Kansas District Coach & Coach’s Training

Lea Ann Pasquale

Jamie Wolfe

District SWPBS Facilitators

Credits For These Power Points Go To….

SW PBS:Training for Coaching Capacity

George SugaiOSEP Center on PBIS

University of Oregon

October 8, 2004

Sugai@uoregon.edu

www.PBIS.org

and

University of Kansas

Purpose

• Review coaching basics

• Prepare coaches to lead teams through training and SWPBS process

Objectives for Today

• Clarify & describe rationale, role, & functions of coaching

• Review systems, practices, features of school-wide & individual SWPBS

• Describe what the teams will be doing tomorrow and your role as coach in the process

What is “Coaching Capacity?”

• Improve communication across the district

• Create a point of contact in the school

• Link to the SWPBS network in the district

• Coaching is set of responsibilities, actions, & activities….not person

Team-led Process

Coaching (why?)• Team start-up support

• Team sustainability/accountability– Technical assistance/problem solving

– Positive reinforcement

– Prompts (“positive nags”)

• Public relations/communications

• Support network across schools

• Link between trainers & teams

• Local facilitation

Guiding Principles(“Requirements”)

• Coach linked with school team

• Coaches training linked with team training

• New teams added with increased fluency

• Supervisor approval given

• District agreements & support needed

• Coach experienced with school team implementation

What does this mean?

You are a supportive SWPBS salesman and trainer.

Successful Coaching starts by “knowing the

basics”

Redundancy & practice build fluency!

One Response, Many Terms:“Positive Behavior Support”

PBS is a broad range of systemic & individualized strategies for achieving important social & learning outcomes while preventing problem behavior with all students.

“SWPBS” = “EBS” = “PBS” = “PBIS” etc.

٭

Same Issue with MTSS

Tier 1 = Primary Prevention

Tier 2 = Secondary Prevention

Tier 3 = Tertiary Prevention

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

Why Did this Happen?• National efforts with many different people involved

• University professionals started with different funds – George Sugai leads the way with his EBS center

– PBS with Rob Horner joins forces with George’s school-wide discipline

• Technology professionals who like short titles

• Strange unexplained resistance to fixing title discrepancies

• What makes us strong (many people with many ideas) also makes us a little inconsistent

Coaches often are asked to describe why a school is implementing SWPBS

(This is something you might say to a family member, a new

administrator, or a team member)

Behavior Challenges• High rates of reactive management

– Suspensions, expulsions, detentions, etc.

• Disproportionality– Race, special education, gender

• Low academic achievement

• Inefficient use of resources

• Lack of behavioral capacity

• Negative school climate

• Lack of school-wide consistency

Challenge…Increasing Schools Capacity To…

• Respond effectively, efficiently, & relevantly to range of problem behaviors observed in schools

• Adopt, fit, & sustain research-based behavioral practices

• Give priority to unified agenda of prevention

• Engage in team-based problem solving

• Consider relationship between individual & school-wide behavior support

“Train & Hope” Approach

1. React to identified problem

2. Select & add practice

3. Hire expert to train practice

4. Expect & hope for implementation

5. Wait for new problem….

SWPBSFeatures

Science of Human

Behavior

Local Context& Culture

Prevention Logic

NaturalImplementers

Evidence-Based

Practices

SystemsChange&

Durability

Continuum ofBehavior Support

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingStudent Behavior

OUTCOMES

Supporting Social Competence &Academic Achievement

SupportingDecisionMaking

SW PBS

SWPBS Implementation

LogicLEADERSHIP TEAM

SCHOOL-WIDE

Build DataSystem

Establishmeasurable

outcome

Collect, analyze, &prioritize data

Ensure efficient,accurate, & durable

implementation

Implement

Monitorimplementation &

progress

Selectevidence-based

practice

Nonclass

room

Setting S

ystems

ClassroomSetting Systems

Individual Student

Systems

School-wideSystems

Research to Practice

School-wide Systems

1. Common purpose & approach to discipline

2. Clear set of positive expectations & behaviors

3. Procedures for teaching expected behavior

4. Continuum of procedures for encouraging expected behavior

5. Continuum of procedures for discouraging inappropriate behavior

6. Procedures for on-going monitoring & evaluation

Classroom Management 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

Nonclassroom Systems

• Positive expectations & routines taught & encouraged

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

• Precorrections & reminders

• Positive reinforcement

Individual Student System• 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

How Does MTSS Relate to SWPBS?

