1. Systems to Support Teachers’ Implementation of PBIS in the Classroom
Jennifer Freeman & Brandi Simonsen
University of Connecticut
Title: SCTG Webinar Series: Systems to Support Teachers' Implementation of PBIS in the Classroom
Presented by: Brandi Simonsen, University of Connecticut
Target Audiences: School MTSS/PBIS teams, classroom teachers and administrators, building or district coaches or behavioral specialists, social workers, school counselors, school psychologists
Description: This webinar will describe how school and district leadership teams can support teachers' implementation of PBIS in the classroom.  We will describe a decision-making logic for implementing systems of support, share a range of professional development approaches to supporting teachers, and illustrate how leadership teams can use data to guide their decisions related to support.

2. 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?
Wrap-up and Discussion

4. Interactive Map of Core Features

5. Tables with Definitions, Examples, Non-Examples, and Resources

6. United States, we have a problem!
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)

7. 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
Supporting teachers in classroom PBIS is critical
for our teachers, schools, and our country!
(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)

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

9. 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)

10. 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)

11. 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?

12. 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

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

14. What about the classroom?
(Fixsen, Naoom, Blasé, Friedman, & Wallace, 2005, p.12)
Context
It:
EBP
Who:
Implementation “Supporters”
How:
Train, prompt, use data
Where:
Teacher / Classroom
“New Way”
Fixsen, D. L., Naoom, S. F., Blase, K. A., Friedman, R. M. & Wallace, F. (2005). Implementation Research: A Synthesis of the Literature. Tampa, FL: University
of South Florida, Louis de la Parte Florida Mental Health Institute, The National Implementation Research Network (FMHI Publication #231).

15. Systems to Support Implementation of PBIS in the Classroom
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?
Are leadership teams implementing differentiated support?

16. Systems to Support Implementation of PBIS in the Classroom
Are foundational school-wide supports in place for all staff to implement PBIS practices successfully in the classroom?
Has administration communicated a clear priority for implementing PBIS in the classroom?
Does the district support this priority?
Is PBIS implementation is connected to a clear need in the building?
Is implementation aligned with academic instructional practices?
Do staff understand and consistently use a data-based decision making processes?
Do staff have dedicated time and resources to support PBIS implementation in the classroom?
Are staff recognition systems are aligned with accurate and effective implementation of PBIS practices in the classroom?

17. Systems to Support Implementation of PBIS in the Classroom
Do all staff know what they are implementing and if they are doing it accurately?
Explicit
Training
Coaching or Performance Feedback +

18. Do data indicate that staff are implementing PCBS effectively?
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
Yes No
Many
Few
Minor
Major

19. Systems to Support Implementation of PBIS in the Classroom
Are leadership teams implementing differentiated support?

20. We can’t afford to do everything, but we can’t afford to do nothing...
We think there’s a lot in between!
NOTHING
BUT, how do we organize all of this?
EVERYTHING
No Training or Support Provided
Every teacher receives coaching and performance feedback
“Sit and Get” training delivered in isolation
Didactic training + reminders
Didactic training + reminders + periodic check-ins
PLUS peer- or self-management supports

21. 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
(adapted from Simonsen, MasSuga,
Briere, Freeman, Myers, Scott, & Sugai, 2013)

22. Thank you! Jennifer.freeman@uconn.edu brandi.simonsen@uconn.edu
nepbis.org