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Goals

Susan Barrett Patti Hershfeldt PBIS Regional Training and Technical Assistance Center sbarrett@pbismaryland.org phershfeldt@mds3online.org. Goals. Coaches will become more fluent in: Big Ideas: Systems Change- Workforce Development Critical components of PBIS

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Goals

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  1. Susan BarrettPatti HershfeldtPBIS Regional Training and Technical Assistance Centersbarrett@pbismaryland.orgphershfeldt@mds3online.org

  2. Goals Coaches will become more fluent in: • Big Ideas: Systems Change- Workforce Development • Critical components of PBIS • Coaching PBIS implementation and reaching Fidelity • Using resources to address needs • Using data to problem solve • Assessments

  3. Materials Walk • Benchmarks of Quality • BOQ Action Planner • Index card for ?s • Coach Self Assessment • Benchmarks of Quality Practice Profile • Snapshots • Cool Tools • “3-Circles” P-S Worksheet

  4. Our Expectations

  5. Coaching for Systems Change Student Level Systems Level

  6. Big Ideas • Coaching across levels of Implementation • Creating pathways to develop workforce • What does the state and district do to support coaching? • Job Descriptions • Selection and Recruitment • Training and Support • Evaluate fidelity and impact

  7. Investing in Coaching • Ensure Intervention (EBP) Fidelity • Ensure Implementation (process) Fidelity • Develop Organizational Systems to Promote Professional Judgment and Sustainability

  8. Applying the Logic to Adult Learning • Systems • Conditions that support skill development for staff State Regional District/Division Building Classroom Teachers/Staff Student Family • Data • Information required to guide skill development process • Practices/Skills • The technical skill set required to achieve intervention fidelity

  9. Systems Supports • Policy and Procedure Development • Budget reallocation • Implementation Team Support and Development • Re-purposing of positions to align with initiatives • Selection, training, coaching and assessment of coaches • Organizational/Systems Change to train and support coaching and staff • Access to training and support • Review of Internal infrastructure needed to support coaching role for educator effectiveness

  10. Improving and Sustaining Educator Practices/Skills • Active Problem Solving (Implementation Teams, Leadership, Teachers/staff, students) • Building Team Collaboration • Delivering Feedback • Consultation related to core features of EBPs

  11. Using Data • Action plan with short/long term goals • Self-Assessment (reflective practitioners) • Process measures/Fidelity checks • Progress Monitoring Tools • Student Outcomes • Data used for continuous improvement (PEP-PIP, PDSA*) • Decision Support Data systems for both EBP and Implementation process outcomes • Consumer feedback/social validity

  12. Coaching: an activity that helps others achieve their goals Content Expert Mastering the “What” and the “How” Adjusting as needed Evaluation Clearly defined Goals Monitor and Adjust Check for Impact “Process” Training Application of knowledge in real life situations Relationship Support, Reinforce and Communicate Enablement Remove barriers Foster pathways Streamline and integrate

  13. Outcomes • Organizational health • Effective use of personnel and resources • Highly effective and efficient PD that yields application of EBP at the school and classroom level • Teacher efficacy • Increased use of EBP • Fidelity of implementation • Progressive Teacher Evaluation System

  14. Organizing the Work at the Building Level Types of Coaching • Coaching for Individual Change: focus on skill development, support and performance feedback (content specific: academic, behavior) • Coaching for Team/Group Change: focus on collaboration and facilitation, group dynamics • Coaching for Systems Change: focus on organizational change

  15. School-wide PBIS is a decision making framework that guides selection, integration, and implementation of the best evidence-based academic and behavioral practices for improving important academic and behavior outcomesfor all students.

  16. PBIS Implementation FrameworkSocial Emotional and Behavioral Health We organize our resources Multi-Tier Mapping, Gap Analysis So kids get help early Actions based on outcomes (data!), not procedures We do stuff that’s likely to work Evidence-Based interventions We provide supports to staff to do it right Fidelity: Benchmarks of Quality And make sure they’re successful Coaching and Support Progress monitoring and performance feedback Problem-Solving process Increasing levels of intensity

  17. Supporting Social Competence, Academic Achievement and Safety School-wide PBIS OUTCOMES Supporting Decision Making DATA Supporting Staff Behavior SYSTEMS PRACTICES Supporting Student Behavior

  18. Creating the Conditions for Learning Promotion of social emotional wellbeing, social competence, physical safety, free from bully behavior, prevention of substance use Promotion of school engagement, family involvement and culture of inclusion and equity Promotion of safe, supportive school environment OUTCOMES • Data Supporting Decision Making • School improvement • goal progress -CAG • Climate Survey • Office Discipline • Referrals, Suspension • Academic progress • Attendance, truancy • Direct Observation • Process tools • (fidelity) Systems Supporting Staff Behavior • Solution Focused Team Approach • Administrator Support • participation • Community of • Practice (Skill • development and performance feedback) • Consensus and collaboration across community, student, families • Communication and Dissemination process DATA SYSTEMS PRACTICES Practices Supporting Student Behavior • Define behaviors, expectations, and rules • Teach, model, and acknowledge behaviors, expectations, and rules • Consistent, instructional response to behavior errors • Personalized learning connections through extra- curricular events • and relational support for all students

  19. Vincent, Randall, Cartledge, Tobin, & Swain-Bradway 2011 Supporting Social Competence & Academic Achievement CULTURAL EQUITY Supporting Staff Behavior 15 OUTCOMES DATA CULTURAL VALIDITY SYSTEMS CULTURAL KNOWLEDGE Supporting Decision Making PRACTICES CULTURAL RELEVANCE Supporting Student Behavior