Multi-tier System of Supports

www.kansasmtss.org

Academic Systems Behavioral Systems

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity

Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Universal Interventions•All students•Preventive, proactive

Universal Interventions•All settings, all students•Preventive, proactive

Designing MTSS Systems for Student Success

District Coordinator/District Trainer Activities

• Attend school team meetings

• Monthly coaches meetings

• District leadership team meetings

• District inservice training system

• Summarize evaluation data

Internal and External Coaches

• Internal Coaches– 1-2 individuals within the school

– Facilitate team meetings

– Gain information to bring to teams, provide extra positive nagging, summarize data at the school level

• External Coaches– Person outside of the school

– Supports up 1-2 SWPBS schools

– Supports the District Coordinator and Internal Coaches

– Used in districts who are “going to scale” with many schools implementing SWPBS

District Coordinator: Ongoing Responsibilities

• Facilitate leadership meetings

• Coordinate and conduct trainings

• Summarize school data for district reporting

• Positive support to school coaches (“positive nag”)

• Oversee/coordinate training activities

Consortium of Districts

DISTRICT LEVELORGANIZATION

BuildingEffectiveCoach Support Network

KU Collaboration

District Coordinators

District Trainers

External Coaches

School Coaches

SWPBS SUPPORT NETWORK AND DATA COLLECTION

District Coordinators

External Coaches

SWPBS DISTRICT ORGANIZATION: Shawnee Mission

External Coaches

External Coaches

School Coaches

School Coaches

School Coaches

School Coaches

Activity: Complete Implementation Phase

Inventory

Districts with Schools Implementing MTSS

• Each school goes at their own pace

• Some school teams start with school-wide positive behavior support (SWPBS)

• Some start with school-wide academic systems change (SWAS) or PLC’s

• Some start both at the same time

Example of Implementation Over Time for SWPBS

Data based Decision Making: Coach and District Reporting

Team Implementation Checklist (TIC)

School-wide Evaluation Tool (SET)

Activity: Review TIC

Tour of www.pbssurveys.org

TIC (SC) June 2004 Achieved

0

2

4

6

8

10

12

14

16

1 2 3 4 5 6 7 8 9 10 11 12

School

# It

em

s/1

7

Ach

80%

Preparing for Team Training

Coaches On-Line Notebook Activity

www.pbskansas.org

Role of the Coach in Team Training

• Review major activities prior to team training

• Facilitate breakout sessions with team

• Receive codes for pbssurveys

• Work with the District Facilitator(s) and External Coaches to gather and summarize data

On-Line Resources for Coaches

• Each team will move at different speed through different sections of Tier 1

• We have created content packets representing major elements of SWPBS

• Coaches will use this on-line notebook between trainings to:

