PBIS-NH Coaches Training Presented by Howard Muscott Becky Berk Debra LeClair

PBIS-NH Coaches Training

Presented by Howard Muscott

Becky BerkDebra LeClair

September 23, 2008

The Six C’s in Coaching for Sustainability

Agenda1. Preview the Day2. Who’s Here?3. The 6 Cs of Coaches

1. Celebrations2. Competence3. Challenges4. Commitments5. Consistency of Systems, Data and Practice

1. Data-based Decision-Making

6. Caring for the Coach4. Fishbowl

The Big Outcome

To provide coaches with updated information and to facilitate the exchange of practices, strategies, data and tools designed to help implement and sustain SWPBIS.

Who’s Here Activities

Early Identification of At-Risk StudentsDifferentiated Interventions including Relationship Building

Safe, Orderly, Predictable & Positive Learning Environment

Increased Time for Effective Teaching, Learning & Relationships

PBIS-NH Logic ModelMuscott (2007)

Increased Academic Achievement & School Success

PBIS Systems, Data & Practices Implemented with Fidelity

Improved School ClimateImproved Faculty and Staff Morale and Sense of Efficacy

Reductions in Problem Behavior/Increases in Prosocial Behavior

The 6 Cs of Coaching

1. Celebrations2. Competencies3. Challenges4. Commitments5. Consistency of Systems, Data

and Practice6. Courage


1. Celebrations2. Competence3. Challenges4. Commitments5. Consistency of Systems, Data and

Practice6. Caring for the Coach

The Non-Celebration

“I was going to buy a copy of the book The Power of Positive Thinking and then I thought, What the hell good would that do?”

Ronnie Shakes

Why Celebrations?Research on Positive Psychology

Happiness has positive consequencesA rosy view of things is associated with

psychological and social well-beingGood days have common features:

autonomous, competent, connectedMeaning, purpose and work matterOther people matterSpirituality matters

“Research has clearly shown that living the good life -- happiness, strength of character and good social relationships -- buffers us against the damaging effects of stressful life events and that the good life can be taught.”

Christopher Peterson

Percent of Schools Meeting 80-80 Standard on School-wide Evaluation Tool (SET)

Over Time for Cohorts 1-4

Cohort 03-04 04-05 05-06 06-07 07-08

1 Fall *54%

(15 of 28)

Fall 85%

(21 of 25)

Fall92%

(22 of 24)

UA UA

2 Spring 7%

(2 of 27)

Spring 74%

(20 of 27)

Spring81%

(22 of 27)

Spring85%

(17 of 20)

UA

3 NA Spring0%

(0 of 21)

Spring75%

(15 of 20)

Spring100%

(14 of 14)

Spring93%

(13 of 14)

4 NA Spring0%

(0 of 20)

Spring85%

(17 of 20)

Spring89%

(16 of 18)

Cohort Fall 03 Spring 04 Spring 05 Spring 06 Spring 071 N=28

8/529%/18%

N=257/3

28%/12%

N=33/2

100%/67%

2 N=231/0

4%/0%

N=33/2

100%/67%

N=99/9

100%/100%

N=98/8

89%/89%

3 N=130/0

0%/0%

N=129/8

75%/67%

N=1311/9

85%/69%4 N=20

2/110%/5%

N=1412/10

86%/71%5 N=15

0/10%/7%

Percent of Schools Meeting 50% Standard on Effective Behavior Support Survey (EBS)

Over Time for Cohorts 1-4

Note: Percentages refer to Schoolwide and Nonclassroom respectively.

