CT SWPBS: Coaching

George Sugai

Brandi SimonsenOSEP Center on PBIS

University of Connecticut

March 28, 2007

George.Sugai@uconn.edu

www.PBIS.org www.SWIS.org

Purpose

• Support coaching & team implementation

• Develop SWPBS skill & content fluency

• Increase CT coaching capacity

• Discuss coaching experiences: accomplishments, lessons learned, & challenges

Agenda

• Coaching Reports

• Team status review

• Working smarter & selecting evidence based practices

• Getting ready for April team training

www.pbis.org

•www.pbismaryland.org

Problem Statement

“We give schools strategies & systems for developing more positive, effective, & caring school & classroom climates, but implementation is not accurate, consistent, or durable. Schools & teams need more than training.”

Active Leadership Team Coordination

FundingVisibility Political

Support

Training Coaching Evaluation

Local School Teams & Demonstrations

PBS Systems Implementation Logic

Why Coaching?

2-Min. Coaching Reports

• Organize into groups of 3-4 coaches

• Select recorder to note content below

• Each coach report (AS COACH): (a) 1-2 accomplishment & (b) 1-2 challenges

• Pick 1-2 challenges & discuss possible solutions

• Report 1 main accomplishment & 1 challenge/solution to larger group (recorder select spokesperson)

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

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 School-Wide Systems for Student Success

Nonclass

room

Setting S

ystems

ClassroomSetting Systems

Individual Student

Systems

School-wideSystems

School-wide PositiveBehavior Support

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

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

“SW-PBS Monthly Planning Guide”

(Sugai Draft May 2006)

What should SWPBS teams/schools look like in 1-2 years?

Purpose

• Give SWPBS leadership teams extra organizational tool for reviewing & planning their current & future implementation activities

• Use self-assessment to guide teams in their action planning

• “Ending & Beginning School Year”

Guidelines

• Work as school-wide leadership team.

• Begin by reviewing current behavioral data

• Link all activities to measurable action plan outcomes & objectives.

• Use “effectiveness, efficiency, & relevance” to judge whether activity can be implemented w/ accuracy & sustained.

• Use, review, & update this planning guide at monthly team meetings.

• Plan activities 12 months out.

Monthly Activity Schedule

Month: _________ SWPBS Team Activities to Support…..

All Students/Staff (“Green”) Students w/PBS Needs (“Yellow/Red”)

Monthly

Conduct SWPBS leadership team meeting to review data and progress on action plan activities, and plan new activities, as needed.

Report to staff on status of SWPBS.

Report to staff on status of students on secondary and tertiary behavioral intervention plans.

Weekly

Review progress of students on secondary and tertiary intervention plans

Nominate/review new students who might need individualized PBS

Send parents progress report

Daily

Planning Guide Self-Assessment

Highlights essential SWPBS practices & systems for years 1-2 implementation

F = fully in place (e.g., >80%)

P = partially in place

N = not in place/don’t know

“STAFF”

1. State definition of SWPBS?

2. State purpose of SWPBS team?

3. State SW positive expectations?

4. Actively supervise in non-classroom settings?

5. Agree to support SWPBS action plan?

6. Have more positive than negative daily interactions with students?

7. Have opportunities to be recognized for their SWPBS efforts?

“STUDENTS”

8. State SW positive expectations & give contextually appropriate behavior examples?

9. Received daily positive academic &/or social acknowledgement?

10. Have 0-1 major office discipline referrals for year?

11. Have secondary/tertiary behavior intervention plans if >5 major office referrals?

“TEAM”

12. Representative membership?

13. At least monthly meetings?

14. Active administrator participation?

15. Active & current action plan?

16. Designated coaching/facilitation support

LEADERSHIP TEAM

SCHOOL-WIDE

Build DataSystem

Establishmeasurable

outcome

Collect, analyze, &prioritize data

Ensure efficient,accurate, & durable

implementation

Implement

Monitorimplementation &

progress

Selectevidence-based

practice

Enhanced PBS Implementation

Logic

“DATA”

