PBIS Coaching: Using Classroom Data for Reflective, Growth Mindset Culture

1. C3 -PBIS Coaching: Using Classroom Data to Support a Reflective, Growth Mindset CultureBarbara Mitchell, Ph.D.University of MissouriRob Bishop – Assistant PrincipalKody Christensen – Dean of StudentsFremont Public Schools, NE Key Words: Classroom, Coaching, Behavior, Evaluation

2. University of Missouri

3. Fremont Public Schools, Nebraska

4. The Challenge… • Approximately 14-20% of young people experience a mental, emotional, or behavioral health challenge (EBD) at a given point in time. (NRC & IOM, 2009, p. 15)

5. The Challenge… • The median age of onset occurs during school-age years • 6 years for anxiety • 11 years for behavior • 13 years for mood • 15 years for substance use disorders. (Merikangas et al., 2010)

6. The Challenge… • Large numbers of students who experience emotional and/or behavioral challenges, that are not identified as eligible for services. • Consistently 1% of less of the school-age population receives special education services for an EBD. Many children in school settings with needs that are not met!

7. The Challenge… • Teachers typically receive little pre- or in-service training in classroom management. • Enter the field with with limited skills for addressing challenging behavior. (Begeny & Martens, 2006; Markow, Moessner, & Horowitz, 2006; Special Education Elementary Longitudinal Study, 2001, 2002, 2004; Wei, Darling-Hammond, & Adomson, 2010)

8. Latest Research • Terry Scott & colleagues at the University of Louisville 2008 -2015 • 6752 observations across elementary, middle, & high school level classrooms • Collected data about teacher & student behaviors

9. What they found… Teachers use effective instructional practices “at exceptionally low rates, if at all” (Scott, Hirn, & Cooper, 2017, p. 80)

10. What they found… • Disadvantaged students get less teacher attention and instruction. • Students with identified behavioral challenges receive less instruction and more negative feedback from teachers. • Minority students receive more negative feedback from teachers. (Scott, Hirn, & Cooper, 2017)

11. The Challenge… Research literature consistently demonstrates there is a relationship between academic failure and problem behavior. Students who are not successful socially & behaviorally may have great difficulty being academically successful.

12. Classroom Practice Data • How can we know if classroom level implementation is adequately in place? • Tiered Fidelity Inventory (TFI), item 1.8 • Self-Assessment Survey (SAS) • Classroom System Section, Items 1-11 • Office Discipline Data (ODR) • Decrease in majors orminors in classroom TFI = Team SAS = Staff ODR = Indirect

13. How do we bridge the gap? Known to be effective practices Consistent use of effective practices

14. Multiple Paths Required Higher Education State Department School District

15. Session Purposes • Describe an internal coaching system designed to promote implementation of effective classroom practices across K-12 settings. • Share example classroom level data and results from staff perception surveys.

16. Session Outcomes • See an example classroom data collection process that can be easily adapted.  • Generate ideas for monitoring implementation of effective classroom practices in your own setting.  • Access a variety of resources related to supporting teacher use of effective classroom practices.

18. Clear Expectations for Management & Instruction • This means… • Identify a continuum of evidence-based classroom management and instructional practices that we want ALL teachers to deliver.

19. MO - Essential Classroom Practices • Classroom expectations & rules defined and taught (all use school-wide, create classroom examples) • Procedures & routinesdefined and taught • Continuum of strategies to acknowledge appropriate behavior in place and used with high frequency (4:1) • Continuum of strategies to respond to inappropriate behavior in place and used per established school-wide procedure • Students are actively supervised (pre-corrects and positive feedback) • Students are given multiple opportunities to respond (OTR) to promote high rates of academic engagement • Activity sequence promotes optimal instruction timeand student engaged time • Instruction is differentiatedbased on student need

20. Clear Expectations for Management & Instruction - FPS • Essential Teaching Elements (9) • Description of the practice • Impact on student learning • Strategies for implementation • Additional resources

22. Brief Professional Learning • Sessions use “Tell– Show – Practice” model • Explain practice, provide rationale, include examples & non-examples. • Use video clips or model effective use of practice. • Provide opportunity for behavior rehearsal in the PL setting.