CelebrationsTwo Year Reductions in Major ODRs

for Cohort 1 Schools03-04 05-06 Difference Average

ES (13) 3669 3385 -284 -22

MS (5) 7223 4623 -2600 -433

HS (2) 8716 7264 -1452 -726

ML(2) 1727 1936 +209 +104.5

Total (22)

21335 17208 -3771 -171

CelebrationsReductions in Major ODRs

for Cohort 2 Schools04-05 05-06 Difference Average

ECE (2) 2742 1243 -1449 -724.5

ES (7) 2352 2143 -209 -30

MS (2) 941 711 -230 -115

HS (2) 859 1219 374 +187

ML(4) 2249 1766 -483 -121

AS (2) 1165 1166 +1 .5

Total (19) 10308 8248 -2060 -108

Cohort 3 Outcomes for 2007-2008Implementation Year 3

SWIS Triangle 11 of 12 or 82% Green Zone ODRs 2,158 or 32% less

8 of 11 (73%) of schools reduced ODRs 9 of 11 (82%) experienced ODR rates

below national averages Suspensions 69 or 10% fewer (ISS and OSS

7 of 11 (64%) of schools reduced Out of School Suspensions

OSS reduced by 71 or 23% No real change in ISS >1%

SWIS summary 07-08 (Majors Only)2,717 schools; 1,377,989 students; 1,232,826 ODRs

Grade Range Number of Schools

Mean Enrollment per school

Mean ODRs per 100 per school day

K-6 1,756 445 .35 (sd=.45)

(1 /300 / day)

6-9 476 654 .91 (sd=1.40)

(1/ 100 / day)

9-12 177 910 1.05 (sd=.1.56)

(1/105 / day)

K-(8-12) 308 401 1.01 (sd=1.88)

(1/ 100 / day

Vast Majority of Cohort 3 PBIS-NH Schools Beat National Standards for Office Discipline

Referrals in 2007-08 Nine of the eleven or 82% of the Cohort 3 schools

experienced ODR rates that were under the national average for their respective instructional levels.

This represented a 27% increase from last year. Six of the eight (75%) elementary schools experienced

ODR rates that were under the national average in 2007-08.

This represented a 37% increase in elementary schools reaching criterion.

All three (100%) of the multi-level schools experienced ODR rates that were under the national average.

All three multi-level schools were able to sustain their initial success for a second year.

Cohort 3 PBIS-NH Schools Regain 273 days for Teaching, 62 for Learning and 115 for Leadership

All told, reductions in major problem behaviors leading to ODRs and suspensions as a result of PBIS-NH implementation yielded Cohort 3 schools an additional 273 days for learning, 62 days for teaching and 115 days for leadership during school year 2007-08.

Cohort 3 Schools Show Improvements in Math as 83% of Students with a Disability and 71% of Typical Peers Score

Proficient or Above on NECAP Testing

Math Proficiency in Grades 3, 4 and 8. Math proficiency data from the NECAP assessment was

available on non-disabled students for 10 different schools on 17 different grade level assessments.

Seven schools reported math proficiency levels on the grade 3 assessment, -- 7 for grade 4 and 3 for grade 8.

Non-disabled students in Cohort 3 schools improved math proficiency in 12 of 17 (71%) assessments, while scores declined in 4 (23%) and stayed the same in 1 (6%).

Students with a disability in Cohort 3 schools improved levels of math proficiency in 5 of 6 (83%) assessments, while proficiency levels declined in only 1 (17%).

Celebration Activity What: Review all the data you brought today and

other information and brainstorm a list of data-based successes to celebrate from your school last year. Do your school’s constituencies know about these successes? Jot down ideas on your coaches’ log for what you should celebrate, how you might celebrate and with whom

Who: All coaches Timeframe: 15 minutes Report Out: None




PBIS-NH Coaches Self-Reported PBIS-NH Coaches Self-Reported Strengths June 2007Strengths June 2007

Deep concern for studentsDeep concern for students Knowledge of/belief in PBISKnowledge of/belief in PBIS Knowledge of school communityKnowledge of school community Leadership abilityLeadership ability Big picture/systems thinkingBig picture/systems thinking Organized, good follow-through, work ethicOrganized, good follow-through, work ethic Interpersonal skills/relationshipsInterpersonal skills/relationships Open-minded, neutralOpen-minded, neutral Enthusiastic, positive, able to motivateEnthusiastic, positive, able to motivate Good listener, communicatorGood listener, communicator CreativeCreative

Competencies Chalk talk Activity

What: (1) Individual coaches write down on a piece of

paper the knowledge, skills and attitude competencies that an effective coach needs– 10 minutes(2) Transfer these to posters around room silently, browse and add others – 10 minutes

Who: All coaches Report Out: 10 minutes Timeframe: 30 minutes




June 2007

Your Feedback and RequestsYour Feedback and Requests

Where are we going?Where are we going?How can we keep PBIS fresh?How can we keep PBIS fresh?

