1. VTPBiS Classroom Behavior Practice Coaching: Focus on Data to Guide Decision Making
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.
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

3. 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

4. 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?

5. 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

6. 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

7. Quick Recap of PCBS Practices

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.
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

9. 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.

10. 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)

11. 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?

12. 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?

13. See Systems Brief

14. 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.

15. 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.

16. 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.

17. 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.

18. 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.

19. 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

20. 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

21. 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

22. 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

23. 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

24. 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

25. 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

26. Thank you!