Welcome to.. Coaching Classroom Management: District Systems of Support 2013 National PBIS Leadership Forum October 10, 2013 Rosemont, Illinois Susan Gasber, Technical Assistance Director, Illinois PBIS Network Julie Theisz, External Coach, Harvard Community Unit School District 50

Session Objectives  Identify the structures needed to support training and coaching evidence-based classroom management practices in a district.  Reflect on current district structures in place for professional development.  Develop initial action steps for moving from train and hope to coaching with performance feedback.

Maximizing Your Session Participation Work with your team Consider 4 questions: – Where are we in our implementation? – What do I hope to learn? – What did I learn? – What will I do with what I learned? Consider 4 questions: – Where are we in our implementation? – What do I hope to learn? – What did I learn? – What will I do with what I learned?

This session focuses on installing district systems for assessing training needs, planning professional development processes, training and coaching evidence-based classroom management practices.

Harvard School District will share their experiences with putting the pieces in place to support training and coaching evidence-based classroom management practices in multiple buildings.

With a shoulder partner discuss these questions…. In your district How are training needs for classroom management determined? How is training planned? How is training delivered?

How can a teacher be supported to… Develop fluent use of effective classroom management practices? Apply effective classroom management practices with fidelity to produce positive student outcomes? “Fluency is the property of a person or of a system that delivers information quickly and with expertise.” Wikipedia

The Big Ideas  Guide staff through self-assessment of critical features & evidence-based practices of effective classroom management.  Plan classroom management professional development activities based on assessment results.  Provide focused classroom management professional development.

The Big Ideas Develop Fluent Use of Practices  Coach with Performance Feedback vs. Train and Hope  Use Coaching & Teacher-Self Monitoring Processes  Peer Coaching  Teacher Self-Assessment Implement Practices with Fidelity Apply the Problem Solving Model Evaluate Outcomes

Critical Features of Effective 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 Evidence-Based Practices High classroom structure Post, teach, review, and provide feedback on expectations Rate of opportunities to respond (OTRs) Specific and/or contingent praise Error correction Physical arrangement that minimizes distraction Active Supervision Direct InstructionClass-wide group contingencies Performance feedback Computer assisted instruction Behavioral contractingDifferential reinforcement Class-wide peer tutoring Token economiesPlanned ignoring Guided notes Response cost Time out from reinforcement Simonsen, Fairbanks, Briesch, & Sugai

Example Guide staff through self-assessment of critical features & evidence-based practices of effective classroom management.

Plan classroom management professional development activities based on assessment results. What practice(s) are a priority for improvement?

From Train and Hope to Train and Coach with Performance Feedback What’s Needed Explicit training Visual and verbal overview of practice Definition/description of practice Research base supporting the practice Applied examples of the practice in action Guided practice Provide focused classroom management professional development.

Develop Fluent Use of Practices  Coach with Performance Feedback vs. Train and Hope  Use Coaching & Teacher-Self Monitoring Processes  Peer Coaching  Teacher Self-Assessment

Develop Fluent Use of Practices  Coach with Performance Feedback vs. Train and Hope  Use Coaching & Teacher-Self Monitoring Processes  Peer Coaching  Teacher Self-Assessment

Implement Practices with Fidelity

1. Identify Problem What is the problem? 2. Analyze Problem Why is it occurring? 3. Develop and Implement Plan What are we going to do about it? 4. Evaluate Plan Is it working? Apply the Problem Solving Model

Evaluate Outcomes

Harvard School District Installing District Systems

Getting Started with Classroom Management  Identified a need within our buildings  Looked at our SWIS Data….our referrals for disrespect/disruption in the classroom were still high  Internal Coaches discussed the common issue/concern  Disrespect/disruption in the classroom remained high, even after implementing the PBIS Respect Curriculum  Brought concern to District Leadership Meeting  Focus on system vs students as problem  Identified need for more specific, research-based classroom management strategies  While implementing our Universal PBIS practices, we asked our classroom teachers to stop using some old, relied-upon practices  Ex: moving your clip to red, putting a student’s name on the board, etc.  Never gave teachers any replacement strategies/practices

Getting Started with Classroom Management  Result: anxiety, resentment, sense of lack of control in the classroom  Teachers began to feel like consequences were not part of PBIS  November External Coaches Meeting  TAC introduced new Critical Features of Classroom Management and asked about interested districts  Informed Administrators and Internal Coaches  Choose 7 “Teacher Leads” from 3 buildings within our District to become trainers/coaches of classroom management  Participated in EX300: Coaching Classroom Management  Acknowledged this “missing link” within our PBIS framework  Apologized to our staff during a district-wide in-service  Introduced our Teacher Leads

Self-assessment  Used Classroom Management Self-assessment as baseline data in the 3 targeted schools  Completed during grade-level meetings  Staff was concerned about how results would be shared  Staff had questions about whether results would be part of their evaluation

Self-assessment  Results:  Inflated  Staff was not familiar with the language used in the survey  Staff felt that they use aspects of some of the practices but not all features

Professional Development Planning  Administrators were aware that a survey was going to be completed  Teacher Leads facilitated  Teacher Leads aggregated the results  Results were shared with staff members at the next grade-level meetings  Staff agreed that the results were inflated  Staff noted that they have a lack of knowledge regarding the specific practices/language

Professional Development Planning  District Level  Identified need for Classroom Management strategies  Made it a top priority  Decision point: Teacher Leads would all participate in all training modules  To learn all the practices  Be able to teach/support the rest of the staff  Under consideration: what practices to begin teaching first….  Seems most beneficial to start with the “Universal” practices….the easiest to learn, practice, implement with the biggest results

Training Delivery “It’s a process…”  “AH-HA” moments about how it should be done and what that will look like…There is no script… the key is to do it “right” the first time  Want to spend time supporting Teacher Leads in learning/practicing the specific practices  Want to teach the practices at an appropriate time of the year  beginning when teachers are creating classroom climates, establishing expectations, structure  Are building administrators part of the planning for how training and follow-up coaching support will be delivered in their building?

Developing Fluency with Practices  Plan for using Peer Coaching  First: develop skills of trainers  Teacher Leads practice skills in their own classrooms  Receive feedback on skills/improve  Use skills to solve problems in their classrooms  Deliver training and provide follow-up observation/coaching for rest of teaching staff

Fidelity of Implementation  Trainers will practice using Implementation Fidelity Checklists for each practice to determine whether they are using the practice correctly in their classroom and familiarize themselves with the checklists so they can use when observing/coaching others.

Applying the Problem Solving Model  Start simple/small  Pick an easy behavior to identify, count  Pick a short time frame

Evaluating Outcomes  Pre/Post Data…tallies  Encourage teachers to log/share with peers and administration

Questions?

Session Presenters Susan Gasber, Technical Assistance Director, Illinois PBIS Network Julie Theisz, External Coach, Harvard Community Unit School District 50