Introduction​ ​to​ ​VTPBIS​ ​Classroom​ ​Behavior​ ​ Practice​ ​Coaching​ ​Opportunity

1. Introduction​ ​to​ ​VTPBIS​ ​Classroom​ ​Behavior​ ​Practice​ ​Coaching​ ​Opportunity Brandi Simonsen

2. Overview of Opportunity • Third cohort • Selected individuals will receive training and consultation to become Classroom Behavior Practice Coaches • Funding support from the Vermont Agency of Education • Goal: to help Vermont PBIS schools and Supervisory Unions/Supervisory Districts develop the capacity to build and sustain evidence-based classroom management supports for teachers

3. What is a Classroom Behavior Practice Coach? • Support teachers' implementation of evidence-based classroom management practices (e.g., behavior specific praise, opportunities to respond, etc.) • Provide direct training in specific classroom management skills • Deliver performance feedback to teachers practicing the skills in the classroom • Use a problem-solving consultation model to help teachers address specific problem behaviors • Collect and analyze data to monitor the skills being developed

4. Why are CBPCs Important? • In VT schools using SWIS, office discipline referrals (ODRs) from classrooms have been consistently higher when compared to ODRs from all non-classroom settings combined • Research indicates that, when using evidence-based instruction and interventions with fidelity, there is a decrease in office discipline referrals • Other positive outcomes include enhanced social climate in the classroom and increased student engagement in academic instruction (Simonsen, Myers, DeLuca, 2010; Christenson, Reschly, Appleton, et.al., 2008; Trussell; 2008)

6. Overview of training series Content

7. Objectives As a result of attending this session, you will be able to: • Discussthe context in which positive classroom behavioral support (PCBS) practices are implemented • Identify critical positive classroom behavior support (PCBS) practices • Describe the key elements of effective professional development and implementation systems to support staff • Provide an overview of the VT Classroom Behavior Practice Coaching Model

8. Acknowledgements for this Session(Co-authors of Supporting and Responding to Student Behavior):

9. Where do we start? As a result of attending this training, you will be able to: • Discussthe context in which positive classroom behavioral support (PCBS) practices are implemented • Identify critical positive classroom behavior support (PCBS) practices • Describe the key elements of effective professional development and implementation systems to support staff • Provide an overview of the VT Classroom Behavior Practice Coaching Model

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

11. 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)

12. 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 state!

13. What about the kids? • Students benefit when teachers implement evidence-based PCBS practices.1 • Unfortunately, we’re not there yet. • Teachers implement PCBS 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)

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)

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

16. 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?

17. Let’s get started! As a result of attending this webinar, you will be able to • Discussthe context in which positive classroom behavioral support (PCBS) practices are implemented • Identify critical positive classroom behavior support (PCBS) practices • Describe the key elements of effective professional development and implementation systems to support staff • Provide an overview of the VT Classroom Behavior Practice Coaching Model

19. What needs to be in place? • The effects of CPBIS strategies are maximized by • implementing within a school-wide multi-tiered behavioral framework (MTBF)…like PBIS; • directly linking classroom and school-wide expectations and systems; • merging CPBIS strategies with effective instructional design, curriculum, and delivery; and • using classroom-based data to guide decision making • But...you can implement CPBIS even if your school does not yet have a MTBF in place.

20. Are the foundations of effective PCBS in place? PCBS Practices Decision-making Guide: 3 Key Questions Are proactive and positive PCBS practices implemented consistently? Do data indicate that students are still engaging in problem behavior?

21. Are the foundations of effective PCBS in place? Decision-making Guide: 3 Key Questions Are proactive and positive PCBS practices implemented consistently? + + Effectively design the physical environment of the classroom Develop & teach predictable classroom routines Post, define, & teach 3-5 positive classroom expectations

22. Are the foundations of effective PCBS in place? Decision-making Guide: 3 Key Questions Are proactive and positive PCBS practices implemented consistently? + + Provide high rates of varied opportunities to respond Use prompts and active supervision Acknowledge behavior with specific praise & other strategies

23. Are the foundations of effective CPBIS in place? Decision-making Guide: 3 Key Questions Are proactive and positive CPBIS practices implemented consistently? Yes No Use brief, specific error correction & other strategies. Do data indicate that students are still engaging in problem behavior? Minor Major Many Few

24. Are the foundations of effective PCBS in place? PCBS Practices Decision-making Guide: 3 Key Questions Are proactive and positive PCBS practices implemented consistently? Do data indicate that students are still engaging in problem behavior? So, how do we support teachers in implementing PCBS?

25. Now, turning our attention to supporting teachers. As a result of attending this webinar, you will be able to: • Discussthe context in which positive classroom behavioral support (PCBS) practices are implemented • Identify critical positive classroom behavior support (PCBS) practices • Describe the key elements of effective professional development and implementation systems to support staff • Provide an overview of the VT Classroom Behavior Practice Coaching Model

26. Are the foundations Systems in place to support PCBS practice implementation by all staff? PCBS Systems Action Planning Guide: 3 Key Questions 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?