– Help the team move through the process

– Find tools to use for data collection purposes

– Prompts for when to complete tasks

• Coaches will use SMSD PBS Web Back Pack

• Coaches will use www.PBIS.org

SWPBS Team Resources

• Tier 1 School-wide expectations and reinforcer systems

• Getting District Discipline Data System (DDDS) ready

• Specific setting interventions

• Classroom management

• Community planning

• Moving to tier 2

Coach Guided Activities

• Evaluate current school planning team

• Team Initiated Problem Solving

• Establish Norms for SWPBS Team Meetings

• Begin using the Team Implementation Checklist

• Develop SWPBS Action Plan

Evaluating Your School Planning Team

PBS Implementation Logic

LEADERSHIP TEAM

SCHOOL-WIDE

Build DataSystem

Establishmeasurable

outcome

Collect, analyze, &prioritize data

Ensure efficient,accurate, & durable

implementation

Implement

Monitorimplementation &

progress

Selectevidence-based

practice

Evaluating Your SWPBS Team: What Other Teams Have Done

• One individual from all of the other committees join new SWPBS planning team

• Leadership team also becomes SWPBS team

• Combination of existing teams form

• Entirely new team is created with new team members

Initiative, Project,

Committee

Purpose Outcome Target Group

Staff Involved

SIP/SID/etc

Attendance Committee

Character Education

Safety Committee

School Spirit Committee

Discipline Committee

DARE Committee

EBS Work Group

Working Smarter

Committees at Overland ParkMembers Duties SIP Responsibility * Will change some based upon

new SIP plan

Building Leadership Team Guide the building-wide MTSS and PBS initiatives Problem solving Coordinating activities and communication between

committees Conduct annual staff development needs assessment

Guide the building-wide School Improvement Plan

Problem solving Coordinating activities and communication

between committees Guide Staff Development for the SIP Plan

Promo Pups Promote a positive school climate/spirit Plan and coordinate school spirit assemblies Responsible for PBS morning announcements

Assist with Tier II and III instructional/behavioral support for students

Data Dogs Guide Analysis of DIBELS, MAP, KS Assessment, Maps+, and Basic Skills data and provide

Responsible for Swiss Data Entry Identify, monitor, & provide suggestions for supports for

At-Risk Students Use data to identify instructional ideas for teachers Identify in-service for October and March Establish a school-wide expectations calendar for the

next year

Use data to guide instructional decisions Coordinate data collection for SIP Assist with Tier II and III

instructional/behavioral support for students

Warm Fuzzies Cafeteria program Responsible for the “ticket” incentive program and new

ideas for rewards Plan student and teacher incentives Plan social events, support staff in births,

illnesses/deaths, retirements, etc. Plan and coordinate the end-of-the-year theme and

activities (Follow the Golden Rule – Land of OPIE) Coordinate quarterly Bulldogs for Excellence Award

Guide Staff Development for the SIP

Identify Team Roles and Responsibilities

• Coach- facilitates meetings, reviews past meeting minutes, keeps focus of group on agenda

• Record Keeper - writes down the actions and activities

• Timekeeper- before meeting gets consensus on time to be spent on each topic, monitors time for each topic, and gives warnings when time is running out (i.e., “we have 5 minutes left”)

• Data Entry Person- trained to enter and access office referral data and brings the data to the meetings

• Behavior Specialist- a person who has received training in individual positive behavior support

• District Facilitator/External Coach- district-level individual who coordinates coach and inservice trainings, provides link between schools, KU PBS Trainers, and coaches

Coaches’ Roles & Responsibilities

• Facilitates meetings and is point of contact

• Active school planning team member

• Coaches attend all trainings and team meetings

• Ensures action plan is completed and active

• Receives ongoing assistance from District Facilitator

• Reports to the District Facilitator

• Provides school data to the District Facilitator for evaluation purposes

Before the Meeting…• Room reserved

• Previous meeting agenda reviewed

• “New business” items solicited for agenda

• Agenda produced

• Team member roles determined/ backup as needed

• Data (e.g., tables/graphs/reports) produced

• Data reviewed by Data Analyst – Analyst ready to lead a discussion of (a) effects of in-process solutions and (b) new problems

• Computer reserved & access to online database assured

• LCD projector reserved & set up to project meeting minutes & data

• Team members have individual notebooks to bring to meeting

At Close of and After Meeting…

• At closing

– Meeting Minutes and Action Plan completed

– Team self-assessment of…

• Success at tracking whether you’re completing solution-related tasks you agreed on at previous meetings

• Success at actually completing the solution-related tasks you agreed on at previous meetings

• Success of completed tasks (implemented solutions) at resolving student problems

• After meeting – Copy of Meeting Minutes & Action Plan distributed to each member within 24 hrs.

