Coaching Implementation of SW-PBIS

Agenda

• Introduction• Roles and Responsibilities of PBIS Coach• Role within the PBIS District Leadership

Team• Coaching Skills

MaterialsMaterials• SCCOE PBIS Website –

http://pbis.sccoe.org• Coaches Corner•Coaches Training Tier 1•Day 1 materials/presentations

Working AgreementsWorking Agreements

Introduction Camper, Beach Bum, City Slicker, Home

Body, or Adventurer

Introduction….

• Introduce yourself: Name, School District/School Site, what has been your experience as a PBIS Coach and how long?

• As a group discuss what is the best thing about being a camper, beach bum, etc.?

• Choose a Facilitator/Recorder• Share out

Group DiscussionGroup Discussion• In your experience… what has been the most

successful district/school efforts to implement evidence/research based practices?• What made these implementation efforts

successful?

• What are the most common challenges & barriers to implementation of professional development efforts?

Putting it Together

Effective intervention practices and programs

No other combination of factors reliably produces desired outcomes

Effective implementation practices

Good outcomes for students

+ SW-PBIS

Coaching & District Support

© Fixsen & Blase, 2008

Performance Assessment (Fidelity)

Coaching

Training

Selection

Systems Intervention

Facilitative Administration

Decision Support Data System

Com

pete

ncy Organization

Student Benefits

Leadership

Adaptive

Technical

Integrated & Compensatory

Implementation Model

Training Outcomes Related to Training Components

Training Outcomes

Training Components

Knowledge of Content

Skill Implementation

ClassroomApplication

Presentation/ Lecture

PlusDemonstration

Plus Practice

Plus Coaching/ Admin SupportData Feedback

10% 5% 0%

30% 20% 0%

60% 60% 5%

95% 95% 95%

Joyce & Showers, 2002

Role of District PBIS CoachRole of District PBIS Coach

• Support effective, sustained implementation of SW-PBIS in schools

• Make it as easy as possible for schools to be successful with implementation

• Maximize benefits of training/professional development efforts

Group DiscussionGroup Discussion

• What has been your experience with coaching in education/schools?

• How would you define coaching from an educational perspective?

Coaching DefinedCoaching Defined• Coaching is the active and iterative delivery of: – (a) prompts that increase successful behavior, and – (b) corrections that decrease unsuccessful

behavior.

– Coaching is done by someone with credibility and experience with the target skill(s)

– Coaching is done on-site, in real time – Coaching is done after initial training– Coaching is done repeatedly (e.g. monthly)– Coaching intensity is adjusted to need

Coaching vs. TrainingCoaching vs. Training

• Coaching involves active collaboration and participation, but not group instruction.

– Small group– Build from local competence– Sustainable

Who should be a coachWho should be a coachCoaching Competencies

Necessary PreferredParticipate in team training

Able to attend team meetings at least monthly

Effective working with adults

Knowledgeable about school operating systems

Professional Commitment

Knowledge about SWPBIS

Knowledge about behavior support practices (targeted, individual)

Skilled in collection and use of data for decision-making.

Outcomes of CoachingOutcomes of Coaching

• Fluency with trained skills• Adaptation of trained concepts/skills to local

contexts and challenges• And new challenges that arise

• Rapid redirection from miss-applications• Increased fidelity of overall implementation• Improved sustainability

• Most often due to ability to increase coaching intensity at critical points in time.

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingStudent Behavior

OUTCOMES

Supporting Social Competence &Academic Achievement

SupportingDecisionMaking

4 PBS Elements

Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Secondary Prevention:Specialized Group

Systems for Students with At-Risk Behavior

Tertiary Prevention:Specialized

IndividualizedSystems for Students with

High-Risk Behavior

~80% of Students

~15%

~5%

3-Tiered Prevention Logic

Nonclassroom

Setting Systems

ClassroomSetting Systems

Individual Student

Systems

School-wideSystems

School-wide PositiveBehavior Support

Systems

1. Common purpose & approach to discipline2. Clear set of positive expectations & behaviors3. Procedures for teaching expected behavior4. Continuum of procedures for encouraging expected

behavior5. Continuum of procedures for discouraging

inappropriate behavior6. Procedures for on-going monitoring & evaluation

School-wide Systems

• Classroom-wide positive expectations taught & encouraged

• Teaching classroom routines & cues taught & encouraged

• Ratio of 6-8 positive to 1 negative adult-student interaction

• Active supervision• Redirections for minor, infrequent behavior errors• Frequent precorrections for chronic errors• Effective academic instruction & curriculum

ClassroomSetting Systems

• Positive expectations & routines taught & encouraged

• Active supervision by all staff• Scan, move, interact

• Precorrections & reminders• Positive reinforcement

NonclassroomSetting Systems

• Behavioral competence at school & district levels• Function-based behavior support planning • Team- & data-based decision making• Comprehensive person-centered planning &

wraparound processes• Targeted social skills & self-management

instruction• Individualized instructional & curricular

accommodations

Individual StudentSystems

Scope of the PBIS Coaching RoleScope of the PBIS Coaching Role• Training

• Providing training/ build local training capacity• Develop Training Calendar to support Training needs