27. Are the foundations Systems in place to support PCBS practice implementation by all staff? PCBS Systems Action Planning Guide: 3 Key Questions Do all staff know what PCBS practices to implement and if they’re doing it accurately? PCPS 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 + + Do data indicate that staff are implementing PCBS practices effectively?

28. Poll Question #1 • To what extent does your school or SU/SD have all the foundations in place? • Not at all Unclear priority, resources, integration, &alignment • Emerging Clear priority, but minimal resources, integration, & alignment • Developing Clear priority & adequate resources, but limited alignment and integration • Established All foundations in place

29. Are the foundations Systems in place to support PCBS practice implementation by all staff? PCBS Systems Action Planning Guide: 3 Key Questions Do all staff know what PCBS practices to implement and if they’re doing it accurately? 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 data indicate that staff are implementing PCBS practices effectively?

30. Poll Question #2 • What PD supports are in place for PCBS? (Select all that apply) • None Presently no supports are provided • Clear Expectations for Staff Administration communicates clear expectations for ALL educators’ implementation of PCBS practices • Explicit Staff Training Carefully designed, explicit, and job-embedded training for all educators on PCBS practices • Coaching Coaches provide prompts (verbal or written reminders, modeling) for PCBS practices) • Performance Feedback Data-based feedback is provided to individual educators

31. Are the foundations Systems in place to support PCBS practice implementation by all staff? PCBS Systems Action Planning Guide: 3 Key Questions Yes No Do all staff know what PCBS practices to implement and if they’re doing it accurately? Minor Major Do data indicate that staff are implementing PCBS practices effectively? Many Few

32. Multi-tiered Framework of Professional Development Support (adapted from Simonsen, MasSuga, Briere, Freeman, Myers, Scott, & Sugai, 2013)

33. So…what are we going to do? As a result of attending this webinar, you will be able to • Discussthe context in which positive classroom behavioral support (PCBS) practices are implemented • Identify critical positive classroom behavior support (PCBS) practices • Describe the key elements of effective professional development and implementation systems to support staff • Provide an overview of the VT Classroom Behavior Practice Coaching Model

34. VT Behavior Practice CoachingOverview of Training • Overview Session (Oct. 11th, Today) • Overview Webinar (Dec. 3rd, 9-10am) • Full Day Training (Jan 24th, location TBD) • Full Day Training (May 22nd, location TBD) • 2-3 Webinars (dates TBD – Jan. ’19 –June ‘19) • 2-3 Webinars (dates TBD – Aug. ‘19-June ‘20) • On-going E-Consultation via Discussion Board and Email

35. VT Behavior Practice CoachingExpectations and Timelines • Develop Multi-Tiered Framework for Supporting Educators’ Implementation • Work with leadership team to develop detailed action plan • Collect pre-implementation (baseline) data Spring 2019 • Implement starting Fall 2019 • Collect on-going implementation data

36. VT Behavior Practice CoachingOverview 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

37. Quick Recap As a result of attending this training, you will be able to: • Discussthe context in which positive classroom behavioral support (PCBS) practices are implemented • Identify critical positive classroom behavior support (PCBS) practices • Describe the key elements of effective professional development and implementation systems to support staff • Provide an overview of the VT Classroom Behavior Practice Coaching Model

38. What questions do you have about the content?

39. Application criteria and instructions

40. Criteria • Highly recommended that at least two individuals apply as a team to participate in this initiative • VTPBIS school implementing at the Universal Level with fidelity • 70% on recent TFI or 80% on post-implementation SET • SU/SD and school established classroom management as priority for improvement and plan to align this work with other key initiatives • School leadership team has defined process for positively acknowledging staff and promotes a culture of support around performance feedback

41. Criteria • Administrator and school leadership team endorse role of the CBPC and agree to allocate the time needed for training and support • School/SU/SD agrees to allocate time for the CBPC to conduct a half-day training to all staff in the fall of 2019 • School leadership team agrees to develop systems and processes to sustain this level of support for classroom teachers

42. Criteria: CBPC • Holds an existing position in the school/SU/SD • Pre-existing behavior management and data analysis skills • Commits to participating in the entire learning series • Commits to doing observations and collecting data on classroom management practices

43. Instructions • The school administrator must complete Part One: School Readiness Checklist • The individual applicant(s) must complete Part Two

44. Instructions • Send signed and completed application to Anne Dubie at anne.dubie@uvm.edu; or fax to Anne Dubie at 802-656-1357 • You can contact Amy Wheeler-Sutton at 518-421-3965 or send an email to amy.wheeler-sutton@uvm.edu if you have any questions.

45. Application Deadline: November 2nd! Decisions Announced: November 14th!

46. What questions do you have about the process?

47. Welcome, Abby & Deb, CBPCs