1. Brandi Simonsen Amy Wheeler-Sutton
Introduction​ ​to​ ​VTPBIS​ ​Classroom​ ​Behavior​ ​Practice​ ​Coaching​ ​Opportunity
Brandi Simonsen
Amy Wheeler-Sutton
Amy

2. Overview of Opportunity
Second cohort
Selected individuals will receive training and consultation to become Classroom Behavior Practice Coaches
Funding support from the Vermont Agency of Education
Goal: to help Vermont PBIS schools and Supervisory Unions/Supervisory Districts develop the capacity to build and sustain evidence-based classroom management supports for teachers
Amy

3. What is a Classroom Behavior Practice Coach?
Support teachers' implementation of evidence-based classroom management practices (e.g., behavior specific praise, opportunities to respond, etc.)
Provide direct training in specific classroom management skills
Deliver performance feedback to teachers practicing the skills in the classroom
Use a problem-solving consultation model to help teachers address specific problem behaviors
Collect and analyze data to monitor the skills being developed
Amy

4. Why are CBPCs Important?
In VT schools using SWIS, office discipline referrals (ODRs) from classrooms have been consistently higher when compared to ODRs from all non-classroom settings combined
Research indicates that, when using evidence-based instruction and interventions with fidelity, there is a decrease in office discipline referrals
Other positive outcomes include enhanced social climate in the classroom and increased student engagement in academic instruction
(Simonsen, Myers, DeLuca, 2010; Christenson, Reschly, Appleton, et.al., 2008; Trussell; 2008)
Amy

5. Amy

6. Overview of training series Content

7. Objectives As a result of attending this session, you will be able to:
Discuss the context in which positive classroom behavioral support (PCBS) practices are implemented
Identify critical positive classroom behavior support (PCBS) practices
Describe the key elements of effective professional development and implementation systems to support staff
Provide an overview of the VT Classroom Behavior Practice Coaching Model
Brandi

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

9. Where do we start?
As a result of attending this training, you will be able to:
Discuss the context in which positive classroom behavioral support (PCBS) practices are implemented
Identify critical positive classroom behavior support (PCBS) practices
Describe the key elements of effective professional development and implementation systems to support staff
Provide an overview of the VT Classroom Behavior Practice Coaching Model
Brandi

10. (Gest & Gest, 2005; Stronge, Ward and Grant, 2011)
Goal of Teaching
Student Achievement
Classroom Management
Good Teaching
Brandi
Our goal is not compliance, it is student achievement - BOTH good instruction and good behavior management are needed.
Behavior problems disrupt learning Engaging learning prevents behavior problems
(Gest & Gest, 2005; Stronge, Ward and Grant, 2011)

11. United States, we have a problem!
12% of public school teachers leave within their first 2 years
50% leave within the first 5 years
Brandi
(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)

12. 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
Brandi
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; Simonsen, MacSuga-Gage, Briere, Freeman, & Sugai, in preparation; The Metropolitan Area Child Study Research Group & Gorman-Smith, 2003;
(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!

13. 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
Brandi
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)

14. 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)
Brandi

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

16. 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?
Brandi

17. Let’s get started!
As a result of attending this webinar, you will be able to
Discuss the context in which positive classroom behavioral support (PCBS) practices are implemented
Identify critical positive classroom behavior support (PCBS) practices
Describe the key elements of effective professional development and implementation systems to support staff
Provide an overview of the VT Classroom Behavior Practice Coaching Model
Brandi

18. Brandi

19. 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.
Brandi

20. PCBS Practices Decision-making Guide:
3 Key Questions
Are the foundations of effective PCBS in place?
Are proactive and positive PCBS practices implemented consistently?
Brandi
Do data indicate that students are still engaging in problem behavior?

