1. Tier 2/3 Coaching Ami Flammini Illinois PBIS Network

2. Describe the basic functions and skills for Tier 2/3 coaching

3. Tier 2/3 Coaching • Direct support to selected buildings • Co-facilitate and support Tier 2/3 Systems Planning Team meetings in each building • Provide technical assistance and support to Tier 2/3 Systems Planning Team members • Provide technical assistance and support to Wraparound Facilitators • Assist with data collection and data-based decision-making process • Provide technical assistance and support to Tier 2 Problem-Solving’ Team members (co-facilitating meetings to model where helpful) • District-level support • Guide/lead data collection, analysis & use at district and building- levels • Co-Facilitate District Tier 2/3 Workgroup meetings • Facilitate sustainability and generalization of practices district-wide • Technical Assistance re: • Effective team meetings • Support to students & families • Functional Behavior Assessment/Behavior Intervention Planning • Wraparound facilitation • Data-based decision-making (including SIMEO)

4. Learn how to create a train the trainers model for coaching the implementation of Tier 2/3

5. Coaching to Capacity • Phase 1: Modeling – Coach models desired skills & competencies: • "Coach shows the Facilitator how to do it" • Phase 2: Support and Feedback - As the Facilitator begins to assume responsibility, the Coach observes: • "Coach supports and provides feedback as the Facilitator does it" • Phase 3: Monitoring - The Coach observes over time that the Facilitator performs and self-monitors independently: • "Coach celebrates the Facilitator's ability to perform and self-monitor"

6. Coaching to Capacity Abbreviated: • Do FOR (modeling) • Do WITH (supportive feedback) • CHEER on (monitoring) • Model applied to all Tier 3 interventions: • FBA/BIP • Wrap • Wrap-based RENEW

7. Intensive Tier 3 TA Applied • Immediately following Tier 3 training, Facilitators identify youth and begin support • Facilitators share plans with Coach • Coach reviews and gives feedback on plans • Coach explains edits & asks probing questions • Facilitator explains current work, student situation and makes final edits they UNDERSTAND and AGREE with • Final plans implemented, progress-monitored & shared with all Coaches/Facilitators for learning

8. Building Capacity for Tier 3 TA Statewide • PBIS Network • Do for • Do with • Cheer on • External Coach • Do for • Do with • Cheer on • Facilitators • Do for • Do with • Cheer on • Students & Families

9. On-going Coaching Support • All training & material on website • Share and celebrate data (Newsletters, website) • Monthly Coaches “Front Page News” • Monthly Coaches Network Mtgs. statewide • Support to District Leadership Teams • Group Technical Assistance for Facilitators • Direct Modeling of the Process at the Building Level

10. Motivational Interviewingsupporting the coaching process • Understand the stages of change • Begin to identify where people are in the stages of change • Use strategies based upon the stage to help people move forward

11. TheStages of Change Model has five phases:1. Pre-contemplation: Avoidance. That is, not seeing a problem behavior or not considering change.2. Contemplation: Acknowledging that there is a problem but struggling with ambivalence. Weighing pros and cons and the benefits and barriers to change.3. Preparation/Determination: Taking steps and getting ready to change.4. Action/Willpower: Making the change and living the new behaviors, which is an all-consuming activity.5. Maintenance: Maintaining the behavior change that is now integrated into the person's life.

12. StrategiesMatched to Each Stage of Change

16. Activity • Identify & share a situation where you have been • coaching and you ran into resistance • Take that example and identify the stage of change • Locate the strategies you could use next time based • upon the stages of change