For our schools/preschoolsFor our schools/preschools For ourselvesFor ourselves

What are other schools doing?What are other schools doing?How can we better engage faculty?How can we better engage faculty?How can we better engage families?How can we better engage families?

Challenges Activity

What: Using the categories identified on the graph from last year, rate each feature according to the scale

Who: All coachesReport Out: Tally resultsTimeframe: 20 minutes




"Winning is about having the whole team on the

same page"-Bill Walton

PBIS-NH Big IdeaIt Begins With and Ends Without Commitment

PBIS-NH requires administrators, faculty, team members, and coaches to make a commitment to systems, practices, and data in order to effectively and efficiently implement and sustain SWPBIS within the context of an effective school community.

Commitments Activity

For each constituency, indicate an estimated level of commitment (high, medium, low).

Prioritize the commitments from constituencies that are most critical to continued PBIS success in critical areas for your schoolwide program this year

5 minutes

"To be successful, you don't have to do extraordinary things.

Just do ordinary things extraordinarily well.“

- John Rohn

Which can be embraced by faculty, administration, students, families, and community membersinitially with Wordswhich develop into Actions or Behaviorsand then become Habits through Practiceto ultimately form Climate or Culture

Supporting systemic change in a school community is a long-term journey that begins with dreams

and ideas

Decrease Buy-In or Commitment Increase

Current level

Promoting Forces

Restraining Forces

What are the Roadblocks to Sustained Commitments or Consistency?

BarriersRestraining

ForcesChallenges ProblemsDilemmas

Identify as many forces or factors as you can that restrain or inhibit commitment from your top two prioritized constituencies

What are the Forces that Would Promote Sustained Commitments?

PromoteEncourageSupportPositive

Identify as many forces or factors as you can that promote or encourage commitment from your top two prioritized constituencies

Decrease Buy-In or Commitment Increase

Current level Desired level

Promoting Forces

Restraining Forces

Manipulating the Force Fields Activity

Who: CoachesWhat: (1) Identify restraining forces.

(2) Which restraining forces can you decrease or diminish?(3) identify promoting forces.(4) Which promoting forces can you increase or strengthen?

Timeframe: 30




PBIS NH Big IdeaData-based Decision-Making

Sustainability requires that we use a data-based decision-making model to achieve the outcomes we desire and evaluate whether we have achieved those results.

Where do we want to be?

How do we know when we’ve gotten there?

Identifying Broad Outcomes By Asking Key Questions

1. What do you want to achieve in terms of creating environments in each school that are safe and conducive to learning for all students and staff?

2. How will we measure the overall effectiveness of district programs with regard to social/emotional well being?

Mining Data: Using Data for Decision-making

Rob Horner, Anne Todd, Steve Newton, Bob Algozzine, Kate Algozzine

Uses of Data Identify problems early

Use data on a regular basis (every two weeks) to monitor key indicators, and identify problems before they become difficult

Refine a problem statement to a level of precision that will allow functional solutions

Use data to identify possible solutions.

Identifying problems/issues What data to monitor

Team Checklist/ SET (Are we doing what we planned?) ODR per day per month OSS, ISS, Attendance, Teacher report

What questions to ask of Level, Trend, Peaks How do our data compare with last year? How do our data compare with national/regional norms? How do our data compare with our preferred status?

What question to answer Do we have a problem?

If a problem is identified, then ask What are the data we need to make a good decision?

Using Data to Refine Problem Statement

The statement of a problem is important for team-based problem solving.

