VTPBiS Classroom Behavior Practice Coaching: Intensive Focus on Practices and Systems

1. VTPBiSClassroom Behavior Practice Coaching:Intensive Focus on Practices and Systems Brandi Simonsen

2. Objectives As a result of attending this training, you will be able to • Present the context in which positive classroom behavioral support (PCBS) practices are implemented. • Traincritical positive classroom behavior support (PCBS) practices. • Implementthe key elements of effective professional development and implementation systems to support staff. • Describethe VT Classroom Behavior Practice Coaching Model

3. 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

4. Where do we start? As a result of attending this training, you will be able to • Present the context in which positive classroom behavioral support (PCBS) practices are implemented. • Traincritical positive classroom behavior support (PCBS) practices. • Implementthe key elements of effective professional development and implementation systems to support staff. • Describethe VT Classroom Behavior Practice Coaching Model

5. 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)

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 (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!

8. 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)

9. We know a bit about what’s likely to work: Evidence-based practices in classroom management • Maximize structure in your classroom. • Post, teach, review, monitor, and reinforce a small number of positively stated expectations. • Actively engage students in observable ways. • Establish a continuum of strategies to acknowledge appropriate behavior. • Establish a continuum of strategies to respond to inappropriate behavior. So we know what the “it” is. (Simonsen, Fairbanks, Briesch, Myers, & Sugai, 2008)

10. But we don’t seem to be doing “it” 1 Based on observations of 33 elementary teachers in schools implementing PBIS with fidelity 2 Based on > 1000 observations of elementary and high school teachers in schools not identified as implementing PBIS 3 Based on 827 observations of high school teachers 4 Based on observations of 1262 high school teachers prior to PBIS implementation

11. 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)

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

13. 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?

14. Let’s get started! As a result of attending this training, you will be able to • Present the context in which positive classroom behavioral support (PCBS) practices are implemented. • Traincritical positive classroom behavior support (PCBS) practices. • Implementthe key elements of effective professional development and implementation systems to support staff. • Describethe VT Classroom Behavior Practice Coaching Model

15. Acknowledgements for this Session(Co-authors of Supporting and Responding to Student Behavior): • Brandi Simonsen • Jennifer Freeman • Steve Goodman • Barbara Mitchell • Jessica Swain-Bradway • Brigid Flannery • George Sugai • Heather George • Bob Putnam • Renee Bradley et al. (OSEP)

17. Interactive Map of Core Features

18. Self-Assessment

19. Decision Making Chart

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

21. Additional Tools

22. Scenarios to Illustrate Implementation

23. 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.

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?

25. 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. • Do data indicate that students are still engaging in problem behavior? • Elementary Example: • Plan layout according to the type of activity (e.g., tables for centers, separate desks for independent work, circle area for group instruction) • Elementary Example: • Establish routines and procedures for: • Arrival and dismissal • Transitions between activities • Accessing help • What to do after work is completed • Elementary Example: • Poster of Be Safe, Kind, & Ready • Matrix to define for each classroom routine. • Teach engaging lessons for each expectation • HS Example: • Student-created poster of Citizenship, Achievement, & Grit • Engage students in developing the matrix and teaching each lesson using video, etc. • HS Example: • Plan layout according to the type of activity (e.g., “U” or circle for discussion, forward facing for group instruction) • HS Example: • Consider routines and procedures for: • Turning in work • Accessing materials • Making up missed work • Transitions/interruptions • Non-Example: • Disorderly, messy, unclean, and/or visually unappealing environment • Non-Example: • Assuming students automatically know routines & procedures without instruction and feedback • Non-Example: • Assuming students will already know your expectations • Having more than 5 expectations • Listing only behaviors you do NOT want from students

26. Turn and Talk: • Review the critical features and topics we just discussed. • Describe each key to your partner as you would to a teacher you are supporting. • Identify questions or areas for clarification. • Be prepared to discuss.

27. 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. • Do data indicate that students are still engaging in problem behavior? • Elementary Example: • While students are working independently in centers scan and move around the classroom, checking in with students. • Elementary Example: • Before students begin seatwork, provide a reminder about how to access help and materials, if needed. • Poster of expected behaviors. • Elementary Example: • During educator-directed instruction, a student raises her hand. The educator says, “Thank you for raising your hand.” • Elementary Example: • Individual or small group: Student names on sticks in a jar. As questions are posed, a student name is drawn. • Choral: All students recite letter sounds. • HS Example: • While monitoring students, move around the area, interact with students and observe behaviors of individuals and the group. • HS Example: • Individual or small group: I just showed you how to do #1, I am going to start #2. Second row, help explain my steps. • Nonverbal: Clickers to respond a, b, or c. • HS Example: • Review of group activity participation rubric prior to the start of group work. • Sign above the homework (HW) basket with checklist for handing in HW. • HS Example: • The teacher quietly states, “I really appreciate how you facilitated your group discussion. Peers had many ideas, and you managed it well.” • Non-Example: • A teacher provides a 20-minute lesson without asking any questions or prompting any student responses. • Non-Example: • Sitting or standing where you cannot see the entire room / space. Such as with your back to the group or behind your desk. • Non-Example: • While teaching a lesson, a student calls out and the educator states, “Instead of calling out, I would like you to raise your hand.” • Non-Example: • “Thank you for trying to act like a human.” (This, at best, is sarcasm, not genuine praise.)