17. Measurable behavioral definitions for rule violations?

18. Discipline referral or behavior incident recording form that is efficient & relevant?

19. Clear steps for processing, storing, summarizing, analyzing, & reporting data?

20. Schedule for monthly review of school-wide data?

“SW POSITIVE EXPECTATIONS”

21. Agreed to 3-5 positively stated SW expectations?

22. Complete (behaviors, context, examples) lesson plan or matrix for teaching expectations?

23. Schedule for teaching expectations in context to all students?

24. Schedule for practice/review/boosters of SW expectations?

“ENCOURAGING/ ACKNOWLEDGING EXPECTATIONS”

25. Continuum or array of positive consequences?

26. At least daily opportunities to be acknowledged?

27. At least weekly feedback/acknowledgement?

Are “Rewards” Dangerous?

“…our research team has conducted a series of reviews and analysis of (the reward) literature; our conclusion is that there is no inherent negative property of reward. Our analyses indicate that the argument against the use of rewards is an overgeneralization based on a narrow set of circumstances.”– Cameron, 2002

• Cameron & Pierce, 1994, 2002

• Cameron, Banko & Pierce, 2001

“RULE VIOLATIONS”

28. Leveled definitions of problem behavior?

29. Procedures for responding to minor violations?

30. Procedures for responding to major non-referrable violations?

31. Procedures for responding to major office-referrable violations?

32. Procedures for preventing major violations?

33. Quarterly review of effectiveness of SW consequences for rule violations

“NONCLASSROOM SETTINGS”

34. Active supervision by all staff across all settings?

35. Daily positive student acknowledgements?

“CLASSROOM SETTINGS”

36. Agreement about classroom & nonclassroom managed problem behaviors?

37. Linkage between SW & classroom positive expected behaviors?

38. High rates of academic success for all students?

39. Typical classrooms routines directly taught & regularly acknowledged?

40. Higher rates of positive than negative social interactions between teacher & students?

41. Students w/ PBS support needs receiving individualized academic & social assistance?

“STUDENTS W/ PROBLEM BEHAVIORS”

42. Regular meeting schedule for behavior support team?

43. Behavioral expertise/competence on team?

44. Function-based approach?

45. District/community support?

46. SW procedures for secondary prevention/intervention strategies?

47. SW procedures for tertiary prevention/intervention strategies?

Monthly Activity Schedule

Month: _________ SWPBS Team Activities to Support…..

All Students/Staff (“Green”) Students w/PBS Needs (“Yellow/Red”)

Monthly

Conduct SWPBS leadership team meeting to review data and progress on action plan activities, and plan new activities, as needed.

Report to staff on status of SWPBS.

Report to staff on status of students on secondary and tertiary behavioral intervention plans.

Weekly

Review progress of students on secondary and tertiary intervention plans

Nominate/review new students who might need individualized PBS

Send parents progress report

Daily

Before Team Training1. Review Coaching Implementation Checklist

2. Verify coaching role with Coordinator

3. Review coaching role with Principal

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

5. Ask team to bring discipline data, behavior incident reports, ODR forms, school discipline policy, procedures for teaching SW behavior expectations, procedures for encouraging SW expectations, etc.

6. Review tools: Team Implementation Checklist, EBS Self-Assessment Survey, Committee Review, Action Planning

During Team Training1. Remind team of coaching role

2. Let team lead process

3. Document agreements

4. Keep team on task & reinforce progress

5. Remind team of big ideas (“refrigerator magnets”) from presentations

6. Remind team to include all staff

7. Prompt outcomes: Team Implementation Checklist, Team Action Plan, Committee Review, EBS Self-assessment Survey

After Team Training1. Acknowledge/reinforce principal & team for progress at training

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

– Collect school data

– Meet w/in 1 month

– Complete Team Implementation Checklist 1 month later

3. Contact team leader 2x in first month & ask – What is planned

– if assistance needed

4. Set schedule to attend team meeting 1x month

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

6. Review/complete Coaches Implementation Checklist

7. Document team & coaching accomplishments, speed bumps, challenges, solutions