• Coordination • District Leadership/Steering Committee• Team Leaders Meetings • Team Trainings & Data Collection

• Evaluation• Assess needs of school and district based on measures of

implementation and outcomes, disseminate data in format to guide decision making in buildings and at district level

• Coaching• Technical Assistance at building PBIS team meetings,

trainings, team leader meetings and via email/phone

Team Support: Year 1Team Support: Year 1Planning for ImplementationPlanning for Implementation

• Support teams in planning to complete tasks from trainings– Organizing & assigning tasks (divide & conquer)– Developing timelines for task completion– Coach team leader in maximizing meeting times

• Identify needs within each school & provide ideas for how to address– Buy-in– Communication with staff– Administrative leadership– Task completion– Mis-application of training content

• Build opportunities for networking across teams & sharing examples, challenges, successes

Team Support: Year 2Team Support: Year 2ImplementationImplementation

• Focus shifts to coaching teams to use data to guide decision making

• Addressing challenges to implementation• Sustaining implementation & continuing

development of SW-PBIS systems

Common Coaching NeedsCommon Coaching Needs

• Initial Training tasks• On-site support– Too many teams– More Efficient meetings– Divide and conquer tasks– Timelines & organization– Sufficient communication with & feedback from

staff

Evidence Based PracticeEvidence Based Practice: SWPBIS: SWPBISWhat you are coaching in Year 1What you are coaching in Year 1

• School implementation of SWPBIS– Universal System– Day 1 Training content

• Overview of SWPBIS• Teaming Process• Communication & Feedback w/ Staff• SW Rules• Behavioral Expectations• Lesson Plans

– Focus of Coaching interactions:• School PBIS team, team leader & administrator

Look for…Look for…

• Too many SW Rules or too complicated, not easy to remember

• Behavioral expectations are not stated positively

• Not seeking input from all staff members to contribute to behavioral expectations

Why do schools not implement or fail to Why do schools not implement or fail to sustain SWPBIS at criterion?sustain SWPBIS at criterion?

• Failure to establish faculty commitment• We are always able to do anything badly

• Failure to establish Administrator commitment• Verbal commitment different from real behavior• Attend training, Attend school meetings, Allocate

resources for training and implementation, Provide data systems and tools for success

• Coach is unavailable or ineffective• Team does not meet regularly between trainings• Absences of evaluation system

• Are we doing what we said we would do? Is it benefiting students?

• Competing initiatives drain resources

CoachingCoaching• Coaching can & should happen on many

levels:• Establishing a relationship with administrator and

team members• Attending meetings on site and providing

coaching/technical assistance/support• Answering questions or requests from individual

teams• Providing support to teams during work times at

trainings• Passing along clear examples and ideas for teams

to aid them in the development of systems at their own schools

CoachingCoachingTeam SupportTeam Support

• Attend & participate in team training• Meet with new teams monthly on-site• Telephone/email contact as needed

• Frequent prompts regarding tasks, trainings, meetings, etc.

• “Positive” nag• Meetings/ Trainings• Task completion• Action Planning (TIC, SAS, SET, etc)• Data-Based Decision Making & On-going evaluation

• Communicate progress & needs to District Leadership Team to guide action planning

Keeping Teams on Track Keeping Teams on Track Build in AccountabilityBuild in Accountability

• Set due dates for when teams are to have materials completed

• Give checklists of items that are due• Example…..month to month activity calendar

• Regularly have teams share materials or turn in progress updates of the materials they have developed

• Hold regular Team Leader meetings• Model team meeting best practices (TIPs and positive

reinforcements for team leads)

Group Discussion

• What did you anticipate your coaching role to be and what is new information?

• Share one or two ideas of what you anticipated?

• Share and chart new roles you were not aware of?

PBIS Team Leaders MeetingPBIS Team Leaders Meeting

• Set up a regularly scheduled meeting– Suggest monthly for beginning teams

• Include Leadership Meeting schedule on the PBIS Training Calendar (see sample Training Calendar)

– PBIS Coach facilitates meetings– Have a meeting agenda

Leading Team Leaders MeetingLeading Team Leaders Meeting

First meeting agenda• Welcome & Introductions• State Purpose of Meeting• Create a regular forum for communication• Provide updates• Opportunity to share examples & concerns• Provide input to guide district planning

• Schedule monthly team leader meetings• Team Updates from leaders• Sharing examples, successes, challenges & needs

Listen to your PBIS Team LeadersListen to your PBIS Team Leaders

• Be humble, listen and learn how to improve District support

• Both Student Behavior & Implementing systems change are challenging• Always be looking and listening for ways to

improve• Over time schools have different needs,

constantly be checking in with them for feedback and recommendations

Most Important Times for Planning and Most Important Times for Planning and Support -- TransitionsSupport -- Transitions

