The Wisconsin PBIS Network (CFDA #84.027) acknowledges the support of the Wisconsin Department of Public Instruction in the development of this presentation and for the continued support of this federally-funded grant program. There are no copyright restrictions on this document; however, please credit the Wisconsin DPI and support of federal funds when copying all or part of this material.

Coaches Calendar: Your Implementation Roadmap

Dana KuehlRegional Technical Assistance Coordinator, Wisconsin RtI Centerkuehld@wisconsinpbisnetwork.org

Linda SteadRegional Technical Assistance Coordinator, Wisconsin RTI Centersteadl@wisconsinpbisnetwork.org

Implementation of PBIS involves systems change.

It disturbs existing systems and will likely involve a break from how things have been done in the past. It is complex and non-linear.

Systems change is difficult because it involves managing tasks and resources

plus managing people who may be resistant to the change.

Change the environment so . . . – It is more efficient and effective for staff to

use PBIS rather than ‘business as usual’• Train, support, technical assistance, technology

– All students have the ability to respond and function more efficiently and effectively

• Teaching, reinforcing, multiple tiers of support– All decisions are driven by data

• Problem identification• Problem analysis• Interventions• Evaluation

PBIS Goal: Systems Change

SYST

EMS

PRACTICES

DATA

SupportingStaff Behavior

SupportingDecisionMaking

SupportingStudent Behavior

OUTCOMES

• Team approach• Administrator participation• Community of Practice (skill development & performance feedback)

• ODRs• Academic progress• Attendance• Direct observation• School improvement goal progress• Process tools (fidelity)

• Define behaviors, expectations, and rules • Teach, model, and acknowledge behaviors, expectations, and rules• Correct behaviors• Consensus/collaboration

PBIS Implementation

Avoid ‘Train & Hope’Coaching

1. React to Problem Behavior

2. Select and Add Practice

3. Hire Expert to

Train Practice

4. Expect (Hope) for Implemen-

tation

5. Wait for new

problem

Insert Coaching into the cycle and implementation of new information/skills will increase significantly!!

Why is Coaching important to schools implementing SWPBIS?

Next to the principal, coaches are the most crucial change agent in a school.

Fullan & Knight, 2011

Coaching 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

Outcomes of Coaching

Fluency with trained skills• Adaptation of trained concepts/skills to local contexts and challenges• 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 Horner 2009

Coaching Functions

CommunicateContent andKnowledge

Facilitate

Coaching Functions

•Faculty•Administrator•District Coordinator•Community

•PBIS knowledge•Response to Intervention•Behavioral knowledge•Link to resources

•Action Planning•Faculty training•PBIS Implementation

http://flpbs.fmhi.usf.edu/coachescorner.asp

Critical Features of Coaching

• Communication• Organization• Technical Assistance• Reinforcement of leadership team

and school staff

Communication

• School leadership team• Building principal• Building staff• District Leadership• Families and Community

Organization• Meeting agendas, minutes, action

plans, etc.• Outcome and Evaluation data• Documentation of systems and

artifacts

Technical Assistance• Model data-based decision making

process• Evaluation of implementation

assessments• Specific suggestions for action

planning and task completion

Reinforcement• New, different, or difficult tasks• Moving in the “right direction”• Activities critical to implementation• Ratio (5:1)

Provide ‘SUPPORT’ to the PBIS Team

• Support sustainability and accountability of the team• Use the Team Action Plan to ensure fidelity of implementation• Provide behavioral knowledge and build behavioral capacity • Provide a link between the team, principal, and District Leadership • Ongoing communication with key stakeholders (administrator, staff, families)• Report student data and implementation evaluations • Transition schools to ‘Exemplary School’ status

WISCONSIN PBIS COACHES CALENDAR

http://www.wisconsinpbisnetwork.org/coaches/coaching-calendar.html

Year at a Glance Planner For Coach

Roadmap

Each month has coaching tasks for:• Information (Data) – E.g., review ODR graphs, suspension, ethnicity, attendance, & academic data – E.g., review results surveys, checklists

• Planning (Systems) – E.g., develop needed Cool Tool lesson(s) & schedule time to teach, plan school-wide celebrations

• Implementation (Practices) – E.g., teach cool tools, conduct grade level celebrations

• Communication with staff, families, and community – E.g., present results of evaluation, share data summaries, parent/ community newsletters

Internal_Coach_Year_at_a_Glance.doc

5 Ways You Can Promote and Sustain School-wide Implementation

1. Renew commitment each yearDevelop and recommit to team process and PBIS process with staff - ask for buy-in each year-showcase results and form a plan that addresses trends seen from this school

year - if you can predict it, you can prevent it….

• Develop “marketing plan” to renew commitment -how will you keep it novel and new in school and community?

• Continue to make it a priority• Administrator’s commitment is crucial• Continue to make it a top school improvement goal• As it becomes standard practice it will be easier each

year

2. Use self-assessment data to action plan and set annual goals Collection and use of data for decision-making• Are we implementing SWPBS with fidelity? » SAS, TIC, BOQ www.PBISApps.org• Are students benefiting behaviorally, emotionally, academically? » ODRs, Suspensions » Academic testing, other academic data » Referrals to Special ed., race and ethnicity data www.swis.org• Are the systems and practices efficient? » Faculty/staff time; Student academic engagement; Cost benefit Satisfaction (students, staff, families)• Are all stakeholders happy and seeing results for their efforts? » Feedback: surveys, focus groups, etc.

3. Develop a school-wide “Community of Practice”

Establish an environment where individuals can feel safe about reporting concerns, supported by their school community, and empowered to be a part of the decision making process.

• Issues, concerns • Input, ideas, innovations• Data• Feedback from ALL staff• Celebrations of success

4. Help teams become organized and efficient

• Provide members with a schedule of meetings• Send out meeting agenda in advance• Establish and adhere to team meeting norms • Assign roles/responsibilities to team members• Provide a data summary that will help define problems with precision• Organize for an effective problem solving conversation A key to collective problem solving is to provide a visual context that allows everyone to follow and contribute• Document meeting minutes, decisions, actions, timelines

Facilitate effective meetings

Make it predictable and easy for them to do!

5. Empower staff

When you empower staff, you start to see high fidelity. When they know their behavior

has a direct impact on student outcomesand a better school environment,

fidelity increases.