1. Systems to Support Teachers’ Implementation of PBIS in the Classroom Jennifer Freeman & Brandi Simonsen University of Connecticut Christie Lewis Regional PBIS Consultant Missouri PBIS Key Words: Classroom, Systems Alignment, PBIS Foundations

2. 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? 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?

3. 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

4. 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 Leadership Team Action Planning Worksheet

5. 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? Classroom Systems Example Wrap-up and Discussion

7. 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? Classroom Systems Example Wrap-up and Discussion

8. 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) United States, we have a problem!

9. 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 (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 country! Supporting teachers in classroom PBIS is critical for our teachers, schools, and our country!

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

11. 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)

12. 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) Why aren’t we doing “it”? What do we know from the empirical literature?

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

14. 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?

15. 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? Classroom Systems Example Wrap-up and Discussion

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

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

18. Context What about the classroom? (Fixsen, Naoom, Blasé, Friedman, & Wallace, 2005, p.12 ) “Old Way”“New Way”

19. Context This is one way to start organizing our implementation supports Expert Peer Self How often? On what? Who needs what? We know what these are! We know where! But… ?? (Fixsen, Naoom, Blasé, Friedman, & Wallace, 2005, p.12 )

20. 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? Classroom Systems Example Wrap-up and Discussion

21. Are foundational school-wide supports in place for all staff to implement PCBS 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? Systems to Support Implementation of PBIS in the Classroom

22. Are foundational school-wide supports in place for all staff to implement PBIS practices successfully in the classroom? Systems to Support Implementation of PBIS in the Classroom PCBS implementation is a clear school and district priority

23. Have a plan and follow it! Not all plans are created equal.

24. Look for evidence of clear priority (and ideally observable and measurable goal statements) in school and district improvement plans.

25. Are foundational school-wide supports in place for all staff to implement PBIS practices successfully in the classroom? Systems to Support Implementation of PBIS in the Classroom PCBS implementation is a clear school and district priority School and district resources are available to support PCBS implementation +

26. Time (and money) set aside for PD and Coaching

27. Identify problems with precision Establish goal(s) Develop solution(s) Implement solution(s) with integrity and fidelity Monitor outcomes and compare to goal(s) Reassess and revise solution(s) as needed School/District Data System to Support Decision-Making

28. Staff recognition system that can be linked to classroom implementation

29. Share improvement with teachers!

30. Are foundational school-wide supports in place for all staff to implement PBIS practices successfully in the classroom? Systems to Support Implementation of PBIS in the Classroom PCBS 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 +

31. Alignment & Integration Student Outcomes Evidence-based Practices Implementation Systems Data Decisions

32. 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? Systems to Support Implementation of PBIS in the Classroom Explicit Training Explicit Training Coaching or Performance Feedback +

33. Explicit Training PD includes model, lead & test components. – Includes clearly communicated measurable outcomes selected intentionally based on data and school need – Clearly defines critical features of targeted practices and provides a rationale for each – Provides opportunities to practice and apply practices – Follow up support for implementation is readily available and consistently provided Ongoing job embedded training takes place in a variety of settings – Full staff/whole group – Grade level teams – Professional Learning Communities (PLC) – Content/department areas PD sessions explicitly teach data based decision making Provided for everyone working with students in the classroom

35. Checklist for High Quality Professional Development (Noonan, Langham & Gaumer, 2013; available from http://pbismissouri.org/teams/t1_workbook/p rofessional-learning ) http://pbismissouri.org/teams/t1_workbook/p rofessional-learning

36. Coaching and Performance Feedback Provides prompts to educators related to targeted strategy implementation Provides supportive data-based feedback and suggestions for improving implementation Provided by: – Building or district behavior coach – Mentor – Peer – Self

37. Positive Classroom Behavioral Supports: A Guide to Building a System of Support NEPBIS coaching manual and Self- Management resources Classroom Coaching Guide and Resources

38. 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 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? Systems to Support Implementation of PBIS in the Classroom No Yes Many Few Minor Major

39. Tier 3 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) Multi-tiered Framework of Professional Development Support

40. PrecisionPerformance ExpectationsApplication OpportunityFrequency and DosageOrganization Resources Adaptive/Contextual Fit Concerns Acknowledgement of Implementation Standard Supports (Tier 1) School and District provide guidance and training on classroom PBIS Expectations to develop a positive school climate are communicated to all staff Review of previously learned content provided regularly At least once with ongoing implementation supports Alignment of classroom practices with school/district academic priorities, climate, and culture All staff are acknowledged for developing classroom climates All staff have access to basic materials and resources for implementation

