SD PBS Coaches’ Training

1. SD PBS Coaches’ Training Kari Oyen, Pat Hubert, Penny McCormick-Gilles, and Crystal Mengenhausen SD PBIS Trainers Rebecca Cain SD PBIS Coordinator

2. Today’s Agenda • Create a shared vocabulary for new coaches • Define roles and responsibilities for new coaches • Time for questions and answers for new coaches

3. Expected Challenges Doing more with less (staff, resources, funding, planning time…) Fulfilling your coaching role while filling multiple roles simultaneously in your school/district setting Maintaining collaboration with school/district leaders for sustaining effective practices Maintaining focus on progress monitoring for fidelity of practice Participating in coaching-related meetings/trainings while being called to other meetings/trainings Other challenges?

4. Tiered Model of School Supportsand the Problem-Solving Process ACADEMIC and BEHAVIOR SYSTEMS Tier 3: Intensive, Individualized Interventions & SupportsThe most intense (increased time, narrowed focus, reduced group size) instruction and intervention based upon individual student need provided in addition to and aligned with Tier 1 & 2 academic and behavior instruction and supports.Tier 2: Targeted, Supplemental Interventions & Supports More targeted instruction/intervention and supplemental support in addition to and aligned with the core academic and behavior curriculum. Tier 1: Core, Universal Instruction & SupportsGeneral academic and behavior instruction and support provided to all students in all settings. RtI State Transformation Team – FL DOE (12/3/09)

5. Another way to think about it…

6. Coaches’ Purpose • Assist school team with implementation • Ensure fidelity of implementation • Resource for team • Basic Definition: • Coaching is a set of responsibilities, actions and activities . . . not necessarily a particular person. • Personnel to facilitate, assist, and maintain PBIS implementation efforts

7. Guiding Principles forEffective Coaching Build local capacity Become unnecessary…but remain available Maximize current competence Never change things that are working Always make the smallest change that will have the biggest impact Focus on valued outcomes Tie all efforts to the benefits for children Emphasize Accountability Measure and report; measure and report; measure and report. Build credibility through: (a) consistency, (b) competence with behavioral principles/practices, (c) relationships, (d) time investment. Pre-correct for success

8. Common Vocabulary for Coaches: • Critical Elements • Action Plan • ODR (Office Discipline Referrals) • TIC/SET/SAS • TIC : Team Implementation Checklist • SET: School-wide Evaluation Tool • SAS: PBIS Self-assessment survey

9. Purpose and Responsibilities of a Coach

10. What is a Coach Responsible For? • FIDELITY • Fluency with Roles & Responsibilities will help you achieve this

11. Coach Role Work with team during Tier 1 Trainings Facilitates Tier 1 team meetings Communicate with stakeholders (administrator, state PBIS Trainers, school board, staff, families) Submit assessment data to State PBIS Trainer “Keeper of the Process” Self-assessment (TIC, SAS, SET) Action planning – (Action Plans) PBIS Activity implementation On-going evaluation

12. Coach Role (cont.) Initial Implementation Help maintain momentum Help with team process Coordinate information Provide access to praise, celebration Provide or obtain critical information/technical support. Active problem solving All staff trainings/orientation Development and use of data for decision-making

13. Facilitate PBS Coach Communicate Content and Knowledge Basics of Effective Coaching • Team meetings • Activities at trainings • Implementation – • ‘Positive Nag’ • Faculty • Administrator • District Coordinator • Community • PBS expert • Behavioral ‘expert’ • Link to resources

14. Coach as Communicator Share evaluation data from Mid- and End Year Reports, and critical elements of PBIS to know fidelity level of practice Share the outcomes and benefits of PBS with administration: Decreases in ODRs, ISS, OSS, expulsions, referrals to SPED, and ‘exclusionary’ practices Increases in effectiveness of interventions across tiers; faculty and staff retention; positive school culture Share PBS and behavioral concepts with team members. Share PBS implementation successes with administration and district leaders Share PBS content and successes with the community.

15. Describe & Promote PBS • Describe Positive Behavior Support (philosophy, strategies, approach) • Why do schools start PBS training at Tier 1? • What steps can schools take to make their discipline system more effective? • How are data used at the school level?

