1. A-3: Tier 1 Starts in the Classroom: Differentiated Training and Coaching Supports for Teachers
Christine Tapia
Santa Clara Unified School District
Sheri Luecking
Brian Meyer
Midwest PBIS Network
Key Words: Classroom, Coaching, Evaluation, Tier 1, Training

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?

3. 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

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

5. 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

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

7. 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: 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)

8. National Resources Informing 8 Practices

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

10. 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

11. 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 )
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

12. 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

13. What is your “Why”…

14. 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)

15. 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

16. 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

17. 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

18. PD Blueprint: Sample Professional Learning Plan
Available at:

19. 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

20. 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?

21. 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

22. 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

23. 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

24. Recorded Webinars

25. Comprehensive Modules with Assessment Tools

26. Learning plans with Resources

27. Comprehensive Resources (PD, Assessment)

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