41. Supplemental Supports (Tier 2) Expectations to develop a positive school climate are communicated to targeted staff groups Provide additional practice of classroom PBIS in a training setting with feedback from the trainer Increase opportunities for coaching as a follow-up to training Alignment of school priorities Problem-solving and professional development examples focus on the challenges faced by a smaller group Small groups identified for additional professional development Remove barriers that may interfere (e.g., competing initiatives) PrecisionPerformance ExpectationsApplication OpportunityFrequency and DosageOrganization Resources Adaptive/Contextual Fit Concerns Acknowledgement of Implementation Targeted staff are acknowledged for implementation Some educators receive more time or specialized resources

42. Individualized Supports (Tier 3) Expectations are communicated specifically and clearly to individual teachers Additional opportunities to practice in actual classroom setting with guidance and feedback from a coach Frequent individual coaching through peer coaching, video review of recorded session, bug-in-the ear coaching, etc. Resources specifically matched to the needs of the individual teacher based on skills, motivation, adaptive and technical concerns Specific alignment of school priorities to classroom setting Problem-solving and professional develop examples are specific to the individual teacher’s classroom setting Support is matched to the need of the educator through functional assessment to determine if there is a skills deficit or performance deficit PrecisionPerformance ExpectationsApplication OpportunityFrequency and DosageOrganization Resources Adaptive/Contextual Fit Concerns Acknowledgement of Implementation Individual staff are acknowledged for implementation

43. What Tools Can I Use to Support Classroom Systems? Data Collection Strategy Tools and Resources for Data Collection Method Self-Assessment Checklists  Classroom management self-assessment Classroom management self-assessment  MO SW-PBS Teacher Self-Assessment of the Effective Classroom Practices (2016) MO SW-PBS Teacher Self-Assessment of the Effective Classroom Practices (2016) Observer Checklists  MO SW-PBS Teacher Self-Assessment of Effective Classroom Practices MO SW-PBS Teacher Self-Assessment of Effective Classroom Practices  Wisconsin Walk through tools Wisconsin Walk through tools Tools for measuring discrete skills or strategies  NEPBIS Self-management training scripts and tools NEPBIS Self-management training scripts and tools  SCOA SCOA See upcoming Data Brief for specific guidance on classroom data collection and use

44. 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? Classroom Systems Example Wrap-up and Discussion

45. Practical Application Effective Classroom Practices: Positive Specific Feedback

46. The Process: DESSA-Mini Social Emotional Screening Project South Park began its journey with PSF in 2012-2013 school year… o Pilot for new screener and peer observation process o Recommended practice from SW-PBS consultants o Identified area of need from 1 st observations for Tier 2 interventions

47. Social-Emotional Learning Activities Standard Classroom Guidance Lessons Small Group Intervention Individual Counseling Connected to DESSA Data Targeted Teacher Consultation – “Booster” classroom guidance lesson – Small Group interventions – Individual counseling Additional data collection – Parent consultation – Links to outside services

48. Observations and Screenings We used our screening schedule to drive the times for observations… o Gave time for implementation in the classrooms o PSF Booster Session: 9/05/13 o DESSA-mini screening: 9/9/13 o 1 st Environmental Observation on 9/18/13

49. Support Staff through Training Training schedule – Meet the needs of the identified: 32.2% – Positively build expected behavior __________________________________ – Booster PSF Session: January 10 th, 2013 – Practice Session: March 26 th, 2013 – 3 Environmental Classroom Observations – Teacher Feedback Sessions (3) – Consultants provided report template – Mentoring session with teachers to share results

50. Focus on Encouraging Appropriate Behavior

51. First Year Results from a PSF Focus

52. SP Year End Office Discipline Statistics 2012-2013 School Year Enrollment0 Ref1 Ref2-5 Ref6-8 Ref9+ Ref% 0 or 1% 2-5 Ref% 6+ Ref 2007082751944531587112 20080924218035233189102 2009102752133225328992 20101129719850433384142 20111228718855354585123 2012132762153324139091 Triangle Data Report Office Discipline Referrals (no minors)

53. Monitoring Fidelity of PSF Use… Environmental Classroom Observations for South Park Elementary 3 Observations: Oct. 15, 2012 (Pre) Feb. 8, 2013 (Mid) May 7, 2013 (Post)

54. Data Monitoring South Park continued the use of the SCOA application for all observations. Pre-determined schedule of observations tied to our screenings Began Mini-modules during teacher in-service days Scheduled booster session for PSF during September

55. 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? Classroom Systems Example Wrap-up and Discussion

57. Are foundational school-wide supports in place for all staff to implement PCBS 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? Systems to Support Implementation of PBIS in the Classroom

58. Tier 3 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) Multi-tiered Framework of Professional Development Support

59. Please Provide Feedback Your feedback is important to us! Please take a few moments at the end of the session to complete an evaluation form for this session. Forms are available: In our mobile application by clicking on Evaluation underneath the session information. Online underneath the posted presentations at www.pbis.org/presentations/chicago_forum_16 Via paper form from your session facilitator

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