VTPBi S Classroom Behavior Practice Coaching Focus on
VTPBi. S Classroom Behavior Practice Coaching: Focus on Coaching 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. • 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
Re-Over-View of Materials Supporting and Responding to Student Behavior Classroom Management Practice Checklist PBIS Technical Brief on Systems to Support Teachers’ Implementation of Positive Classroom Behavior Support Self-Assessment of Systems to Support PCBS Action Plan
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. QUICK RECAP: Focus on data to support decision making • Describe the VT Classroom Behavior Practice Coaching Model
PCBS Systems Action Planning Guide: Are staff implementing 3 Key Questions PCBS with fidelity? Yes No Are the foundational systems in place support PCBS practice Well done!to Monitor Determine the number of outcomes and adjust as classrooms needing implementation by all staff? needed support (many or a few) Minor Major Do all staff know what PCBS Determine type and practices to and implement and if severity of Review adjust implementation changes they’re universal doing itsupport accurately? (minor or major) Many Do data indicate that staff are Provide supplemental support to smallpractices groups implementing PCBS effectively? of staff needing support Few Consider individualized supports and other strategies for staff members needing intensified support. What data do we use to drive decision making?
See Systems Brief
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 How did it go?
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. Focus on coaching • Describe the VT Classroom Behavior Practice Coaching Model
Focus on Coaching As a result of attending this webinar, you will be able to • Identify various strategies for coaching teachers’ implementation of positive classroom behavior support (PCBS) practices. • Select an appropriate coaching approach(es) based on context. • Build differentiated supports into framework. • Pilot the key elements of effective professional development and implementation systems to support staff.
Focus on Coaching As a result of attending this webinar, you will be able to • Identify various strategies for coaching teachers’ implementation of positive classroom behavior support (PCBS) practices. • Select an appropriate coaching approach(es) based on context. • Build differentiated supports into framework. • 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)
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?
PCBS Systems Action Planning Guide: 3 Key Questions Are the foundational systems in place to support PCBS practice implementation by all Clear expectations andstaff? Coaching and/or regularly + explicit training about practices that should be implemented all staff. Do all staff by know what available performance feedback on the use of PCBS practices? PCBS practices to implement and if Examples: Non-Examples: they’re doing it accurately? • Prompts and reminders • Data delivered in punitive • Supportive data-based feedback evaluative fashion • Supports may be delivered by • Feedback delayed or not data. Do data indicate that staff • Coach/mentor basedare • Peer/peer team implementing PCBS practices • Self effectively?
Focus on Coaching As a result of attending this webinar, you will be able to • Identify various strategies for coaching teachers’ implementation of positive classroom behavior support (PCBS) practices. • Select an appropriate coaching approach(es) based on context. • Build differentiated supports into framework. • Pilot the key elements of effective professional development and implementation systems to support staff.
See Systems Brief
One example: Our initial research on self-management • Across studies, we’ve found that self-management with email coaching prompts resulted in desired increases in specific classroom management skills across teachers. We are still working to enhance maintenance and generalization Teachers… of effects (Simonsen et al. , 2017). • Participated in brief training • Set a goal (criterion for selfreinforcement) • Self-monitored daily See classroom tabdata of nepbis. org • Entered into an Excel for copies of which automatically the training. Spreadsheet, scripts, email prompts, and graphed daily praise ratesfor relative to spreadsheets we’ve developed tracking • praise, goal • Self-evaluated and self-reinforced • prompts, • Received and weekly email prompts to • opportunities to respond. use specific praise and submit data
Focus on Coaching As a result of attending this webinar, you will be able to • Identify various strategies for coaching teachers’ implementation of positive classroom behavior support (PCBS) practices. • Select an appropriate coaching approach(es) based on context. • Build differentiated supports into framework. • Pilot the key elements of effective professional development and implementation systems to support staff.
Multi-Tiered Framework of Professional Development Support Progress Monitoring Walk-through, Student Data Review, Teacher Collected Data Tier 3 Intensive PD: Data-driven Consultation Tier 2 Targeted PD: Self-Management with Peer or Coaching Supports Universal Screening Walk-through & Student Data Review Tier 1 Universal PD: Training & Self. Coaching or mentoring, Management peer-based supports, selfmanagement, and/or a hybrid model of various approaches may be differentiated in a multitiered framework How can we approach intensifying our supports for educators PCBS? (adapted from Simonsen, Mas. Suga, implementing Briere, Freeman, Myers, Scott, & Sugai, 2013)
See Systems Brief
Focus on Coaching As a result of attending this webinar, you will be able to • Identify various strategies for coaching teachers’ implementation of positive classroom behavior support (PCBS) practices. • Select an appropriate coaching approach(es) based on context. • Build differentiated supports into framework. • Pilot the key elements of effective professional development and implementation systems to support staff.
Homework: Pick One and Try It • Choose at 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
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
VT Behavior Practice Coaching Overview of Training ü ü • • 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 12): Check-In and Problem Solve 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 Coaching Expectations and Timelines • Collect pre-implementation (baseline) data (Spring 2017) • Develop Multi-Tiered Framework for Supporting Educators’ Implementation (Spring-Summer 2017) • Work with leadership team to develop detailed action plan (Spring-Summer 2017) • Implement (starting Fall 2017) • Collect on-going implementation data
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
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
Thank you! brandi. simonsen@uconn. edu www. pbis. org www. cber. org
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