Increasing Teachers’ Use of EvidenceBased Positive Classroom Behavioral
Supports
Susan Barrett
[email protected]
Learning Outcomes
•Participants will explore the importance of and
approaches to embedding Positive Classroom
Behavior Supports (PCBS) into Tier 1 Professional
learning curriculum
•Participants will learn about a system of support
for installing PCBS across all classrooms
•Participants will explore approaches to assessing
implementation of PCBS with webinar modules,
implementation snapshots, and performance
feedback measures
Appreciation is given to the following
for their contributions to this Professional
Learning:
Kimberly Yanek, Mid-Atlantic PBIS Network at Sheppard Pratt Health System
Sheri Luecking and Brian Meyer, Midwest PBIS Network
From Here to There …
•National PBIS Center Work
•National Workgroup led by Brandi Simonsen
–First RCT in MD with John Hopkins informed us
about nature and importance of classroom
–Moved us in the direction to including classroom
with SWPBIS
–Continuous improvement process and constantly
informed by demo sites around the country
ALL teachers in your school employ basic classroom
evidence based practices... True or False
– Behavior Specific Praise statements to error correction is at
least 4:1 and classroom system does not promote teacher
attention to student errors
– Wait time is 4 seconds
– OTR rate. Teacher talk should be no more than 40-50% of
instructional time
– Routines and procedures defined and explicitly taught
across year
– Social skills explicitly taught in context with behavior
examples
– Pre-correction is used prior to transitions
– Active Supervision used in classroom (and non classroom)
(Barrett,S., 2016)
areas
Participants will explore the
importance of and approaches to
embedding Positive Classroom
Behavior Supports (PCBS) into Tier
1 Professional Learning Curriculum
What and Why?
National Resources Informing 8
Practices
8 Positive Classroom
Behavioral Supports
• Classroom rules, aligned with school-wide
expectations
• Class-wide group contingencies/Positive Behavior
Game
• Routines and Procedures
• Specific and contingent feedback for appropriate
behavior (defined on matrices)
• Error correction through prompting, re-teaching, and
providing choices
• Multiple opportunities to respond
• Active supervision (move, scan, interact)
• Orderly physical environments
Professional Learning Curriculum
8 Classroom
Practices
Positive Classroom Behavioral
Supports (PCBS) embedded within
TFI Tier 1 Features
Tier 1: Professional Learning Roadmap
TFI Sub-Scale: Team
TFI 1.1
Team Composition
TFI 1.2
Team Operating Procedures
TFI Sub-Scale: Implementation
TFI Sub-Scale: Evaluation
TFI
1.12
Discipline Data
TFI
1.13
Data-based Decision Making
TFI
1.14
Fidelity Data
TFI 1.3
Behavioral Expectations
TFI 1.4
Teaching Expectations
TFI 1.5
Problem Behavior Definitions
TFI 1.6
Discipline Policies
TFI 1.7
Professional Development
2 Define, Teach, Acknowledge Rules and
Expectations
TFI 1.8
Classroom Procedures
3 Define, Teach Classroom Routines
TFI 1.9
Feedback and
Acknowledgement
4 Employ Active Supervision
TFI 1.10
Faculty Involvement
TFI 1.11
Student/Family/Community
Involvement
8 Classroom Management
TFI
Annual
Evaluation
Practices
1.15
1 Arrange orderly physical environment
5 Provide Specific Praise for Behavior
6 Continuum of Response Strategies for
Inappropriate Behaviors
7 Class-Wide Group Contingency
8 Provide Multiple Opportunities to Respond
Tier 1
Integrates
Classroom
Management
8 Classroom Management
Practices
Arrange orderly physical
environment
Define, Teach, Acknowledge
Rules and Expectations
(T1 Modules 1.3, 1.4, 1.9)
Define, Teach Classroom
Routines (T1 Modules 1.3, 1.4)
Employ Active Supervision
Provide Specific Praise for
Behavior (T1 Module 1.9)
Continuum of Response
Strategies for Inappropriate
Behaviors (T1 Module 1.5-1.6)
Class-Wide Group Contingency
Adapted from MO
Classroom PBIS
Provide Multiple Opportunities
to Respond
Why … Rationale?
•Classroom management continues to be high
priority need
•Similarity of practices within classroom and
non-classroom areas
•Students spend majority of time in the
classroom
•Begin building a system of support for
teachers and what we are asking them to
implement…common language, practices,
data
What is your
“Why”…
Participants will learn about a
system of support for installing
Positive Classroom Behavior
Supports (PCBS) across all
classrooms
How?
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)
(Simonsen, B., PBIS Conference Keynote, 2016)
How do we do this?
