VTPBiS Classroom Behavior Practice Coaching: Focus on Coaching

1. VTPBiS Classroom Behavior Practice Coaching:Focus on Coaching Brandi Simonsen

2. Classroom Behavior Practice Coaching 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. Re-Over-View 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. Classroom Behavior Practice Coaching 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 QUICK RECAP: Focus on data to support decision making

5. Are the foundational 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 What data do we use to drive decision making?

6. See Systems Brief

7. Homework: Pick One and Try It • Chooseat least one method for data collection (self assessment, observer checklist, or direct measure) • Pilot it with 1-3 teachers you know well (perhaps your own) • Evaluate pros/cons for your own context • Begin to develop a plan to monitor teachers’ PCBS implementation How did it go?

8. Classroom Behavior Practice Coaching 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 Focus on coaching

9. Focus on Coaching As a result of attending this webinar, you will be able to • Identify various strategies for coaching teachers’ implementation of positive classroom behavior support (PCBS) practices. • Select an appropriate coachingapproach(es) based on context. • Builddifferentiated supports into framework. • Pilot the key elements of effective professional development and implementation systems to support staff.

10. Focus on Coaching As a result of attending this webinar, you will be able to • Identify various strategies for coaching teachers’ implementation of positive classroom behavior support (PCBS) practices. • Select an appropriate coachingapproach(es) based on context. • Builddifferentiated supports into framework. • Pilot the key elements of effective professional development and implementation systems to support staff.

11. PBIS Technical Brief on Systems to Support Teachers’ Implementation of Positive Classroom Behavior Support (Freeman, Simonsen, Goodman, Mitchell, George, Swain-Bradway, Lane, Sprague, & Putnam, 2017)

12. 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?

13. 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: • Prompts and reminders • Supportive data-based feedback • Supports may be delivered by • Coach/mentor • Peer/peer team • Self • Non-Examples: • Data delivered in punitive evaluative fashion • Feedback delayed or not data-based

14. Focus on Coaching As a result of attending this webinar, you will be able to • Identify various strategies for coaching teachers’ implementation of positive classroom behavior support (PCBS) practices. • Select an appropriate coachingapproach(es)based on context. • Builddifferentiated supports into framework. • Pilot the key elements of effective professional development and implementation systems to support staff.

15. See Systems Brief

16. One example: Our initial research on self-management • Across studies, we’ve found that self-management with email coaching prompts resulted in desired increases in specific classroom management skills across teachers. We are still working to enhance maintenance and generalization of effects (Simonsen et al., 2017). • Teachers… • Participated in brief training • Set a goal (criterion for self-reinforcement) • Self-monitored daily • Entered data into an Excel Spreadsheet, which automatically graphed daily praise rates relative to goal • Self-evaluated and self-reinforced • Received weekly email prompts to use specific praise and submit data • See classroom tab of nepbis.org for copies of the training scripts, email prompts, and spreadsheets we’ve developed for tracking • praise, • prompts, and • opportunities to respond.

17. Focus on Coaching As a result of attending this webinar, you will be able to • Identify various strategies for coaching teachers’ implementation of positive classroom behavior support (PCBS) practices. • Select an appropriate coachingapproach(es)based on context. • Builddifferentiated supports into framework. • Pilot the key elements of effective professional development and implementation systems to support staff.

18. Multi-Tiered Framework of Professional Development Support Coaching or mentoring, peer-based supports, self-management, and/or a hybrid model of various approaches may be differentiated in a multi-tiered framework How can we approach intensifying our supports for educators implementing PCBS? (adapted from Simonsen, MasSuga, Briere, Freeman, Myers, Scott, & Sugai, 2013)

19. See Systems Brief

20. Focus on Coaching As a result of attending this webinar, you will be able to • Identify various strategies for coaching teachers’ implementation of positive classroom behavior support (PCBS) practices. • Select an appropriate coachingapproach(es) based on context. • Builddifferentiated supports into framework. • Pilot the key elements of effective professional development and implementation systems to support staff.

21. Homework: Pick One and Try It • Chooseat least one approach to coaching (internal/external coach or mentor, peer-based supports, self-management) • Pilot it with 1-3 teachers you know well (perhaps your own) • Evaluate pros/cons for your own context • Begin to develop a plan to coach teachers’ PCBS implementation

22. Classroom Behavior Practice Coaching 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

23. VT Behavior Practice CoachingOverview of Training • Webinar 1 (Jan 5): Overview • In-Person Training (Jan 20): Focus on Practices • Webinar 2 (Feb 16): Focus on Data • Webinar 3 (March 16): Focus on Coaching • Webinar 4 (April 12): Check-In and Problem Solve • In-Person Training (May 9): Focus on Systems Framework to Support Teachers’ Implementation • In-Person Meeting (June): Focus on Action Plan • On-going E-Consultation via Discussion Board and Email

24. VT Behavior Practice CoachingExpectations and Timelines • Collect pre-implementation (baseline) data (Spring 2017) • Develop Multi-Tiered Framework for Supporting Educators’ Implementation (Spring-Summer 2017) • Work with leadership team to develop detailed action plan (Spring-Summer 2017) • Implement (starting Fall 2017) • Collect on-going implementation data

25. 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 • Administrator Walk-Through • The measure(s) you select to monitor teachers’ implementation of PCBS

26. Recap & Questions 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

27. Thank you! brandi.simonsen@uconn.edu www.pbis.org www.cber.org