Kansas District Coach & Coach’s Training

1. Kansas District Coach & Coach’s Training Lea Ann Pasquale Jamie Wolfe District SWPBS Facilitators

2. Credits For These Power Points Go To…. SW PBS:Training for Coaching Capacity George Sugai OSEP Center on PBIS University of Oregon October 8, 2004 Sugai@uoregon.edu www.PBIS.org and University of Kansas

3. Purpose • Review coaching basics • Prepare coaches to lead teams through training and SWPBS process

4. Objectives for Today • Clarify & describe rationale, role, & functions of coaching • Review systems, practices, features of school-wide & individual SWPBS • Describe what the teams will be doing tomorrow and your role as coach in the process

5. What is “Coaching Capacity?” • Improve communication across the district • Create a point of contact in the school • Link to the SWPBS network in the district • Coaching is set of responsibilities, actions, & activities….not person

6. Team-led Process

7. Coaching (why?) • Team start-up support • Team sustainability/accountability • Technical assistance/problem solving • Positive reinforcement • Prompts (“positive nags”) • Public relations/communications • Support network across schools • Link between trainers & teams • Local facilitation

8. Guiding Principles(“Requirements”) • Coach linked with school team • Coaches training linked with team training • New teams added with increased fluency • Supervisor approval given • District agreements & support needed • Coach experienced with school team implementation

9. What does this mean? You are a supportive SWPBS salesman and trainer.

10. Successful Coaching starts by “knowing the basics”Redundancy & practice build fluency!

11. ٭ One Response, Many Terms:“Positive Behavior Support” PBS is a broad range of systemic & individualized strategies for achieving important social & learning outcomes while preventing problem behavior with all students. “SWPBS” = “EBS” = “PBS” = “PBIS” etc.

12. Same Issue with MTSS Tier 1 = Primary Prevention Tier 2 = Secondary Prevention Tier 3 = Tertiary Prevention

13. 3-Tiered Prevention Logic Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~80% of Students

14. Why Did this Happen? • National efforts with many different people involved • University professionals started with different funds • George Sugai leads the way with his EBS center • PBS with Rob Horner joins forces with George’s school-wide discipline • Technology professionals who like short titles • Strange unexplained resistance to fixing title discrepancies • What makes us strong (many people with many ideas) also makes us a little inconsistent

15. Coaches often are asked to describe why a school is implementing SWPBS (This is something you might say to a family member, a new administrator, or a team member)

16. Behavior Challenges • High rates of reactive management • Suspensions, expulsions, detentions, etc. • Disproportionality • Race, special education, gender • Low academic achievement • Inefficient use of resources • Lack of behavioral capacity • Negative school climate • Lack of school-wide consistency

17. Challenge…Increasing Schools Capacity To… • Respond effectively, efficiently, & relevantly to range of problem behaviors observed in schools • Adopt, fit, & sustain research-based behavioral practices • Give priority to unified agenda of prevention • Engage in team-based problem solving • Consider relationship between individual & school-wide behavior support

18. “Train & Hope” Approach • React to identified problem • Select & add practice • Hire expert to train practice • Expect & hope for implementation • Wait for new problem….

19. Continuum of Behavior Support Local Context & Culture SWPBS Features Science of Human Behavior Prevention Logic Systems Change & Durability Evidence- Based Practices Natural Implementers

20. SW PBS Supporting Social Competence & Academic Achievement OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

21. SWPBS Implementation Logic

22. Research to Practice Classroom Setting Systems Nonclassroom Setting Systems Individual Student Systems School-wide Systems

23. School-wide 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

24. Classroom Management Systems • Classroom-wide positive expectations taught & encouraged • Teaching classroom routines & cuestaught & 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

25. Nonclassroom Systems • Positive expectations & routines taught & encouraged • Active supervision by all staff • Scan, move, interact • Precorrections & reminders • Positive reinforcement