•SWPBIS team, including an administrator,
leads building system to support
implementation of practices in classroom and
non-classroom
•On-going support with a data-informed
spiraling curriculum
District Professional Learning Plan
•Bookends with core coaching unit (Building
administrator, team leads, coaches)
•Core coaching unit alongside SW-PBIS Team
design their own Professional Learning System
for classroom and non-classroom
•Leadership and coach professional learning
community across schools to support
community of learning with ALL staff
•Increase supports as needed
School Professional Learning Plan
•Implementation Team engages staff with datainformed decisions to create and implement TFI
Features for non-classroom and classroom
•On-going staff PD
–Staff meetings
–Professional Learning Communities (grade level,
core, department, vertical)
–Huddles
–Self-guided learning
–Staff PD days
Data-Informed
Building Capacity through a
Continuum of Supports
Support for a
Few Schools,
Staff
Support for Some:
Small Groups of
Schools, Staff
Support for All
Schools, Staff
20
Multi-tiered Support Framework (sample)
Data-Informed
Coaching or Consultation
Performance Feedback
Request for Support
Professional Learning Communities
Peer Observations & Support
Grade level data informed decisions
All Staff Professional Learning
Peer/Buddy Observations
Self-Assessment
Fluency Building Days
Common Practices/Language /Way of
work
How do we move through the
Stages of Learning?
•Acquisition
•Fluency
•Maintenance
•Generalization
Multi-Tiered
Systems of
Supports
Social Competence &
Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
PRACTICES
(USDOE OSEP PBIS TA Center, 2010)
Supporting
Student Behavior
Critical
Supporting Culturally Equitable
Features ofSocial Competence & Academic Achievement
PBIS
OUTCOMES
Supporting
Culturally
Knowledgeable
Staff Behavior
Supporting
Culturally Valid
Decision
Making
PRACTICES
(Vincent, Randal,
Cartledge, Tobin,
& SwainBradway, 2011;
Sugai, O’Keefe, &
Fallon 2012 ab)
Supporting Culturally Relevant
Evidence-based Interventions
What is the current culture in the
building ?
•Host environment that supports a culture of
coaching, self-reflection
•Support vs evaluation
–Practices will probably be the same
–Separate system
•SW PBIS Team includes administrator
–Hold balcony view
–Responsible for Resource Allocation
Participants will explore
approaches to assessing
implementation of Positive
Classroom Behavior Supports
(PCBS) with webinar modules,
implementation snapshots, and
performance feedback measures
What tools do we have?
A Continuum of Assessment
Few … SWPBIS Leadership Team/ Admin
uses data to identify a few teachers with
more intensive opportunities for growth
(RFA, Coaching)
Some … SWPBIS Leadership Team uses
data to identify groups of teachers with
common opportunities for growth (e.g.,
teachers new to building, grade level
precision statements)
All … SWPBIS Leadership Team uses data
(student outcome, aggregated selfassessment) to identify strengths and
opportunities for growth
Assessment … What will your
culture support?
Remember your Turn & Talk …
How will you lean into this?
Climate and Culture that supports a
continuum of assessment and productive
performance feedback
Safe, simple, effective
Resources for Defining, Measuring,
and Guiding Professional Learning
to Build Fluency with Practices
Comprehensive
Resources (PD,
Assessment)
SW- PBIS Team … Precision
Statement Examples
For the first 2 months of school, staff reports
60 incidents (office and classroom managed) of
disrespect and disruption in the classroom
across all grade levels (30/50 staff) for 50
distinct students, with the majority of incidents
occurring between 1:30 and 3:00 on a daily
basis. Staff report that they think students are
engaging in this behavior to obtain peer
attention and/or escape work.
All, some, or a few?
SW- PBIS Team … Precision
Statement Examples
For the first 2 months of school, staff report 60
incidents (office and classroom managed) of
disrespect and disruption in the classroom with
80% of incidents occurring in 7th grade (4/4
staff) for 30 distinct students, with the majority
of incidents occurring between 10:00 and 11:30
and 1:30 and 3:00 mostly on Tuesday/Thursdays.
Staff report that they are unsure why students
might be engaging in this behavior.
All, some, or a few?
SW- PBIS Team … Precision
Statement Examples
For the first 2 months of school, staff report 20
incidents (office and classroom managed) of
disrespect and disruption in the classroom with
80% of incidents occurring in 2 classrooms (new
teachers) for 18 distinct students, with the
majority of incidents occurring throughout the
day, mostly Monday-Thursday. Staff report that
they are unsure why students might be engaging
in this behavior.
All, some, or a few?
Alignment of Comprehensive
Resources
•Professional learning modules (classroom and
non-classroom), classroom snapshots/cool
tools, PBCS Guidebook all aligned with Tiered
Fidelity Inventory
Midwest and Mid-Atlantic PBIS Networks
http://www.midwestpbis.org/
Aligned for content
and assessment
features, can be used
across the continuum
of assessment
Building a Culture of
Coaching
 Facilitated by a building coach, lead teacher,
another trusted teacher, a teacher with
fluency with identified practices
 Remember… support not evaluation
 Data informed or request for assistance
 Built on a culture of trust
(Adapted from Reinke, et al., 2008)
Components of Coaching





Assess the Classroom
Provide Feedback
Provide Choices of Practices
Engage in Action Planning
Engage in On-Going Monitoring
How will you build capacity at the
district level?
school level?
(Adapted from Reinke, et al., 2008)
What questions do you have
for us?
Questions and Resources
Susan Barrett
[email protected]
www.midwestpbis.org
www.midatlanticpbis.org
www.pbis.org