VTPBIS Classroom Behavior Practice Coaching: Focus on Problem Solving

1. VTPBIS Classroom Behavior Practice Coaching:Focus on Problem Solving Brandi Simonsen with Amy Wheeler-Sutton, Sherry Schoenberg, & Anne Dubie

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 PCBS practices. • Implementthe key elements of effective professional development and implementation systems to support staff. • Describethe VT Classroom Behavior Practice Coaching Model.

3. Re-Overview 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 Preview before our training in May • Action Plan

4. Where do I find VT PBIS BPC materials? http://neswpbs.org/VT-Area Cohort 2 (2018) VT PBIS Classroom Behavior Practice Coaches Materials

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. • 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

6. 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? Many Few Do data indicate that staff are implementing PCBS practices effectively? Minor Major What data do we use to drive decision making?

7. See Systems Brief

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 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 coaching

9. 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?

10. 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? 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

11. See Systems Brief

12. 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)

13. See Systems Brief

14. 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 How did it go?

15. 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 PCBS practices. • Implementthe key elements of effective professional development and implementation systems to support staff. • Describethe VT Classroom Behavior Practice Coaching Model Focus on Problem Solving

16. Focus on Problem Solving • What are biggest opportunities or needs? • What are biggest barriers? • What questions do you have?

17. 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 PCBS practices. • Implementthe key elements of effective professional development and implementation systems to support staff. • Describethe VT Classroom Behavior Practice Coaching Model

18. VT Behavior Practice CoachingOverview of Training • Full Day Trainings • Practices (January 19th, Franklin Center in Rutland) • Systems (May 24th, Franklin Center in Rutland) • Webinars: • Dec 4th2pm-3pm Overview • Feb 6th 10am-11am Data • March 21st 9am-10am Coaching • April 30th 2pm-3pm Problem Solving • June 7th2pm-3pm Intensive Review • On-going E-Consultation via Discussion Board and Email ✓

19. VT Behavior Practice CoachingExpectations 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

20. 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) • Additional Sources of Data • Next Slide

21. At trainings At trainings We do these We do these Existing data Existing data VT BEST Team At trainings At trainings

22. VT Behavior Practice Coaching StudyNext Steps for Schools with Participating Teachers • We are working with teachers to schedule observations and notify parents and students. • Please be ready to welcome our graduate students when they arrive on-site with iPads (to record 15-min segments of teacher-direct instruction in consenting teachers’ classrooms)—they will take care of the rest. • Our goal is to obtain is to obtain 1-2 observations this semester. We’re aiming for May

23. 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 PCBS practices. • Implementthe key elements of effective professional development and implementation systems to support staff. • Describethe VT Classroom Behavior Practice Coaching Model

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

25. VTPBIS Classroom Behavior Practice Coaching:Focus on Coaching, Returning Coaches Brandi Simonsen with Amy Wheeler-Sutton, Sherry Schoenberg, & Anne Dubie

26. What have been your experiences with training and coaching? How have you designed your training and coaching activities • How are you training/coaching? • Who is training? How is it delivered (i.e., whole group/small group/1:1)? • Who is coaching? How is it delivered (i.e., coach(es), peer, self, combo) • What schedule? • How often (frequency) • How long (duration) • What content? • How did you decide? • Is it “working”? • How do you know? • What data did you collect?

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