Everyone must be working on the same problem with the same assumptions.

Problems often are framed in a “Primary” form, that creates concern, but is not useful for problem-solving.

Frame primary problems based on initial review of data

Use more detailed review of data to build “Precision Problem Statements.”

Precision Problem Statements(What are the data we need for a decision?)

Precise problem statements include information about the five core “W” questions. What is problem, and how often is it

happening Where is it happening Who is engaged in the behavior When the problem is most likely Why the problem is sustaining

Primary versus Precision Statements

Primary Statements Too many referrals September has more

suspensions than last year

Gang behavior is increasing

The cafeteria is out of control

Student disrespect is out of control

Precision Statements There are more ODRs

for aggression on the playground than last year. These are most likely to occur during first recess, with a large number of students, and the aggression is related to getting access to the new playground equipment.

Primary versus Precision Statements

Primary Statements Too many referrals September has more

suspensions than last year

Gang behavior is increasing

The cafeteria is out of control

Student disrespect is out of control

Precision Statements There are more ODRs

for aggression on the playground than last year. These are most likely to occur during first recess, with a large number of students, and the aggression is related to getting access to the new playground equipment.

What are the data you are most likely to need to move from a Primary to a Precise statement?

What problem behaviors are most common? ODR per Problem Behavior

Where are problem behaviors most likely? ODR per Location

When are problem behaviors most likely? ODR per time of day

Who is engaged in problem behavior? ODR per student

Why are problem behaviors sustaining? No graph

What other data may you want?

ODR by staffODR by IEPODR by gradeODR by gender by grade

Test precision problem statement

Use precision problem statement to build and test hypotheses.

Problems are most common in D-Hall wing

Problems are more likely during second recess

Problems are most common in 2nd grade Problems are more likely during state

testing periods

What behaviors are problematic?

0

10

20

30

40

50

Num

ber

of R

efe

rrals

Lang Achol ArsonBombCombsDefianDisruptDressAgg/fgtTheftHarassProp D Skip Tardy Tobac Vand Weap

Types of Problem Behavior

Referrals per Prob Behavior

What behaviors are problematic?

0

10

20

30

40

50

Num

ber

of R

efe

rrals

Lang Achol ArsonBombCombsDefianDisruptDressAgg/fgtTheftHarassProp D Skip Tardy Tobac Vand Weap

Types of Problem Behavior

Referrals per Prob Behavior

Where are the problems occurring?

0

10

20

30

40

50

Num

ber

of O

ffic

e R

efe

rrals

Bath RBus A Bus Caf ClassComm Gym Hall Libr Play G Spec Other

School Locations

Referrals by Location

Who is contributing to the problem?Referrals per Student

0

10

20

Num

ber

of R

efe

rrals

per

Stu

dent

Students

Who is contributing to the problem?

0

10

20

Num

ber

of R

efe

rrals

per

Stu

dent

Students

Students per Number of Referrals

When are the problems occurring?

0

5

10

15

20

25

30

Num

ber

of R

efe

rrals

7:00 7:30 8:00 8:30 9:00 9:30 10:0010:3011:00 11:3012:0012:30 1:00 1:30 2:00 2:30 3:00 3:30

Time of Day

Referrals by Time of Day

Advanced Questions

Are students with a disability disproportionately over-represented in office discipline referrals or suspensions?

_________________________________? _________________________________? _________________________________? _________________________________?

Using Data to Build Solutions

Prevention: How can we avoid the problem context Who, When, Where Schedule change, curriculum change, etc

Teaching: How can we define, teach, and monitor what we want Teach appropriate behavior Use problem behavior as negative example

Recognition: How can we build in systematic reward for desired behavior

Using Data to Build Solutions Extinction: How can we prevent

problem behavior from being rewarded Consequences: What are efficient,

consistent consequences for problem behavior

How will we collect and use data on (a) implementation fidelity, and (b) impact

Data for Decision-Making Activity

What: (1) Review the SWIS or other data you brought from last year or this year. (2) Determine a strategic question to answer based on the data you have.(3) Write a precision statement that answers the question on the chart paper.(4) Post them

Who: All coaches, with others from your school Timeframe: 30 minutes Report Out: TBD


1. Celebrations2. Challenges3. Commitments4. Consistency of Systems,

Data and Practice5. Courage

"We are what we repeatedly do. Excellence then, is not an act, but a habit."