16. Coach as Knowledgeable Hold team members accountable Remind team about the purpose and process of PBIS Contribute to the coaches training and support meetings Strive to become an expert in PBIS by attending trainings Push for conversations that matter, e.g., action planning, average referrals per day. Praise members’ efforts in reviewing and analyzing data. Encourage staff surveys for training purposes. Research additional resources

17. Training • Training Tips: Should be determined by the data • TIC/SAS/SET • Team and/or Faculty surveys • ODRs/Other School-Wide data

18. Resources: Building Your Knowledge Base • Janney, R. & Snell, M. (2008). Behavioral Support, 2nd Edition.Brookes Publishing Company: Baltimore, MD. • George, H.P., Kincaid, D. & Pollard-Sage, J. (2008). Primary Tier Interventions and Supports. In W. Sailor, G. Dunlap, G. Sugai & R. Horner (Eds.), Handbook of Positive Behavior Support. Springer Publishing: Lawrence, KS, 371-390. • APBS Standards of Practice: • http://apbs.org/standards_of_practice.html • Association of PBS: • http://www.apbs.org/new_apbs/pbsinfo.aspx

19. Resources:Building Your Knowledge Base • PBIS Website: • www.pbis.org/researchliterature.htm • http://www.pbis.org/schoolwide.htm#top • FLPBS Project: http://flpbs.fmhi.usf.edu • PBS Project newsletter: • http://flpbs.fmhi.usf.edu/resources_newsletter.asp

20. Additional Training Options • PBS Project On-Line Modules: • http://flpbs.fmhi.usf.edu/requestservices_onlinemodules.asp • School-Wide PBIS • Individual PBIS • Online Academy • PBIS foundations & practices, Functional Behavioral Assessment, and Interventions • http://elearndesign.org/resources.html

21. Additional Training Options • Univ. Oregon Training Manuals • Notes/Ideas on School-Wide implementation from Oregon • http://pbismanual.uoecs.org/manual.html • Kansas Training Modules & links • www.pbskansas.org/htdocs/external_links/default.html#onlinetrainingmodules

22. Coach as Facilitator • Facilitate to Change: • Review and update the PBIS Action Plan at the monthly team meeting • Bring current data to the monthly meeting • Inquire about the status on current school-wide systems (e.g., expectations/rules, teaching skills, reward, etc…) • Ensure agenda focuses on the use of data for decision making at meetings • Ensure agenda involves Critical Elements to help determine action planning

23. Facilitate • Steps • Problem Identification • Problem Analysis • Develop & Implement a Plan • Evaluate the plan • There’s not enough supervision in the cafeteria. • The noise level is down now, but tardy referrals are about the same. • There’s no perceived consequence for coming in late. • How pervasive is the problem (is it most, or is it some)?

24. Facilitate • What do effective team meetings look like? • What does “Consensus” mean? What are some characteristics of having consensus within a group?

25. Facilitate • How could you respond to this scenario? • Two of your team members are “fed up” with SWPBS. They say it’s too much work, the data don’t show any improvement, and their grade-level teachers think the tokens are a pain. They tell the team they want to move in a new direction and implement Program X instead. • Get each team member to weigh in, at the meeting or in private • LISTEN • Use active listening skills. • Re-focus the team on the data and how Program X can fit with SWPBS • Reassess faculty buy in

26. Ensuring Fidelity • Have a thorough understanding of the team’s plans • Compare their actions to Best Practice • 3 Day training binder, activities • TIC/Review elements of the SET • PBIS website, other resources • Show the team the relevant resources • Emphasize greater effectiveness • Remind about fidelity, accountability, doing what’s right for kids • Blame the school • Call for help when needed • Project Support, Individual problem-solving

27. Facilitation Skills • Lifelong development of active listening skills • Paraphrasing, summarizing • Assertiveness, re-focusing, getting teams “unstuck” • De-escalation • Motivating • Watching how the team interacts while contributing to the discussion • If your team is struggling, focus on the group dynamics & processes for a while

28. Strategy:Establishing Ground Rules • Ground Rules (examples) • We will be present at all meetings • We will be on time and allow no interruptions to make or take phone calls, etc. • We will be concise when we speak – encouraging others to participate • We will distribute tasks equally amongst members

29. Strategy: Meeting Agenda • Meeting logistics (i.e. date, time, location, facilitator, timekeeper, snackmaster, participants) • Applaud and Assess • Things that have gone well • Critical Issues • Items • Data Summary (what, where, when, and who) and Problem Solving Process • Review Action Plan Progress • Follow up items from staff meeting • Any additional concerns • Actions/Results • What is the plan based on the data review and concerns addressed? • Next Steps/To Do List • What do we need to do to accomplish the goals based on the data? • Next Meeting Logistics • Designate roles, times and locations for the next meeting.