  20. TIER I: Core, Universal • GOAL: 100% of students achieve • at high levels • Tier I: Implementing well researched programs and practices demonstrated to produce good outcomes for the majority of students. • Tier I: Effective if at least 80% are meeting benchmarks with access to Core/Universal Instruction. • Tier I: Begins with clear goals: • What exactly do we expect all students to learn ? • How will we know if and when they’ve learned it? • How you we respond when some students don’t learn? • How will we respond when some students have already learned? • Questions 1 and 2 help us ensure a guaranteed and viable core curriculum 21

  21. TIER II: Supplemental, Targeted • Tier II • For approx. 20% of students • Core • + • Supplemental • …to achieve benchmarks • Tier II Effective if at least 70-80% of students improve performance (i.e., gap is closing towards benchmark and/or progress monitoring standards). • Where are the students performing now? • Where do we want them to be? • How long do we have to get them there? • How much do they have to grow per year/monthly to get there? • What resources will move them at that rate? 22

  22. TIER III: Intensive, Individualized Tier III For Approx 5% of Students Core + Supplemental + Intensive Individual Instruction …to achieve benchmarks Where is the student performing now? Where do we want the student to be? How long do we have to get the student there? What supports has the student received? What resources will move the student at that rate? Tier III Effective if there is progress (i.e., gap closing) towards benchmark and/or progress monitoring goals. 23

  23. Benchmarks of QualityCritical Elements • PBIS Team • Faculty/Staff Commitment • Expectations and Rules Developed • Plans for Teaching expectations/rules • Reward/Recognition Program Established • Effective Procedures for Dealing with Problem Behaviors • Data Entry and Analysis Plan Established • Classroom Systems • Evaluation • Implementation Plan Coaching, Performance Feedback, Administrator Support, District Support

  24. coaching Mo Cheeks, Head Coach, Detroit Pistons http://youtu.be/Em9wR9e5emY

  25. Definitions Coach What is your definition? • a supporter • a partner with the team and administration • a resource for information • a liaison between team and PBIS Coordinator and/or Point of Contact (POC) • a facilitator with data-based decision making • a facilitator with PBIS implementation and the cultural change in your school • attentive to team action planning progress

  26. Coaching Defined prompts that increase successful behavior & corrections that decrease unsuccessful behavior someone with credibility and experience… internal and/or external after initial training – repeatedly (e.g. monthly) on-site, in real time ? adjust intensity to fit school’s needs

  27. Coaching Form of embedded, sustained professional development through ongoing relationship and cyclical process used to: • Build and refine existing skills and/or acquire new skills (individual and group) • Support person or group’s ability to apply new knowledge • Use of problem solving method with focus on data to inform practice (individual and group) • Continuous improvement – encourage, recognize and shape

  28. PBIS as the FrameworkBroader Range and Higher Quality • DETERMINEOUTCOMES. • INVEST in small number of “programs”- STOP doing what is not addressing your need and not making the impact • REVIEW DATAto determine what 70- 80% of your students need • ONLY use Evidence Based programs • SUPPORT STAFF by Designing every PD that is anchored to outcomes and includes team with admin and action plan, skilled coach, performance feedback • TRACK FIDELITY • MONITOR OUTCOMES- modify if necessaryDETERMINE WAYS TO MAKE easier, more efficient • DON’TADDanything unless you connect it to framework and have data that determines the need- even when you get a new admin and superintendent!!

  29. “Coaching is communicating.” R. Sprick Much of the happiness and sadness we experience flows from our ability to communicate.J. Knight, Unmistakable Impact, p. 208 http://youtu.be/_JmA2ClUvUY

  30. Listening “Authentic listening is an important way to show respect for others. When we really listen, we have a chance to enter into a deeper form of communicating.” Jim Knight p. 209

  31. Listening Strategies • Commit to listen. • Pause before you speak and ask, “Will my comment open up or close down this conversation?” p. 212

  32. Use words that unite; avoid words that divide Use the constructive word “and” rather than “but”. This builds on, rather than blocks out, what has just been said. It advances discussions rather than anchoring them in argument.

  33. Who are coaches? • Internal and External • Internal coaches are employed in the school where they provide support • External coaches are employed outside the schools where they provide support (e.g. by district, region, state).

  34. Situational Coaching How will coaching change over time? • Teaching of new skill set • Seeks ideas & suggestions from team • Participates & supports • Delegates

  35. Activity: Rate your current skills/knowledge

  36. AVOID PITFALLS! RUSH INFORMATION PLAN AHEAD! SKIP PROCEDURES IMPLEMENT WITH FIDELITY! EXCLUDE OTHERS IGNORE FACTS INCLUDE ALL STAKEHOLDERS! MAKE DATA-DRIVEN DECISIONS!

  37. Outcomes of Coaching Help teams with: • PBIS Fluency • Rapid redirectionfrom mis-applications • Fidelityof overall implementation • Sustainability over time

  38. What do we do again? How can anyone possess that many skills? • Professional Development • Teaching, participating, supporting, delegating • Leadership Support • Problem Solving Skills • Resource Provider • Fluency with content area • Facilitation and Communication • Interpersonal Skills http://www.youtube.com/watch?v=ve5oqG-IJqY

  39. Implementation Tools

  40. BOQ RUBRIC

  41. Action Planner

  42. Practice Profiles • Each critical component is a heading • Each level of implementation becomes a dimension on the rubric associated with that critical component. Adapted from work of the Heartland Area Education Agency 11, Iowa

  43. Review the Practice Profile

  44. Activity • Review the practice profile • What challenges might your team face in implementing these components? • How might you address these challenges?

  45. Implementation Snapshots & Cool Tools Provide information on critical components

  46. Implementation Snapshots • Provide information on critical components • Definition of critical component • The BOQ explanation • Implementation products and outcomes • Roles & responsibilities for coaches, administrators, team members, staff, student, community, family and district coordinator • Research

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