21. Decision-making Guide: 3 Key Questions
Are the foundations of effective PCBS in place? + +
Effectively design the physical environment of the classroom
Develop & teach predictable classroom routines
Post, define, & teach 3-5 positive classroom expectations
Are proactive and positive PCBS practices implemented consistently?
Brandi
Include brief Elem, HS examples and non examples (1 of each)

22. Decision-making Guide: 3 Key Questions
Are the foundations of effective PCBS in place? + +
Provide high rates of varied opportunities to respond
Use prompts and active supervision
Acknowledge behavior with specific praise & other strategies
Are proactive and positive PCBS practices implemented consistently?
Brandi

23. Decision-making Guide: 3 Key Questions
Are students still engaging in problem behavior?
Are behaviors minor or major expectation violations?
Use brief, specific error correction & other strategies
How many students are involved (many or few)?
Review, adjust & intensify CWPBIS. Ask for help!
Request additional (tier 2 & 3) support for students.
Well done! Monitor outcomes and adjust as needed.
Are the foundations of effective CPBIS in place?
Yes No
Are proactive and positive CPBIS practices implemented consistently?
Minor
Major
Brandi
Talk through at least one scenario AFTER this
Use brief, specific error correction & other strategies.
Do data indicate that students are still engaging in problem behavior?
Many
Few

24. PCBS Practices Decision-making Guide:
3 Key Questions
Are the foundations of effective PCBS in place?
Are proactive and positive PCBS practices implemented consistently?
Brandi
Do data indicate that students are still engaging in problem behavior?
So, how do we support teachers in implementing PCBS?

25. Now, turning our attention to supporting teachers.
As a result of attending this webinar, you will be able to:
Discuss the context in which positive classroom behavioral support (PCBS) practices are implemented
Identify critical positive classroom behavior support (PCBS) practices
Describe the key elements of effective professional development and implementation systems to support staff
Provide an overview of the VT Classroom Behavior Practice Coaching Model
Brandi

26. PCBS Systems Action Planning Guide:
3 Key Questions
Are the foundations 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?
Brandi
Do data indicate that staff are implementing PCBS practices effectively?

27. PCBS Systems Action Planning Guide:
3 Key Questions
Are the foundations Systems in place to support PCBS practice implementation by all staff?
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 all staff know what PCBS practices to implement and if they’re doing it accurately?
Brandi
Do data indicate that staff are implementing PCBS practices effectively?

28. Poll Question #1
To what extent does your school or SU/SD have all the foundations in place?
Not at all
Unclear priority, resources, integration, &alignment
Emerging
Clear priority, but minimal resources, integration, & alignment
Developing
Clear priority & adequate resources, but limited alignment and integration
Established
All foundations in place

29. PCBS Systems Action Planning Guide:
3 Key Questions
Are the foundations Systems in place to support PCBS practice implementation by all staff?
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 all staff know what PCBS practices to implement and if they’re doing it accurately?
Brandi
Does your school provide additional supports for new teachers? Is there a plan for addressing staff turnover? Is there a way to intensify coaching supports in your school?
Do data indicate that staff are implementing PCBS practices effectively?

30. Poll Question #2 What PD supports are in place for PCBS? None
(Select all that apply)
None
Presently no supports are provided
Clear Expectations for Staff
Administration communicates clear expectations for ALL educators’ implementation of PCBS practices
Explicit Staff Training
Carefully designed, explicit, and job-embedded training for all educators on PCBS practices
Coaching
Coaches provide prompts (verbal or written reminders, modeling) for PCBS practices)
Performance Feedback
Data-based feedback is provided to individual educators
Brandi

31. 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 foundations 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?
Brandi
Many
Few
Do data indicate that staff are implementing PCBS practices effectively?