26. Individual Student System • 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

27. How Does MTSS Relate to SWPBS? Multi-tier System of Supports www.kansasmtss.org

28. Academic Systems Behavioral Systems • 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 MTSS Systems for Student Success 1-5% 1-5% 5-10% 5-10% 80-90% 80-90%

29. District Coordinator/District Trainer Activities • Attend school team meetings • Monthly coaches meetings • District leadership team meetings • District inservice training system • Summarize evaluation data

30. Internal and External Coaches • Internal Coaches • 1-2 individuals within the school • Facilitate team meetings • Gain information to bring to teams, provide extra positive nagging, summarize data at the school level • External Coaches • Person outside of the school • Supports up 1-2 SWPBS schools • Supports the District Coordinator and Internal Coaches • Used in districts who are “going to scale” with many schools implementing SWPBS

31. District Coordinator: Ongoing Responsibilities • Facilitate leadership meetings • Coordinate and conduct trainings • Summarize school data for district reporting • Positive support to school coaches (“positive nag”) • Oversee/coordinate training activities

32. SWPBS SUPPORT NETWORK AND DATA COLLECTION KU Collaboration Consortium of Districts District Coordinators Building Effective Coach Support Network District Trainers DISTRICT LEVEL ORGANIZATION External Coaches School Coaches

33. SWPBS DISTRICT ORGANIZATION: Shawnee Mission District Coordinators School Coaches External Coaches External Coaches External Coaches School Coaches School Coaches School Coaches

34. Activity: Complete Implementation Phase Inventory

35. Districts with Schools Implementing MTSS • Each school goes at their own pace • Some school teams start with school-wide positive behavior support (SWPBS) • Some start with school-wide academic systems change (SWAS) or PLC’s • Some start both at the same time

36. Example of Implementation Over Time for SWPBS

37. Data based Decision Making: Coach and District Reporting Team Implementation Checklist (TIC) School-wide Evaluation Tool (SET)

38. Activity: Review TIC Tour of www.pbssurveys.org

39. 80%

40. Preparing for Team Training Coaches On-Line Notebook Activity www.pbskansas.org

41. Role of the Coach in Team Training • Review major activities prior to team training • Facilitate breakout sessions with team • Receive codes for pbssurveys • Work with the District Facilitator(s) and External Coaches to gather and summarize data

42. On-Line Resources for Coaches • Each team will move at different speed through different sections of Tier 1 • We have created content packets representing major elements of SWPBS • Coaches will use this on-line notebook between trainings to: • Help the team move through the process • Find tools to use for data collection purposes • Prompts for when to complete tasks • Coaches will use SMSD PBS Web Back Pack • Coaches will use www.PBIS.org

43. SWPBS Team Resources • Tier 1 School-wide expectations and reinforcer systems • Getting District Discipline Data System (DDDS) ready • Specific setting interventions • Classroom management • Community planning • Moving to tier 2

44. Coach Guided Activities • Evaluate current school planning team • Team Initiated Problem Solving • Establish Norms for SWPBS Team Meetings • Begin using the Team Implementation Checklist • Develop SWPBS Action Plan

45. Evaluating Your School Planning Team

46. PBS Implementation Logic

47. Evaluating Your SWPBS Team: What Other Teams Have Done • One individual from all of the other committees join new SWPBS planning team • Leadership team also becomes SWPBS team • Combination of existing teams form • Entirely new team is created with new team members

48. Working Smarter

49. Committees at Overland Park

50. Identify Team Roles and Responsibilities • Coach-facilitates meetings, reviews past meeting minutes, keeps focus of group on agenda • Record Keeper - writes down the actions and activities • Timekeeper- before meeting gets consensus on time to be spent on each topic, monitors time for each topic, and gives warnings when time is running out (i.e., “we have 5 minutes left”) • Data Entry Person- trained to enter and access office referral data and brings the data to the meetings • Behavior Specialist- a person who has received training in individual positive behavior support • District Facilitator/External Coach-district-level individual who coordinates coach and inservice trainings, provides link between schools, KU PBS Trainers, and coaches