• End of the School year• Get schools thinking about planning for the next year

• Before School Year starts• Make sure schools are ready for PBIS Kick Off events

the first week of school

• Whenever there are changes in:• Building Administrators or• PBIS Team Leaders

End of the Year MeetingsEnd of the Year Meetings

• Hold meetings with PBIS Team Leader and Building Administrator at each site• Identify aspects of PBIS at the site that are areas of

strength and goals for the upcoming year• Start planning for next year

– Begin thinking about PBIS team members for next year– Get an update on planning/preparing for the first week of

school – PBIS Kick Off• Review how the year went and seek suggestions for

improving district support for next year• Discuss training calendar for upcoming year & training

needs

Top Priorities When Starting…Top Priorities When Starting…Clarify district level support

Who is your supervisor/resource? Budget? Expectations from district? History/previous work with PBIS?

Self-Evaluation Determine what your strengths are and areas to

grow/access support Determine where you can get coaching support/

training

Top Priorities when starting…Top Priorities when starting…Organize Information

Who (see example PBIS profile sheet) Which schools Identify Team Members Identify Team Leaders Identify Administrator on Team

What, When, Where: (see example Month to Month activity calendar) Schedule Trainings Team Leader Meetings Building PBIS Team Meetings District Steering Committee Meeting

How: Set up systems to communicate with all PBIS participants

including Team Members and support staff

Top Priorities when starting…Top Priorities when starting…Organize Time

Prioritize efforts PBIS Coaches Checklist Leadership Team Self Assessment

Schedule drives everything, get it scheduled Trainings Building Team Meetings Team Leader Meeting District/Regional/State Meetings Emails - block time twice day, reply asap Data Collection Mentor/Networking Support

Top Priorities when starting…Top Priorities when starting…Organize Materials

Cohort Notebooks or PBIS Implementation Data Notebook One section per school - Notes from meetings, Current

Samples, SET and TIC Data, Action Plans Files are for materials that are completed

Resource Notebook for all school PBIS Handbooks Meetings Notebook

Calendars/Timelines Conferences and Trainings Data collection Building Meetings Building Team Leader Meetings District Leadership/Steering Meetings SCCOE District PBIS Coaches Meetings Other - Track Materials on Loan

Group Discussion

• What did you anticipate your coaching role to be and what is new information?

• Share one or two ideas of what you anticipated?

• Share and chart new roles you were not aware of?

PBIS Systems Organization:Beyond Team Support

The District Context for Coaching

SW-PBIS Logic!

Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, & durable(Zins & Ponti, 1990)

school

Districts

Leadership Team

Active Coordination

FundingVisibility Political

Support

Training Coaching Evaluation

Local School/District Teams/Demonstrations

BehavioralExpertise

Policy

PBIS District Leadership Team PBIS District Leadership Team

• Purpose:• Establish & maintain District Vision for PBIS

– District Self Assessment & Action Plan– Steers the PBIS ship

• Update leadership team to progress, challenges and needs of building implementers

• Review data (outcome & implementation data) & use to guide decision making & action planning

• Planning for ongoing development and maintenance of programs

Systems CoachingSystems CoachingDistrict Planning & LeadershipDistrict Planning & Leadership

• Monitor & report on team efforts• Implementation measures• Outcome measure• Progress & needs

• Work w/ District Leadership team to plan district PBIS implementation effort

• Present on School-wide PBIS to district stakeholders.• Assist district to build capacity for sustained

implementation (re-define your role over time)• Meetings with Coordinator and Taskforce for purposes

of regional/state-wide planning

Who serves on the District Leadership Team?Who serves on the District Leadership Team?• Members of the team should include

representatives/stakeholders whose roles, responsibilities, and activities are associated with:• Management and evaluation of resources

related to the provision of behavioral support, e.g.– School climate/ Discipline– Character Education– Bullying– Behavioral Intervention– Behavior Classrooms & Placements– Data systems

Planning AheadPlanning Ahead

• Data Based Decision Making needs

• District assessment planning tool

• SWIS v. other or existing system

• District Planning

• SWIS Facilitator training

Web Resources & ToolsWeb Resources & Tools• http://pbis.sccoe.org

– Materials and Powerpoints• www.pbis.org• Resources

– Examples of materials, presentations, etc.• SW-PBS Implementer’s Blueprint, Team Implementation

Checklist (TIC), Self Assessment Survey (SAS), School-wide Evaluation Tool (SET)

• www.pbisapps.org

TasksTasks• Develop list of participating schools, team leaders &

administrator w/ contact info.• Get on-site meeting schedule for each team (at least

1 per month)• Attend meetings & begin developing rapport• Provide technical support as needed

• Schedule Team Leader meetings• Hold first team leader meeting before next training

• Start recruiting for District Leadership Team• Training December 12, 2012 at SCCOE