Norms for PBS Team Meetings

Safe •Maintain confidentiality of student information

Respectful •Listen to teammates contributions without interruption•Respect other’s comments•Show support of PBS outside of team meeting

Responsible •Arrive to meeting on-time•Conclude meeting on-time•Have an agenda and adhere to it•Open agenda at the end of meeting•Be a model to other staff

Decisions Coaches Make During Team Training

• Sometimes it is important to spend time working on specific issues before moving forward during team breakouts

• During Day 1 encourage teams to focus on any of these activities

– Who will be on the planning team (any additions?)

– How the committee will work in relation to other committees

– Items on the Team Implementation Checklist

Coach Role in SWPBS Team Training

• Coaches help facilitate process by taking lead

• Take the notes on the committee work group form (or delegate to someone really good at documentation)

• Assign roles and responsibilities

• Help people focus on task– Guide back to tool when off task

– Help team decide if the task can be done now or whether to schedule a date to complete the committee form with others—make sure a date is set!

Coaches:Before Team Training

1. Review Coaching Roles and Responsibilities

2. Review status of team: principal, grade level representatives, special educator, counselor, parent, classified staff members (Committee Review)

3. Bring procedures for teaching school-wide behavior expectations, procedures for acknowledging SWPBS expectations, office discipline referral forms, discipline data, school discipline policy, etc.

4. Review tools: Implementation Phases Inventory, Team Implementation Checklist, Self-Assessment Survey

During Team Training

1. Use TIPS to define team roles and responsibilities

2. Develop team norms

3. Use team lead process

4. Keep team on task & reinforce progress

5. Remind team of big ideas from presentations

6. Prompt outcomes: Team Implementation Checklist, Team Action Plan

Nieman’s Action Plan

Action Plan

After Team Training: External Coach or District Facilitator

1. Acknowledge/celebrate with principal & team progress

2. Prompt team to – Meet & review SWPBS purpose & action plan with staff

– Collect school data

– Meet w/in 1 month

3. District Coordinator/External Coach should be in touch with teams 2x in first month to ask

– What is planned

– if assistance needed

4. Attend team meeting 1x month

5. Monitor & assist in development & completion of action plan

Monthly Coaches Meetings

• Usual strategy for schools is to spend a year in planning

– Get a full plan to implement in the next year

– Get District Discipline Data System ready during Year 1

• Some school teams want to move faster

• Each school team will choose a slightly different path

Things to Remind the Team

• Getting District Discipline Data System (DDDS) ready takes time

• Data based decision making is critical

• Getting District Discipline Data System (DDDS) ready, is not the most fun part of SWPBS

• It is good to let the faculty and team decide what to focus on first using self-assessment data

Major Activities in Year 1

• Getting DDDS (data) ready

• Utilizing data– Self-Assessment Survey (annually, Spring)

– School Safety Survey(annually, Fall)

– Team Implementation Checklist (two times per year)

– Office Referrals/suspension and expulsions

• Present self-assessment data to faculty

• Decide how to proceed with faculty

• Create annual plan

Online Trainers Website Pages

Access to all SWPBS Training Materials:

• http://www.pbskansas.org/swpbs/schoolwide/

• Go to swpbs button

– Go to trainer site at bottom of page

• Username: swpbs

• Password: checklist

Online Team Resources

For implementation examples including lesson plans, school websites, district websites, tools, and resources teams can use to become inspired:

http://www.pbskansas.org/swpbs/resource.html

• MTSS Resource Library

– Follow instructions indicating elementary, middle and high school resources

– Find Tier 1 links

• Shawnee Mission PBS Web back pack:

http://www4.smsd.org/positivebehaviorsupports/

In-service Training for Faculty

Coaches work with school team to create plan to introduce SWPBS:

• Introduce Basics (school-wide PBS, matrix, acknowledgement system, data collection, classroom management, individual student SWPBS)

• Faculty participate in decision making during staff meetings, in-services, etc.

• Schedule meeting dates and include on Action Plan!