1. Increasing Teachers’ Use of Evidence-Based Positive Classroom Behavioral Supports Susan Barrett

2. Learning Outcomes
Participants will explore the importance of and approaches to embedding Positive Classroom Behavior Supports (PCBS) into Tier 1 Professional learning curriculum
Participants will learn about a system of support for installing PCBS across all classrooms
Participants will explore approaches to assessing implementation of PCBS with webinar modules, implementation snapshots, and performance feedback measures

3. Appreciation is given to the following
for their contributions to this Professional Learning:
Kimberly Yanek, Mid-Atlantic PBIS Network at Sheppard Pratt Health System Sheri Luecking and Brian Meyer, Midwest PBIS Network

4. From Here to There … National PBIS Center Work
National Workgroup led by Brandi Simonsen
First RCT in MD with John Hopkins informed us about nature and importance of classroom
Moved us in the direction to including classroom with SWPBIS
Continuous improvement process and constantly informed by demo sites around the country

5. 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)

6. Participants will explore the importance of and approaches to embedding Positive Classroom Behavior Supports (PCBS) into Tier 1 Professional Learning Curriculum What and Why?

7. National Resources Informing 8 Practices

8. 8 Positive Classroom Behavioral Supports
Classroom rules, aligned with school-wide expectations
Class-wide group contingencies/Positive Behavior Game
Routines and Procedures
Specific and contingent feedback for appropriate behavior (defined on matrices)
Error correction through prompting, re-teaching, and providing choices
Multiple opportunities to respond
Active supervision (move, scan, interact)
Orderly physical environments

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

10. Positive Classroom Behavioral Supports (PCBS) embedded within TFI Tier 1 Features

11. 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

12. Tier 1 Integrates Classroom Management
8 Classroom Management Practices
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
Tier 1 Integrates Classroom Management
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

13. 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
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

14. What is your “Why”…

15. Participants will learn about a system of support for installing Positive Classroom Behavior Supports (PCBS) across all classrooms How?

16. 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)

17. 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

18. 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

19. 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

20. 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.
Support for All Schools, Staff 20 20 20

21. 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?

22. How do we move through the Stages of Learning?
Acquisition
Fluency
Maintenance
Generalization
Dosage depending on need-utilizing the same mechanisms to move from acquitition to genrealization- data, structure and smaller learning communities

23. Multi-Tiered Systems of Supports
Social Competence &
Academic Achievement
OUTCOMES
SYSTEMS
Supporting
Decision
Making
Supporting
Staff Behavior
DATA
PRACTICES
Supporting
Student Behavior
(USDOE OSEP PBIS TA Center, 2010) 23

24. 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

25. What is the current culture 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

26. Participants will explore approaches to assessing implementation of Positive Classroom Behavior Supports (PCBS) with webinar modules, implementation snapshots, and performance feedback measures What tools do we have?

27. 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)
A Continuum of Assessment
All … SWPBIS Leadership Team uses data (student outcome, aggregated self-assessment) to identify strengths and opportunities for growth

28. Assessment … What will your culture support
Assessment … What will your culture support? Remember your Turn & Talk …
How will you lean into this?
Climate and Culture that supports a continuum of assessment and productive performance feedback
Safe, simple, effective
Culture that supports this as a way of work vs a gotcha or an evaluation

29. Resources for Defining, Measuring, and Guiding Professional Learning to Build Fluency with Practices

30. Assessment Components (included in resources)
We are engaged in an on-going process and this is where we are with current revisions
Cool Tools/Snapshots
Positive Classroom Behavior Supports Implementation Guidebook
Equitable use of Practices

31. Recorded Webinars

32. Comprehensive Modules with Assessment Tools

33. Learning plans with Resources

34. Comprehensive Resources (PD, Assessment)

35. SW- PBIS Team … Precision Statement Examples
For the first 2 months of school, staff reports 60 incidents (office and classroom managed) of disrespect and disruption in the classroom across all grade levels (30/50 staff) for 50 distinct students, with the majority of incidents occurring between 1:30 and 3:00 on a daily basis. Staff report that they think students are engaging in this behavior to obtain peer attention and/or escape work.
Ask what the focus of support should be- all, some, few
All, some, or a few?

36. SW- PBIS Team … Precision Statement Examples
For the first 2 months of school, staff report 60 incidents (office and classroom managed) of disrespect and disruption in the classroom with 80% of incidents occurring in 7th grade (4/4 staff) for 30 distinct students, with the majority of incidents occurring between 10:00 and 11:30 and 1:30 and 3:00 mostly on Tuesday/Thursdays. Staff report that they are unsure why students might be engaging in this behavior.
Ask what the focus of support should be- all, some, few
All, some, or a few?

37. SW- PBIS Team … Precision Statement Examples
For the first 2 months of school, staff report 20 incidents (office and classroom managed) of disrespect and disruption in the classroom with 80% of incidents occurring in 2 classrooms (new teachers) for 18 distinct students, with the majority of incidents occurring throughout the day, mostly Monday-Thursday. Staff report that they are unsure why students might be engaging in this behavior.
Ask what the focus of support should be- all, some, few
All, some, or a few?

38. 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

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

40. Building a Culture of Coaching
Facilitated by a building coach, lead teacher, another trusted teacher, a teacher with fluency with identified practices
Remember… support not evaluation
Data informed or request for assistance
Built on a culture of trust
(Adapted from Reinke, et al., 2008)

41. Components of Coaching
Assess the Classroom
Provide Feedback
Provide Choices of Practices
Engage in Action Planning
Engage in On-Going Monitoring
How will you build capacity at the district level?
school level?
(Adapted from Reinke, et al., 2008)

42. What questions do you have for us?

43. Questions and Resources
Susan Barrett