Part One: School Readiness Checklist The individual applicant(s) must complete Part Two Amy

Instructions Send signed and completed application to Anne Dubie at anne.dubie@uvm.edu; or fax to Anne Dubie at 802-656-1357 You can contact Amy Wheeler-Sutton at 518-421-3965 or send an email to amy.wheeler-sutton@uvm.edu if you have any questions. Amy

Application Deadline: November 2nd! Decisions Announced: November 14th! Amy

What questions do you have about the process? Amy

Welcome, Abby & Deb, CBPCs Amy