Agenda
• Introduction• Roles and Responsibilities of PBIS Coach• Role within the PBIS District Leadership
Team• Coaching Skills
MaterialsMaterials• SCCOE PBIS Website –
http://pbis.sccoe.org• Coaches Corner•Coaches Training Tier 1•Day 1 materials/presentations
Introduction….
• Introduce yourself: Name, School District/School Site, what has been your experience as a PBIS Coach and how long?
• As a group discuss what is the best thing about being a camper, beach bum, etc.?
• Choose a Facilitator/Recorder• Share out
Group DiscussionGroup Discussion• In your experience… what has been the most
successful district/school efforts to implement evidence/research based practices?• What made these implementation efforts
successful?
• What are the most common challenges & barriers to implementation of professional development efforts?
Putting it Together
Effective intervention practices and programs
No other combination of factors reliably produces desired outcomes
Effective implementation practices
Good outcomes for students
+ SW-PBIS
Coaching & District Support
© Fixsen & Blase, 2008
Performance Assessment (Fidelity)
Coaching
Training
Selection
Systems Intervention
Facilitative Administration
Decision Support Data System
Com
pete
ncy Organization
Student Benefits
Leadership
Adaptive
Technical
Integrated & Compensatory
Implementation Model
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
Role of District PBIS CoachRole of District PBIS Coach
• Support effective, sustained implementation of SW-PBIS in schools
• Make it as easy as possible for schools to be successful with implementation
• Maximize benefits of training/professional development efforts
Group DiscussionGroup Discussion
• What has been your experience with coaching in education/schools?
• How would you define coaching from an educational perspective?
Coaching DefinedCoaching 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
Coaching vs. TrainingCoaching vs. Training
• Coaching involves active collaboration and participation, but not group instruction.
– Small group– Build from local competence– Sustainable
Who should be a coachWho should be a coachCoaching Competencies
Necessary PreferredParticipate in team training
Able to attend team meetings at least monthly
Effective working with adults
Knowledgeable about school operating systems
Professional Commitment
Knowledge about SWPBIS
Knowledge about behavior support practices (targeted, individual)
Skilled in collection and use of data for decision-making.
Outcomes of CoachingOutcomes of Coaching
• Fluency with trained skills• Adaptation of trained concepts/skills to local
contexts and challenges• And new challenges that arise
• 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.
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
Nonclassroom
Setting Systems
ClassroomSetting Systems
Individual Student
Systems
School-wideSystems
School-wide PositiveBehavior Support
Systems
1. Common purpose & approach to discipline2. Clear set of positive expectations & behaviors3. Procedures for teaching expected behavior4. Continuum of procedures for encouraging expected
behavior5. Continuum of procedures for discouraging
inappropriate behavior6. 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
Scope of the PBIS Coaching RoleScope of the PBIS Coaching Role• Training
• Providing training/ build local training capacity• Develop Training Calendar to support Training needs
• Coordination • District Leadership/Steering Committee• Team Leaders Meetings • Team Trainings & Data Collection
• Evaluation• Assess needs of school and district based on measures of
implementation and outcomes, disseminate data in format to guide decision making in buildings and at district level
• Coaching• Technical Assistance at building PBIS team meetings,
trainings, team leader meetings and via email/phone
Team Support: Year 1Team Support: Year 1Planning for ImplementationPlanning for Implementation
• Support teams in planning to complete tasks from trainings– Organizing & assigning tasks (divide & conquer)– Developing timelines for task completion– Coach team leader in maximizing meeting times
• Identify needs within each school & provide ideas for how to address– Buy-in– Communication with staff– Administrative leadership– Task completion– Mis-application of training content
• Build opportunities for networking across teams & sharing examples, challenges, successes
Team Support: Year 2Team Support: Year 2ImplementationImplementation
• Focus shifts to coaching teams to use data to guide decision making
• Addressing challenges to implementation• Sustaining implementation & continuing
development of SW-PBIS systems
Common Coaching NeedsCommon Coaching Needs
• Initial Training tasks• On-site support– Too many teams– More Efficient meetings– Divide and conquer tasks– Timelines & organization– Sufficient communication with & feedback from
staff
Evidence Based PracticeEvidence Based Practice: SWPBIS: SWPBISWhat you are coaching in Year 1What you are coaching in Year 1
• School implementation of SWPBIS– Universal System– Day 1 Training content
• Overview of SWPBIS• Teaming Process• Communication & Feedback w/ Staff• SW Rules• Behavioral Expectations• Lesson Plans
– Focus of Coaching interactions:• School PBIS team, team leader & administrator
Look for…Look for…
• Too many SW Rules or too complicated, not easy to remember
• Behavioral expectations are not stated positively
• Not seeking input from all staff members to contribute to behavioral expectations
Why do schools not implement or fail to Why do schools not implement or fail to sustain SWPBIS at criterion?sustain SWPBIS at criterion?
