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

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

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

4. Model Four Key Questions • What is a Classroom Behavior Practice Coach? • Why are CBPC’s important? • How are CBPC’s trained and supported? • How can you apply to become a CBPC? Trainings Consultation & Support Web Supports

5. What is a Classroom Behavior Practice Coach (CBPC)?

6. 1. 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

7. 2. Why are CBPCs Important? In VT, Classroom ODRs > All other Locations

8. Implementing PCBS practices result in desired outcomes for students schools Increase in Sustainability Effective behavior support leads to: • Increase in Appropriate Behavior • Examples: • On-Task • Prosocial • Increase in Academic Achievement • Examples: • Engagement • Achievement • Decrease in Inappropriate Behavior • Examples: • Off-Task • Disruptive (Lewis et al., 2004; Simonsen et al 2008) (Childs et al. 2016; Mathews et al., 2014)

9. 3. How are CBPCs Trained and Supported?

10. Overview 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

11. Overview of Training Series Content 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

12. 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

13. 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)

14. United States, we have a problem! Why do teachers leave? • 12% of public school teachers leave within 2 years • 50% leave within 5 years Most consistently listed factors: • Lack of pedagogical training • School environment • Poor student behavior & motivation Supporting teachers in classroom PBIS is critical for our teachers, schools, and our state! (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)

15. 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)

16. *Categories not mutually exclusive (Freeman et al., in preparation)

17. 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?

18. 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. Acknowledgements for this Section(Authors of Supporting and Responding to Student Behavior):

20. Are the foundations of effective PCBS in place? PCBS Practices Decision-making Guide: 3 Key ?s + + Effectively design the physical environment of the classroom Develop & teach predictable classroom routines. Post, define, & teach 3-5 positive classroom expectations. Are proactive and positive PCBS practices implemented consistently? Do data indicate that students are still engaging in problem behavior? + + Provide high rates of varied opportunities to respond. Use prompts and active supervision. Acknowledge behavior with specific praise & other strategies.

21. Yes No Do data indicate that students are still engaging in problem behavior? Minor Major Many Few

22. 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

23. Acknowledgements for this Section PBIS Technical Briefon Systems to Support Teachers’ Implementation of Positive Classroom Behavior Support Drs. Jennifer Freeman, Brandi Simonsen, Steve Goodman, Barb Mitchell, Heather George, Jessica Swain-Bradway, Kathleen Lane, Jeff Sprague, & Bob Putnam

24. Are the foundational 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 & district teams considered alignment and integration with other district priorities & initiatives + + Do data indicate that staff are implementing PCBS practices effectively? + 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

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

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

27. 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

28. VT Behavior Practice CoachingOverview of Training 2018-2019 PLUS 2-3 webinars the following year, and on-going E-Consultation

29. 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

30. 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

31. “Thank you folks for this opportunity. It has been really wonderful and inspiring. I've left both in-person trainings with a strong sense of direction and several actionable items I am very excited to implement…These resources will be helpful to teachers in our program and can grow to be embraced as another facet of our PBIS supports.” “Staff was very willing to pilot things for me. They seem very open to trying new things that will support this initiative.” “The data on my self-assessment was very enlightening. Increased OTR's can change a classroom.” “I became more comfortable and confident in discrete observation.”

32. 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

34. How can you apply to become a Classroom Behavior Practice Coach (CBPC)?

35. Criteria • Highly recommended that at least two individuals apply as a team • 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

36. 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

37. 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

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

39. 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.

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