Aristotle

ResilienceResilience

Mentally, emotionally and Mentally, emotionally and physically springing back from a physically springing back from a disappointment, setback or disappointment, setback or challengechallenge

The energy to persevereThe energy to persevereThe vision of success – and the The vision of success – and the

effectiveness to get thereeffectiveness to get there

Resilience is…..Resilience is…..

The Rubber Ball EffectThe Rubber Ball Effect PerseverancePerseverance OptimismOptimism FaithFaith ConnectionsConnections ConfidenceConfidence ActionAction Self-AwarenessSelf-Awareness Self-CareSelf-Care Good Mental HealthGood Mental Health

Resilient CharacteristicsResilient Characteristics

ReluctantLow riskNeeds proddingDependentReliantUnsureTentativeCautiousUncertain

ResourcefulPerseveresUnflappableConfidentSelf-motivatedIndependentSecureOptimismHopePositive risk-takingHigh SE

Unable IncapableRigid HelplessHopelessPowerlessGives upEasily frustrated NeedyDepressedPessimismNo RiskLow SE

Increasing Resilience

ResilienceResilience Maintaining Maintaining flexibilityflexibility and and balancebalance in your life as you deal with in your life as you deal with

changing circumstances and stressful eventschanging circumstances and stressful events Letting yourself experience strong Letting yourself experience strong emotionsemotions, and also realizing when , and also realizing when

you may need to avoid experiencing them at times in order to continue you may need to avoid experiencing them at times in order to continue functioning functioning

Stepping forward and taking Stepping forward and taking actionaction to deal with your problems and to deal with your problems and meet the demands of daily living, and also stepping back to meet the demands of daily living, and also stepping back to restrest and and reenergize yourself reenergize yourself

Spending time with loved ones to gain Spending time with loved ones to gain supportsupport and and encouragementencouragement, , and also and also nurturingnurturing yourself yourself

Relying on others, and also relying on yourselfRelying on others, and also relying on yourself The primary factor in resilience is having The primary factor in resilience is having caring and supportive caring and supportive

relationships relationships within and outside the family and within and outside the within and outside the family and within and outside the workplace. workplace.

Energy Drainers Activity

Who: Coaches What: (1) Participants fill out what drains

their energy sheet in regard to acting as coach – 3 minutes

(2) Partner with someone from another school and share 12 minutes

(3) Report out themes or commonalities – 10 minutes

Timeframe: 25 minutes total

Energy Sustainers Activity

Who: Coaches What: (1) Participants fill out what

energizes then sheet in regard to acting as coach – 10 minutes

(2) Large group share – 15 minutes

Timeframe: 25 minutes total

Developing Your ResilienceDeveloping Your Resilience

Show care for othersShow care for othersAccept care from othersAccept care from othersFocus on self-control rather than Focus on self-control rather than

controlling otherscontrolling othersTake manageable risks and learn from Take manageable risks and learn from

themthemTake time to make yourself happyTake time to make yourself happy

Fishbowl activityFishbowl activity

Two groups of equal size, all individuals have coaches’ log and pens Inner circle – seated, free to speak, exchange ideas, pose challenges or

solutions Outer circle – standing, observers, can “tap in” to offer an idea or solution Circles swap places at halfway mark Suggested questions for discussion

What will you need to do, and when, to eventually secure a replacement for yourself as coach?

What is the single most important piece of advice to offer to a new coach or a new principal?

What has worked well for your schoolwide PBIS effort, and how has it been celebrated?

45 minutes

Documents

PBIS-NH Coaches Training Presented by Howard Muscott Becky Berk Debra LeClair