SWPBS : Training for Coaching Capacity

1. SWPBS:Training for Coaching Capacity MD PBIS Leadership Team George Sugai OSEP Center on PBIS University of Connecticut & Oregon July 10, 2006 George.Sugai@uconn.edu www.PBIS.org www.SWIS.org

2. Purpose • Discuss importance of coaching capacity • Review coaching basics • Provide guidelines for effective coaching

3. www.pbis.org

4. pbismaryland.org

5. Problem Statement “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.”

6. Competing, Inter-related National Goals • Improve literacy, math, geography, science, etc. • Make schools safe, caring, & focused on teaching & learning • Improve student character & citizenship • Eliminate bullying • Prevent drug use • Prepare for postsecondary education • Provide a free & appropriate education for all • Prepare viable workforce • Affect rates of high risk, antisocial behavior • Leave no child behind • Etc….

7. Worry #2:“Train & Hope”

8. Discovery Education “Discovery is no solution to the problems of education. The individual cannot be expected to rediscover more than a very small part of the facts and principles that have already been discovered by others. To stop teaching in order that the student may learn for himself is to abandon education as a medium for transmission of the accumulated knowledge and wisdom of a culture”(Skinner, 1965, p 101).

9. Systems Perspective Organization do not “behave” …individuals behave “Organization is group of individuals who behave together to achieve a common goal” “Systems are needed to support collective use of best practices by individuals in an organization”(Horner, 2001) Schools as Systems Goal to create communities that for all its members have common Vision Language, & Experience Biglan, 1995; Horner, 2002 Adopt systems perspective

10. Organizational Features Common Vision ORGANIZATION MEMBERS Common Experience Common Language

11. Continuum of Competence & Support State District School Classroom Student

12. PBS Systems Implementation Logic Visibility Political Support Funding Why Coaching? Active Leadership Team Coordination Training Coaching Evaluation Local School Teams & Demonstrations

15. Pre-Post SETs by Region

16. 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 among leadership, trainers, & teams • Local facilitation • Increased behavioral capacity

17. Terminology • Coaching v. Facilitating • Same • Coach v. Facilitator • Same • Facilitating v. Coach • Skills/tasks v. Person

18. Internal v. external coaching • Dependent on size, geography, district capacity, skill fluency, etc. • Effectiveness/efficiency • Access • Influence • Authority • Role definitions • Etc

19. What is “Coaching Capacity?” • Personnel & resources organized to facilitate, assist, maintain, & adapt local school training implementation efforts • Coaching is set of responsibilities, actions, & activities….not person

20. Guiding Principles (“Requirements”) • Coaching linked with school team • Coaching training linked with team training • Coaches participate in team training • New teams added with increased fluency • Coaching capacity integrated into existing personnel • Supervisor approval given • District agreements & support given • Coaches experienced with school team implementation • District/state coordination provided • Coaches meet regularly for prompting, celebrating, problem solving, etc.

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

22. 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 What is the logic? ~80% of Students

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

27. SWIS summary 04-05 (Majors Only)1210 schools, 595,742 students

28. SWIS summary 05-06(Majors Only)1675 schools, 839,075 students

29. SWIS summary 04-05 (Majors + Minors)

30. SWIS summary 04-05(Out of school suspensions [OSS]…Events)

31. SWIS summary 04-05(Out of school suspensions OSS]…Days)

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

34. PBS Implementation Logic

35. What does SWPBS look like? 1 Minute Spokesperson Attention Please • Work in teams of 2-3 (13 minutes) • List observable/measurable features that indicate SWPBS being implemented in school. • Report 2-3 features from your team.

36. SW-PBS (primary) >80% of students can tell you what is expected of them & give behavioral example because they have been taught, actively supervised, practiced, & acknowledged. Positive adult-to-student interactions exceed negative Function based behavior support is foundation for addressing problem behavior. Data- & team-based action planning & implementation are operating. Administrators are active participants. Full continuum of behavior support is available to all students Secondary & Tertiary Team-based coordination & problem solving Local specialized behavioral capacity Function-based behavior support planning Person-centered, contextually & culturally relevant District/regional behavioral capacity Instructionally oriented Linked to SW-PBS practices & systems School-based comprehensive supports What does PBS look like?

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

38. 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

39. Classroom Setting 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

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

41. Individual Student 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

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

43. Behavioral Capacity Priority & Status Representation Team Data-based Decision Making Administrator Communications

44. 3-4 Year Commitment Top 3 School- Wide Initiatives 3-Tiered Prevention Logic Agreements & Supports Coaching & Facilitation Administrative Participation Dedicated Resources & Time

45. Self-Assessment Efficient Systems of Data Management Existing Discipline Data Data-based Action Plan Team-based Decision Making Multiple Systems Evidence- Based Practices SWIS

48. Referrals by Problem Behavior

50. Referrals per Student