CT PBS Coaches’ Meeting Coaching SWPBS Basics

1. CT PBS Coaches’ MeetingCoaching SWPBS Basics December 9, 2008 Brandi Simonsen, Kari Sassu, & George Sugai

2. Advance Organizer Overview of Coaching SWPBS (Chapter 1) Lecture Activity Brief Break Basics of SWPBS for Coaches (Chapter 2) Lecture Activity Wrap-up

3. Objectives for Coaches By the end of today’s meeting, you will be able to… • …Describe your role as a coach. • …Articulate the basic elements of SWPBS • …Identify resources for SWPBS • …Facilitate your team’s activities at the first SWPBS team training (next week).

4. Chapter 1 Overview of Coaching in SWPBS

5. Rationale and Definition of Coaching 6

6. Why Coaching? The old models are not as effective.

7. Problem Statement 1 “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.”

8. Problem Statement 2 ( Fixen, Naoom, Blasé, Friedman, & Wallace, 2005, p. 39) “training by itself does not result in positive implementation outcomes (changes in practitioner behavior in the clinical setting) or intervention outcomes (benefits to consumers)”

9. Avoid “Train & Hope”!

10. Important Functions of Coaches Coaches provide team start-upsupport Coaches facilitate team sustainability and accountability Coaches provide technical assistance and problem solving Coaches provide positive reinforcement to team members Coaches deliver prompts (i.e., function as “positive nags”) Coaches improve and increase public relations and communications Coaches are linked to a support networkacross schools Coaches are linked to leadership, trainers and teams Coaches allow for localfacilitation As coaches build their own skills, they provide increased behavioral capacity

11. Who are Coaches? Personnel & resources organized to facilitate, assist, maintain, & adapt local school training implementation efforts Coaching is set of responsibilities, actions, & activities….not person

12. Roles of a Coach Facilitate Coaching Roles Communicate Content Knowledge • Team meetings • Activities at training events • Implementation • Share advanced content with team • Share information at faculty meetings • Local PBS expert • Positive “nag” • Link to resources (e.g., www.pbis.org)

13. A reminder you’ll see throughoutto help us remember the role. Coach

14. Guiding Principles for Coaching SWPBS 8

15. Guiding Principles (“Requirements”) School-level coaching: Coaching capacity integrated into existing personnel Supervisor approval given Districtsupport and agreementsare given District/state coordination provided Coaching linked with school team Coaching training linked with team training Coaches participate in team training Coaches meet regularly for prompting, celebrating, problem solving, etc. District-level coaching: Coaches experienced with school team implementation New teams added with increased fluency (at district level)

16. Implementation Guidelines for Coaching SWPBS 9

17. Coaching Self-Assessment 11

18. Activity:Coaching Self-Assessment 1 minute reports from each team (new spokesperson) • Complete Coaching Self-Assessment (pp. 11-16) • Develop an Action Plan to address areas for growth from your self assessment (p. 17) • Present 1-2 “strengths” and 1-2 “concerns or challenges” (1 min. reports) • ~ 15 minutes 1 Minute PROMPT  Attention Please

19. Coach Coaching Reports(+ orΔ) 1-2 Details to introduce yourself 1-2 Strengths (with respect to coaching) 1-2 Concerns or challenges (with respect to coaching) Thumbs up for data-based statements!

20. Chapter 2 Basics of SWPBS for Coaching

21. Rationale and Definition of SWPBS Basics for Coaches 19

22. To set the stage… Remember when I talked about the tatoos???

23. Main Message STUDENT ACHIEVEMENT Good Teaching Behavior Management Increasing District & State Competency and Capacity Investing in Outcomes, Data, Practices, and Systems

24. Supporting Social Competence & Academic Achievement 4 PBS Elements OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

25. Continuum of School-Wide Instructional & Positive Behavior Support Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~5% Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~15% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~80% of Students

26. Designing School-Wide Systems for Student Success 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 1-5% 1-5% 5-10% 5-10% 80-90% 80-90%

