VTPBiS Classroom Behavior Practice Coaching: Focus on Data to Guide Decision Making Brandi Simonsen

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. Train critical positive classroom behavior support (PCBS) practices. Implement the key elements of effective professional development and implementation systems to support staff. Describe the VT Classroom Behavior Practice Coaching Model

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. Train critical positive classroom behavior support (PCBS) practices. Implement the key elements of effective professional development and implementation systems to support staff. Describe the VT Classroom Behavior Practice Coaching Model

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?

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. Train critical positive classroom behavior support (PCBS) practices. Implement the key elements of effective professional development and implementation systems to support staff. Describe the VT Classroom Behavior Practice Coaching Model

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- Assessme nt of Systems to Support PCBS Action Plan

Quick Recap of PCBS Practices

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. Train critical positive classroom behavior support (PCBS) practices. Implement the key elements of effective professional development and implementation systems to support staff. Describe the VT Classroom Behavior Practice Coaching Model Focus on collecting and using data to guide decision making

Focus on Data As a result of attending this webinar, you will be able to Identify various strategies for assessing teachers’ implementation of positive classroom behavior support (PCBS) practices. Select an appropriate approach based on evaluation questions and context,. Pilot the key elements of effective professional development and implementation systems to support staff.

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)

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

PCBS Systems Action Planning Guide: 3 Key Questions Are staff implementing PCBS with fidelity? Well done! Monitor outcomes and adjust as needed Determine the number of classrooms needing support (many or a few) Review and adjust universal support Determine type and severity of implementation changes (minor or major) Provide supplemental support to small groups of staff needing support Consider individualized supports and other strategies for staff members needing intensified support. Yes No Are the foundational systems in place to support PCBS practice implementation by all staff? Minor Major Do all staff know what PCBS practices to implement and if they’re doing it accurately? Many Few Do data indicate that staff are implementing PCBS practices effectively? What data do we use to drive decision making?

See Systems Brief

Focus on Data As a result of attending this webinar, you will be able to Identify various strategies for assessing teachers’ implementation of positive classroom behavior support (PCBS) practices. Select an appropriate approach based on evaluation questions and context,. Pilot the key elements of effective professional development and implementation systems to support staff.

Pros, Cons, and Additional Recommended Resources* Self-Assessment Checklists Pros: Efficient Comprehensive Cons: Lack psychometric data Subjective, potential for bias Examples: Simonsen, Fairbanks, Briesch, & Sugai (2006) Simonsen & Myers (2015) Simonsen et al. (2015) *In all cases, I prioritized free or cheap resources.

Pros, Cons, and Additional Recommended Resources* Observer Checklists Pros: Potentially more objective Cons: Lack psychometric data OR Resource intensive (for validated tools) Examples: Classroom Assessment Scoring System™ Pianta, Hamre, & Downer (UVA) Lewis et al. (Missouri PBIS) Simonsen et al. (2006) *In all cases, I prioritized free or cheap resources.

Pros, Cons, and Additional Recommended Resources* Directly Measuring Discrete Skills Pros: Most accurate for specific skills Cons: Narrow Potentially resource intensive Examples: (e.g., Simonsen et al., 2016) (e.g., Scott & Hirn, 2011) (Gessner, 1516 ) *In all cases, I prioritized free or cheap resources.

Focus on Data As a result of attending this webinar, you will be able to Identify various strategies for assessing teachers’ implementation of positive classroom behavior support (PCBS) practices. Select an appropriate approach based on evaluation questions and context,. Pilot the key elements of effective professional development and implementation systems to support staff.

Homework: Pick One and Try It Choose at 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

Additional Opportunity to Examine PCBS Implementation To gather additional objective data on the effectiveness of this model, we will be contacting you with the opportunity to participate in an evaluation project Video recording of 15-min segments of teacher directed instruction (using iPad set-up) 1-2 times this spring and 3-5 times next year UCONN graduate students can assist if there’s not capacity to assist in moving iPad from class to class Trained observers (UCONN graduate students) will watch and ”code” the video segments for empirically-supported classroom management practices We will use the data to inform our training approach AND we will share these data after your first year of implementation so that you can compare your data against ours ;) We will provide more details in the near future

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. Train critical positive classroom behavior support (PCBS) practices. Implement the key elements of effective professional development and implementation systems to support staff. Describe the VT Classroom Behavior Practice Coaching Model

VT Behavior Practice Coaching Overview 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, ?): Focus on Training (?) 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

VT Behavior Practice Coaching Expectations 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 2017 Implement starting Fall 2017 Collect on-going implementation data

VT Behavior Practice Coaching Overview 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

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. Train critical positive classroom behavior support (PCBS) practices. Implement the key elements of effective professional development and implementation systems to support staff. Describe the VT Classroom Behavior Practice Coaching Model

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