23. Effective Professional Learning Joyce and Showers, 2002

24. What Works!! • Positive effects are found when training in classroom management is supplemented with… • self management strategies • coaching • consultation • performance feedback or • some combination thereof (Abbott et al., 1998; Allinder, Bolling, Oats, & Gagnon, 2000; Briere, Simonsen, Myers, & Sugai, 2013; Browder, Liberty, Heller, & D’Huyvetters, 1986; Carter & Van Norman, 2010; Jeffrey, McCurdy, Ewing, & Polis, 2009; Keller, Brady, & Taylor, 2005; MacSuga & Simonsen, 2011; Myers, Simonsen, & Sugai, 2011; Noell, Duhon, Gatti, & Connell, 2002; Noell et al., 2005; Noell, Witt, Gilbertson, Ranier, & Freeland, 1997; Simonsen, MacSuga, Fallon, & Sugai, 2013; Simonsen, Myers, & DeLuca, 2010; Sutherland & Wehby, 2001; Workman, Watson, & Helton, 1982).

26. Turn & Talk • Think about what is currently in place in your setting. • Is there a system of support that includes: • clear expectations about practices to implement in the classroom? • brief professional learning aligned with classroom expectations? Listen for the attention signal

27. Fremont Public SchoolsSchool-wide Ongoing Monitoring Process 1. About Us Let us tell you a little bit about FPS…

28. Fremont Characteristics Population: 26,000 School Buildings • 8 PK & Elementary Schools • 5th/6th Grade School • 7th/8th Grade School • 9th - 12th High School • Alternative Programs

29. Fremont Public Schools 4,747 Students PK-12 • 63% - White • 33% - Hispanic • 4% - All others combined

30. Fremont Public Schools Goals Implement Positive Behavior Intervention & Supports (PBIS) Multi-Tiered Support System. • Decrease student office referrals thus increasing student instructional opportunities. • Provide tiered supports to all students as determined by their level of need. • Leverage with existing resources and programs to support our multi-tiered framework. • Develop a sustainable program that serves the needs of our diverse students.

31. Our Journey So Far... • Training Models District Team Building Teams Teaching Teams

32. Our Journey So Far... • Development of District Resources

33. 2. School-Wide Ongoing Monitoring First Draft

34. Tier II Readiness • Schools met 80/80 on the SET • Elementary schools moved to TFI 2016-2017 (currently in year three) • Secondary schools move to TFI 2017-2018 • 80% of students or more in the 0-1 ODR Range • SAS Scores • Effective Classroom Practices taught to all staff and evident in all classrooms. • Classroom level implementation - linked to sustainability

35. School-Wide Ongoing Monitoring - Initial Data Collection • Inclusive of ALL staff • Completed in ALL buildings district wide • Completed by District PBIS Coaches • Results compiled & shared with • Individual Teacher • Building • District

36. Staff Communication • Teams on board • Before and After Data Collection • Email, notes in mailboxes, conversations • Focus was on growth and problem solving • Non-evaluative and private

39. Lessons learned during the initial data collection process coming up...

41. Compiled District data for all PK-4 buildings Buildings received individual building data to use for problem-solving

42. 3. School-wide Ongoing Monitoring Reviewed and Revised

43. Lessons Learned from Initial Data Collection

44. A matter of semantics...that MATTERED • Rephrased communication of process from ObservationTOData Collection • Changed data collection sheet • Reword - Positive/Negative Ratio TOResponding to Positive Behavior and Responding to Negative Behavior Ratio • Changed Negative Feedback TOIneffective Feedback

46. Same “Data Collection” Protocol

47. School-Wide Ongoing Monitoring – SECONDARY Schools

48. School-Wide Ongoing Monitoring – Secondary Schools • Same data collection process and sheet was used • Except the Use of Reinforcement System checkbox for HS • Ticket at HS = hard sell = we deleted it • Communication - More Lessons Learned • Data collection - non evaluative • Too short of time - understand it’s a “snapshot” • Not meant to gauge teacher effectiveness or paint picture of year long teaching • Accurate gauge for those 10 minutes • Added a “Reflection Sheet” to data when delivered to teachers

49. Reflection Question Examples • After looking at the SWOM data collection form, what are a couple of items that I do well or have in place? • Do I have classroom routines and procedures in place? • Do my students know what they are? How do I know? • Do any need to be changed? Why or why not? • My ratio of academic interactions is _____. My ratio of behavior interactions is _____. Am I satisfied with this? Why or why not? • What methods can I put in place to provide more feedback to students? What strategies can I put in place to help myself monitor my feedback ratio? Everyone loved the process and questions…

50. Except this person…