• Failure to establish faculty commitment• We are always able to do anything badly
• Failure to establish Administrator commitment• Verbal commitment different from real behavior• Attend training, Attend school meetings, Allocate
resources for training and implementation, Provide data systems and tools for success
• Coach is unavailable or ineffective• Team does not meet regularly between trainings• Absences of evaluation system
• Are we doing what we said we would do? Is it benefiting students?
• Competing initiatives drain resources
CoachingCoaching• Coaching can & should happen on many
levels:• Establishing a relationship with administrator and
team members• Attending meetings on site and providing
coaching/technical assistance/support• Answering questions or requests from individual
teams• Providing support to teams during work times at
trainings• Passing along clear examples and ideas for teams
to aid them in the development of systems at their own schools
CoachingCoachingTeam SupportTeam Support
• Attend & participate in team training• Meet with new teams monthly on-site• Telephone/email contact as needed
• Frequent prompts regarding tasks, trainings, meetings, etc.
• “Positive” nag• Meetings/ Trainings• Task completion• Action Planning (TIC, SAS, SET, etc)• Data-Based Decision Making & On-going evaluation
• Communicate progress & needs to District Leadership Team to guide action planning
Keeping Teams on Track Keeping Teams on Track Build in AccountabilityBuild in Accountability
• Set due dates for when teams are to have materials completed
• Give checklists of items that are due• Example…..month to month activity calendar
• Regularly have teams share materials or turn in progress updates of the materials they have developed
• Hold regular Team Leader meetings• Model team meeting best practices (TIPs and positive
reinforcements for team leads)
Group Discussion
• What did you anticipate your coaching role to be and what is new information?
• Share one or two ideas of what you anticipated?
• Share and chart new roles you were not aware of?
PBIS Team Leaders MeetingPBIS Team Leaders Meeting
• Set up a regularly scheduled meeting– Suggest monthly for beginning teams
• Include Leadership Meeting schedule on the PBIS Training Calendar (see sample Training Calendar)
– PBIS Coach facilitates meetings– Have a meeting agenda
Leading Team Leaders MeetingLeading Team Leaders Meeting
First meeting agenda• Welcome & Introductions• State Purpose of Meeting• Create a regular forum for communication• Provide updates• Opportunity to share examples & concerns• Provide input to guide district planning
• Schedule monthly team leader meetings• Team Updates from leaders• Sharing examples, successes, challenges & needs
Listen to your PBIS Team LeadersListen to your PBIS Team Leaders
• Be humble, listen and learn how to improve District support
• Both Student Behavior & Implementing systems change are challenging• Always be looking and listening for ways to
improve• Over time schools have different needs,
constantly be checking in with them for feedback and recommendations
Most Important Times for Planning and Most Important Times for Planning and Support -- TransitionsSupport -- Transitions
• End of the School year• Get schools thinking about planning for the next year
• Before School Year starts• Make sure schools are ready for PBIS Kick Off events
the first week of school
• Whenever there are changes in:• Building Administrators or• PBIS Team Leaders
End of the Year MeetingsEnd of the Year Meetings
• Hold meetings with PBIS Team Leader and Building Administrator at each site• Identify aspects of PBIS at the site that are areas of
strength and goals for the upcoming year• Start planning for next year
– Begin thinking about PBIS team members for next year– Get an update on planning/preparing for the first week of
school – PBIS Kick Off• Review how the year went and seek suggestions for
improving district support for next year• Discuss training calendar for upcoming year & training
needs
Top Priorities When Starting…Top Priorities When Starting…Clarify district level support
Who is your supervisor/resource? Budget? Expectations from district? History/previous work with PBIS?