32. Multi-tiered Framework of Professional Development Support
Intensive PD: Data-driven Consultation
Tier 2
Targeted PD: Self-Management with Peer or Coaching Supports
Tier 1
Universal PD: Training & Self-Management
Progress Monitoring
Walk-through, Student Data Review, Teacher Collected Data
Universal Screening
Walk-through & Student Data Review
Brandi
(adapted from Simonsen, MasSuga, Briere, Freeman, Myers, Scott, & Sugai, 2013)

33. So…what are we going to do?
As a result of attending this webinar, you will be able to
Discuss the context in which positive classroom behavioral support (PCBS) practices are implemented
Identify critical positive classroom behavior support (PCBS) practices
Describe the key elements of effective professional development and implementation systems to support staff
Provide an overview of the VT Classroom Behavior Practice Coaching Model
Brandi

34. VT Behavior Practice Coaching Overview of Training
Overview Session (Oct. 10th, Today)
Overview Webinar (Dec. 4th, 2-3pm)
Full Day Training (Jan 19th, location TBD)
Full Day Training (May 24th, location TBD)
2-3 Webinars (dates TBD)
On-going E-Consultation via Discussion Board and
Brandi

35. 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 2018
Implement starting Fall 2018
Collect on-going implementation data
Brandi

36. 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
Brandi

37. Research Study to Evaluate Model
Data on experiences of training events and effects of supports you provide to teachers you coach
Coaching process data
Measures of social validity
School-wide behavior indicators
Teachers’ implementation of empirically-supported classroom practices
Students’ classroom behavior
*Participation in research study required if accepted

38. Recruiting Teachers
Will ask for assistance in sharing information to recruit teachers to be observed – more standardized direct observations of implementation of practices

39. Quick Recap
As a result of attending this training, you will be able to:
Discuss the context in which positive classroom behavioral support (PCBS) practices are implemented
Identify critical positive classroom behavior support (PCBS) practices
Describe the key elements of effective professional development and implementation systems to support staff
Provide an overview of the VT Classroom Behavior Practice Coaching Model
Brandi

40. What questions do you have about the content?
Amy

41. Application criteria and instructions
Amy

42. Criteria
Highly recommended that at least two individuals apply as a team to participate in this initiative
Ideally, one person will be school-based and one will be SU/SD-based
We will only accept up to two people from an individual school
VTPBIS school implementing at the Universal Level with fidelity
70% on recent TFI or 80% on post-implementation SET
SU/SD and school established classroom management as priority for improvement and plan to align this work with other key initiatives
School leadership team has defined process for positively acknowledging staff and promotes a culture of support around performance feedback
Amy

43. Criteria
Administrator and school leadership team endorse role of the CBPC and agree to allocate the time needed for training and support
School/SU/SD agrees to allocate time for the CBPC to conduct a half-day training to all staff in the fall of 2018
School leadership team agrees to develop systems and processes to sustain this level of support for classroom teachers
Amy

44. Criteria: CBPC Holds an existing position in the school/SU/SD
Pre-existing behavior management and data analysis skills
Commits to participating in the entire learning series
Commits to doing observations and collecting data on classroom management practices
Amy

45. Instructions
The school administrator must complete Part One: School Readiness Checklist
The individual applicant(s) must complete Part Two
The individual applicant(s) must sign informed consent form
The school administrator must sign school permission form
Amy

46. Instructions
Send all documents by signing, scanning, and ing to Anne Dubie at or signing and faxing to Anne Dubie at
Completed application
Informed consent form (see attached letter)
Building administrator school permission form (see attached letter)
You can contact Amy Wheeler-Sutton at or send an to if you have any questions.
Amy

47. Application Deadline: November 3rd!
Decisions Announced:
November 15th!
Amy

48. What questions do you have about the process?
Amy

49. Welcome, Celia & Tim, CBPCs
Amy

50. Success from last year

55. “Thank you folks for this opportunity
“Thank you folks for this opportunity. It has been really wonderful and inspiring. I've left both in-person trainings with a strong sense of direction and several actionable items I am very excited to implement…These resources will be helpful to teachers in our program and can grow to be embraced as another facet of our PBIS supports.”
“Staff was very willing to pilot things for me. They seem very open to trying new things that will support this initiative.”
“The data on my self-assessment was very enlightening. Increased OTR's can change a classroom.”
“I became more comfortable and confident in discrete observation.”