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

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. • 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

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?

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-Assessment 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. • 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 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)

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?

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

See Systems Brief

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 et al. (2015) Simonsen & Myers (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.

Homework: Pick One and Try It • Chooseat 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

VT Behavior Practice CoachingOverview 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 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 2017 • Implement starting Fall 2017 • Collect on-going implementation data

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) • 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. • 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

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

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

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

Presentation Transcript

Decision Making

Using Data for Decision-making

Using Data to Guide Decision Making at the Pre-school Level

Decision Making

Chapter 16

Decision Making for Results

Developing Standards for Classroom Behavior

Transforming Data into Useful Information: Data-based Decision Making in Schools

Chapter 2 Decision Making

Decision-making and Motor Behavior

Decision Making for Results (DMR Process)

Data Based Decision Making

Using Information for Behavior Support Decision-Making

VTPBiS School Coordinator Orientation

Data to inform Decision –Making

Chapter 10 Behavior, Decision Making, and Reflective Practice

The Computing Brain: Focus on Decision-Making

External Supports for Educators Implementing Data-Driven Decision-Making Presented to the CCSSO

Understanding Data: Analyzing the VTPBiS Annual Report 2010

Decision Making

Aeronautical Decision Making

Consumer Behavior