Self-Evaluation Determine what your strengths are and areas to
grow/access support Determine where you can get coaching support/
training
Top Priorities when starting…Top Priorities when starting…Organize Information
Who (see example PBIS profile sheet) Which schools Identify Team Members Identify Team Leaders Identify Administrator on Team
What, When, Where: (see example Month to Month activity calendar) Schedule Trainings Team Leader Meetings Building PBIS Team Meetings District Steering Committee Meeting
How: Set up systems to communicate with all PBIS participants
including Team Members and support staff
Top Priorities when starting…Top Priorities when starting…Organize Time
Prioritize efforts PBIS Coaches Checklist Leadership Team Self Assessment
Schedule drives everything, get it scheduled Trainings Building Team Meetings Team Leader Meeting District/Regional/State Meetings Emails - block time twice day, reply asap Data Collection Mentor/Networking Support
Top Priorities when starting…Top Priorities when starting…Organize Materials
Cohort Notebooks or PBIS Implementation Data Notebook One section per school - Notes from meetings, Current
Samples, SET and TIC Data, Action Plans Files are for materials that are completed
Resource Notebook for all school PBIS Handbooks Meetings Notebook
Calendars/Timelines Conferences and Trainings Data collection Building Meetings Building Team Leader Meetings District Leadership/Steering Meetings SCCOE District PBIS Coaches Meetings Other - Track Materials on Loan
Group Discussion
• What did you anticipate your coaching role to be and what is new information?
• Share one or two ideas of what you anticipated?
• Share and chart new roles you were not aware of?
SW-PBIS Logic!
Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, & durable(Zins & Ponti, 1990)
school
Districts
Leadership Team
Active Coordination
FundingVisibility Political
Support
Training Coaching Evaluation
Local School/District Teams/Demonstrations
BehavioralExpertise
Policy
PBIS District Leadership Team PBIS District Leadership Team
• Purpose:• Establish & maintain District Vision for PBIS
– District Self Assessment & Action Plan– Steers the PBIS ship
• Update leadership team to progress, challenges and needs of building implementers
• Review data (outcome & implementation data) & use to guide decision making & action planning
• Planning for ongoing development and maintenance of programs
Systems CoachingSystems CoachingDistrict Planning & LeadershipDistrict Planning & Leadership
• Monitor & report on team efforts• Implementation measures• Outcome measure• Progress & needs
• Work w/ District Leadership team to plan district PBIS implementation effort
• Present on School-wide PBIS to district stakeholders.• Assist district to build capacity for sustained
implementation (re-define your role over time)• Meetings with Coordinator and Taskforce for purposes
of regional/state-wide planning
Who serves on the District Leadership Team?Who serves on the District Leadership Team?• Members of the team should include
representatives/stakeholders whose roles, responsibilities, and activities are associated with:• Management and evaluation of resources
related to the provision of behavioral support, e.g.– School climate/ Discipline– Character Education– Bullying– Behavioral Intervention– Behavior Classrooms & Placements– Data systems
Planning AheadPlanning Ahead
• Data Based Decision Making needs
• District assessment planning tool
• SWIS v. other or existing system
• District Planning
• SWIS Facilitator training
Web Resources & ToolsWeb Resources & Tools• http://pbis.sccoe.org
– Materials and Powerpoints• www.pbis.org• Resources
– Examples of materials, presentations, etc.• SW-PBS Implementer’s Blueprint, Team Implementation
Checklist (TIC), Self Assessment Survey (SAS), School-wide Evaluation Tool (SET)
• www.pbisapps.org
TasksTasks• Develop list of participating schools, team leaders &
administrator w/ contact info.• Get on-site meeting schedule for each team (at least
1 per month)• Attend meetings & begin developing rapport• Provide technical support as needed
• Schedule Team Leader meetings• Hold first team leader meeting before next training
• Start recruiting for District Leadership Team• Training December 12, 2012 at SCCOE