30. Tips: Slay the Meeting Monsters • Overly Talkative • Argumentative • Rambler • Obstinate/Rigid • Griper/Whiner • Side Conversation • Definitely WRONG • Off the Subject • Silent Available: http://flpbs.fmhi.usf.edu/coachescorner.cfm Click Meeting Monsters under Teaming tab

31. Evaluation • Using evaluation data to guide the team • What tools are you currently using to evaluate your progress? • How are you using this evaluation data to guide your team PBS planning • Goal: Identify 2-3 tools you plan on using to evaluate your progress

32. Evaluations • *SWIS or DATA reports (monthly) • School Team Update • Team Process Evaluations • Team Implementation Checklist (multiple times) • Walk-Throughs (1x/year) • School-wide Evaluation Tool (SET) • Outcome Data (ODR, ISS, OSS, Attendance) Self Assessment Survey (SAS)

33. Evaluating Implementation & Team Functioning • Did we do what we planned? • How do our actions match up to Best Practice? • Is what we’re doing working? • Is it working a lot or a little? • Is it working enough to justify the effort and resources? • What can we celebrate? • What can we improve? • How can we support more students with minimal resources?

34. Action Plans • Coach needs to ensure Action Plan is being used • Regularly check plan, bringing to monthly Coaches’ Meetings • Monitors progress toward implementation • Provides accountability of PBS team • Items/actions should be data based: • can you answer the question: “What data led the team to decide on this?” • Positively report, promote, shape, and reinforce school team progress and products

35. Implementation Schedule • Make sure all PBS activities are scheduled for the rest of the year • PBS Team meetings (monthly) • Data Sharing with staff (monthly) • Trainings (data-driven) • Initial, Behavior Principals, Staff, Student, Parent, Bus Driver • Be sure content is specified for each • Reward Events (data-driven)

36. Attending Team Meetings • Looking at data • From last year • Since the beginning of the school year • Continue working on faculty buy-in • Pilot or case studies • Input, feedback • Continue working on Action Plan • Stay in touch with your State Trainer, other Coaches • Monthly meetings, evaluation updates, Assistance

37. Managing your PBS Time: • Do something, ANYTHING, immediately • Feeling of accomplishment • Break down larger tasks into smaller ones • Ask for help • Delegate if appropriate • Reward yourself when tasks are completed • OK to reward frequently for small accomplishments • Celebrate large successes with a larger reward • Share triumph of getting things done with others • Positive reinforcement best way to maintain momentum

38. Points to Remember • The goal of PBIS is SYSTEMS CHANGE • Change the environment to make it easier for adults to use PBIS techniques • Training, procedures, forms, support personnel, technology • Change the environment so kids with chronic challenges can function more effectively • Reward systems, multiple tiers of support, Teacher skills • Change the mindset to focus on data and constant renewal • Data sharing, surveying faculty & students, stakeholder participation

39. What do you do? • How do you facilitate your team? • How do you communicate with your team? • How do you share information to your team to build their skills? • What do you need to build your coaching skills?

40. Items to put on the “to do” list • Acknowledge/reinforce principal & team for progress since training • Prompt team to: • Meet & review PBS purpose & action plan with staff • Collect school data • Meet within 1 month • Contact team leader 2x in first month & ask: • What is planned? • Is assistance needed? • Set schedule to attend team meeting 1x/mo • Monitor & assist in development & completion of team action plan • Document team & coaching accomplishments, speed bumps, challenges, solutions

41. What to bring Monday to our training? • Bring data (raw data) to meeting • We will have time to work with a data generator • Bring your laptop • Bring a list of successes and areas of opportunity • Bring your schedule of PBIS meetings for the year • Bring your ACTION PLAN!

42. Where is training on Monday??? East Dakota Educational Cooperative 715 E 14th St, Sioux Falls In the DDN room From 9:00-4:00

43. Parting words… BELIEVE THERE IS GOOD IN THE WORLD!!!

44. Questions? • Contact Information: • Kari Oyen • kari.oyen@k12.sd.us • Pat Hubert • phubert@edec.org • Crystal Mengenhausen • cmengenhausen@edec.org • Penny McCormick-Gilles • penny.mccormick-gilles@k12.sd.us • Project Coordinator: • Rebecca Cain • rebecca.cain@state.sd.us

45. The healthiest part of a donut is the hole. Unfortunately, you have to eat through the rest of the donut to get there!