1. VTPBiS Classroom Behavior Practice Coaching: Focus on Coaching
Brandi Simonsen

2. 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

3. 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

4. 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

5. 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?

6. See Systems Brief

7. 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?)

8. 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

9. 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.

10. 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.

11. 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)

12. 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?

13. 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?

14. 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.

15. See Systems Brief

16. One example: Our initial research on self-management
Across studies, we’ve found that self-management with 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 prompts to use specific praise and submit data
See classroom tab of nepbis.org for copies of the training scripts, prompts, and spreadsheets we’ve developed for tracking
praise,
prompts, and
opportunities to respond.

17. 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.

18. 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)

19. See Systems Brief

20. 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.

21. 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

22. 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

23. 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

24. 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

25. 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

26. 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

27. Thank you!