Welcome!
October VTPBiS
Regional Coordinators Meeting
Agenda
• Introductions and opening activity
• Purpose of Meetings
• Coaching Presentation
• Acknowledgements and Celebrations!!!
• Wrap-up - Logistics
Activity!
• Go to one of three stations around the room.1. Behavior Expectations
2. Acknowledgements
3. Defining and Responding to Problem Behavior
• Share successes and/or challenges with small group
• Pick one thing you’d like to share with the larger group and one group meeting norm.
Why Regional Coordinators Meetings?
• Networking opportunities
• Professional Development
• Feedback Loop between State/SUs/Schools
Introduction to VTPBiS Coaching and
CoordinationWhy? What? Who? How?
Defining our RolesCo·or·di·na·tor [koh-awr-dn-ey-ter] a person
or thing that coordinates.– Organizes PBIS teams at the school and
SU/District levels
Coach [kohch] to give instruction or advice to in the capacity of a coach; instruct – Provides mentoring and guidance to
SUs/Districts and schools on PBIS systems, data and practices
Overlapping Roles
COACHING
Our goal is to become
competent coaches
Key to Sustaining PBIS: Coaching at all levels
State TAHelp Supervisory Unions/Districts and schools navigate the
process of exploring, implementing and sustaining PBIS.
Examples of support include:
– Determining which VTPBiS trainings and workshops to attend;
– Understanding the VTPBiS Partnership Agreement;
– Linking with other Vermont PBIS schools;
– Planning an awareness presentation to school faculty and staff;
– Understanding and using the VTPBiS data tools; and
– Strategies for initial implementation, capacity building, and sustainability
Implementation CoachProvide guidance and mentoring to SU/Districts and schools
so they can develop the systems, practices and data necessary
to continuously improve and sustain PBIS.
Examples of support include:
– Effective and efficient use of data;
– Selection of evidence-based practices that are matched to identified needs;
– Helping with Team problem solving; and
– Working directly with the SU/District Coordinator to assure the effort is sustained.
SU/District CoordinatorPrimary contact for PBIS schools. Facilitates
communications with State TAs, Implementation Coaches
and schools to support a self- sustaining PBIS effort.
Examples of support include:– Participate in and support PBIS professional development;
– Support PBIS School Leadership Teams
– Conduct fidelity of implementation measures and assist schools with other PBIS data tools (training to be provided);
– Facilitate meetings (1-2/year) with school-based PBIS coordinators for data review, action and planning; and
– Secure resources for school teams.
School Coordinator
Organize the school level PBIS team and act as cheerleader
and advocate for PBIS. Promote processes that involve the
systems, data and practices of PBIS implementation.
Examples of support include:
– Scheduling and facilitating monthly leadership meetings;
– Attending all SU/District and Regional School Coordinator meetings; and
– Supporting school leadership team in the completion of evaluation tools, action planning and continuous improvement.
Why is coaching important?
Problem Statement:
“We give schools strategies & systems for improving practice & outcomes, but implementation is not accurate, consistent, or durable, & desired outcomes aren’t realized. School personnel & teams need more than exposure, training, practice, & enthusiasm.”
“Train & hope” approachdoesn’t work
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….
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
SWPBS/PBIS Lessons Learned
Key feature of successful coaching:Key feature of successful coaching:Assist Teams in Using Data for Decision-makingAssist Teams in Using Data for Decision-making
• Using Team-Checklist and EBS Survey data for Team Action Planning
• Using SET/ TIC data for evaluation
• Using ODR/ Academic (ORF) data for assessment, planning and reporting.
• Keeping faculty involved through regular data reporting.
Big Ideas• Coaching capacity is defined as activities or functions, not
person• End goal of coaching is to maximize adoption, durability, &
scalability of evidence-based practice experienced by students• Coaching functions have varied levels of intensity• Coaching functions are shared responsibilities• Coaching capacity at multiple organizational levels (teacher,
school, district, region, state)• Coaching implementation capacity should be planned, formal,
continually monitored, and systematically evaluated
Activity!
• Identify 3 roadblocks that might affect your ability to be a Coach (Coordinator)
• Identify possible strategy for addressing roadblock
• Report one roadblock & strategy
Do this work with an equal amount of urgency and patience!
Celebration of VTPBiS Schools!
Vermont
Schools recognize themselves in 2011 for….
VTPBiS School Recognitions Banner Schools
Start-up Schools
Emerging Schools
Sustaining Schools
Blue Ribbon Schools
Wrap-up-Logistics
• Monthly Newsletters
• PBIS Science of Implementation Leadership Launch
• TA & Coach availability to Schools
• Topic-Based Trainings
• Update Contacts List
• Future Meetings
Thank you!
See you in DECEMBER!