27. GENERAL IMPLEMENTATION PROCESS Team Agreements Data-based Action Plan Evaluation Implementation

28. PBS Systems Implementation Logic Visibility Political Support Funding Leadership Team Active Coordination Training Coaching Evaluation Local School Teams/Demonstrations

29. SWPBS Practices School-wide • Smallest # • Evidence-based • Biggest, durable effect Classroom Non-classroom Family Student

30. Behavioral Interventions and Practices in… 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

31. SWPBS Practices School-wide Classroom Non-classroom Family Student

32. Behavioral Interventions and Practices in… Classroom Systems • Maximize structure in your classroom. • Post, teach, review, monitor, and reinforce a small number of positively stated expectations. • Actively engage students in observable ways. • Establish a continuum of strategies to acknowledge appropriate behavior. • Establish a continuum of strategies to respond to inappropriate behavior.

33. SWPBS Practices School-wide Classroom Non-classroom Family Student

34. Behavioral Interventions and Practices in… Nonclassroom Systems • Positive expectations & routines taught & encouraged • Active supervision by all staff • Scan, • Move, • Interact • Pre-corrections & reminders • Positive reinforcement

35. SWPBS Practices School-wide Classroom Non-classroom Family Student

36. Behavioral Interventions and Practices for… Individual Students • Behavioral competence at school & district levels • Team- & data-based decision making • Targeted social skills & self-management instruction • Individualized instructional & curricular accommodations • Function-based behavior support planning • Comprehensive person-centered planning & wraparound processes

37. SWPBS Practices School-wide Classroom Non-classroom Family Student

38. Behavioral Interventions and Practices in… Family Systems • Continuum of positive behavior support for all families • Frequent, regular, and positive contacts, communications, and acknowledgements • Formal and active participation and involvement as equal partners • Access to system of integrated school and community resources

39. Coach TAKE AWAY MESSAGE Usedatato (a) identifyoutcomesand (b) select evidence-basedpractices. Invest insystemsto ensure sustained implementation with fidelity.

40. Implementation Guidelines for Coaching SWPBS Basics 22

41. Locating Resources for SWPBS Basics 23

42. Recall two of the main functions: Coach • Content • Communication You now have an understanding of basic elements of SWPBS Focus on how to access resources to (a) increase your knowledge/understanding (b) assist you in communicating your knowledge to your team

43. How will you Fill Your Role… Coach • …as you are increasing your fluency with the content, your team members will still view you as an “expert” • It would be wise to familiarize yourself with the resources available to you and your team

44. Identify: Coach • Where do you go to get an overview of all the steps involved in implementing SWPBS? • Which tools will help you establish your team and conduct efficient team meetings? • What tool would you use to survey your school staff? • Where do you go to find supporting evidence for implementing SWPBS? In addition to the resources in your notebook, remember www.pbis.org

45. Activity:Locating Resources 1 minute reports from each team (new spokesperson) • Complete Locating Resources Activity (p. 23) • Develop an Action Plan to address specific items related to coaching SWPBS basics (p. 24) • Present 1-2 big ideas (1 min. reports) • ~ 15 minutes 1 Minute PROMPT  Attention Please

46. www.pbis.org

47. Big Ideas You should now be able to… • …Describe your role as a coach. • …Articulate the basic elements of SWPBS • …Identify resources for SWPBS • …Facilitate your team’s activities at the first SWPBS team training (next week).

48. Your Tatoos Supporting Social Competence & Academic Achievement OUTCOMES DATA SYSTEMS Supporting Decision Making Supporting Staff Behavior PRACTICES Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~5% Supporting Student Behavior Classroom Setting Systems ~15% Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Non-classroom Setting Systems Individual Student Systems School-wide Systems ~80% of Students 4 PBS Elements School Systems SWPBS

49. TAKE AWAY MESSAGE You’re a coach! Prepare for training events, and use your resources to guide your team’s activities (both at training and at school).