28. Other Strategies to Acknowledge

29. Turn and Talk: • Review the critical features and topics we just discussed. • Describe each key to your partner as you would to a teacher you are supporting. • Identify questions or areas for clarification. • Be prepared to discuss.

30. Are the foundations of effective PCBS in place? Decision-making Guide: 3 Key Questions • Are proactive and positive PCBS 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

31. Use brief, specific error correction & other strategies • Elementary Example: • After a student calls out in class the teacher responds, “Please raise your hand before calling out your answer” • HS Example: • After student plays with lab equipment inappropriately, teacher responds, “Please don’t play with lab equipment, keep it on the table.” • Non-Example: • Shouting, “No!” (This is not calm, neutral, or specific.) • A 5-min conversation about what the student was thinking. (This is not brief.)

32. Other Strategies to Respond

33. Other Strategies to Respond

34. Turn and Talk: • Review the critical features and topics we just discussed. • Describe each key to your partner as you would to a teacher you are supporting. • Identify questions or areas for clarification. • Be prepared to discuss.

35. 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 are you (or a teacher you know) implementing PCBS?

36. Complete Classroom Management Practices Checklist • Complete checklist for your own classroom or a classroom with which you are familiar. • Identify and be ready to discuss areas for support.

37. Now, turning our attention to supporting teachers. As a result of attending this training, you will be able to • Present the context in which positive classroom behavioral support (PCBS) practices are implemented. • Traincritical positive classroom behavior support (PCBS) practices. • Implementthe key elements of effective professional development and implementation systems to support staff. • Describethe VT Classroom Behavior Practice Coaching Model

38. What is implementation? • Implementation is “…specified set of activities designed to put into practice an activity or program of known dimensions” (Fixsen, Naoom, Blasé, Friedman, & Wallace, 2005, p. 5) • It’s what we do. • Implementation outcomes include “changes in… • “…adult professional behavior” • “…organizational structures and cultures…to support the changes in adult professional behavior” • “…relationships to consumers, stakeholders, …and systems partners” (Fixsen et al., 2005, p. 12)

39. Isn’t there science to guide implementation? Translated into our language (based on theirs)… • Begin with an “it” (evidence-based practice [EBP] or program; aka “source” or “best example”) • Identify the “who” (individuals who work to implement with fidelity; aka “purveyors”) • Identify the “where” (individuals and organizations that will adopt the EBP; aka “destination”) • Determine “how”: train, prompt, and use data (performance feedback; aka “feedback mechanism” or information flow) • Consider context (aka “influence”) (Fixsen, Naoom, Blasé, Friedman, & Wallace, 2005, p.12)

40. Isn’t there science to guide implementation? “New Way” “Old Way” Context (Fixsen, Naoom, Blasé, Friedman, & Wallace, 2005, p.12)

41. This is one way to start organizing our implementation supports Context We know what these are! We know where! But… ? ? Expert Self How often? Who needs what? Peer On what? (Adapted from Fixsen, Naoom, Blasé, Friedman, & Wallace, 2005, p.12)

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

43. Turn and Talk: • Review the critical features and topics we just discussed. • Describe each key to your partner as you would to a teacher you are supporting. • Identify questions or areas for clarification. • Be prepared to discuss.

44. PBIS Technical Briefon Systems to Support Teachers’ Implementation of Positive Classroom Behavior Support

45. Acknowledgements for this Session(Co-authors of PBIS Technical Brief on Systems to Support Teachers’ Implementation of Positive Classroom Behavior Support): • Jennifer Freeman • Brandi Simonsen • Steve Goodman • Barbara Mitchell • Heather George • Jessica Swain-Bradway • Kathleen Lane • Jeff Sprague • Bob Putnam

46. 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? • Do data indicate that staff are implementing PCBS practices effectively?

47. 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 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? • Examples: • District and school administrators have communicated a clear priority for PCBS implementation. • Examples: • Dedicated time for training • Dedicated time for coachingfunctions • Regular data review • Celebration or recognition of staff implementation • Examples: • Implementation of PCBS connected to clear need in building • Implementation of PCBS connected to academic instruction • PCBS strategies adapted to ensure classroom contextual and cultural fit • Non-Examples: • No practices are prioritized for implementation, identified strategies lack evidence of effectiveness, and/or priority practices are not effectively disseminated among all staff. • Non-Examples: • No dedicated time or resources • Data not shared or not used in problem solving • Staff recognition not available or used to celebrate PCBS implementation • Non-Examples: • Data demonstrating need are not regularly shared • Academic strategies taught in isolation • Training on practices not connected to why it is important in the school

48. Turn and Talk: • Review the critical features and topics we just discussed. • Describe each key to your partner as you would to a teacher you are supporting. • Identify questions or areas for clarification. • Be prepared to discuss.

49. Are the foundationalsystems 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? • Examples: • Clearly stated outcomes • Explicit (model, lead, test) approach • Job-embedded • Linked to school data • Delivered in various contexts and connected to practice • Examples: • Prompts and reminders • Supportive data-based feedback • Supports may be delivered by • Coach/mentor • Peer/peer team • Self • Non-Examples: • PD focuses only on theory and assumes educators will discover practices • Full-day intensive training with no follow-up • Short trainings not connected to larger need, structure, etc. • Non-Examples: • Data delivered in punitive evaluative fashion • Feedback delayed or not data-based

50. See Systems Brief