Organizing Your Life as a Coach

1. Organizing Your Life as a Coach www.pbismaryland.org New Coach Training July 22, 2010

2. Goals • Current assumptions/research about coaching • Define our experience with coaching in PBS implementation • Implications for building district capacity www.pbismaryland.org

3. What is School-wide Positive Behavior Support? • School-wide PBS is: • 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 outcomes for all students. • Evidence-based features of SW-PBS • Prevention • Define and teach positive social expectations • Acknowledge positive behavior • Arrange consistent consequences for problem behavior • On-going collection and use of data for decision-making • Continuum of intensive, individual interventions. • Administrative leadership – Team-based implementation (Systems that support effective practices)

4. Coaching Defined“Goal is to give skills away” • Coaching is the active and iterative delivery of: • (a) prompts that increase successful behavior, and • (b) corrections that decrease unsuccessful behavior. • Coaching is done by someone with credibility and experience with the target skill(s) • Coaching is done on-site, in real time • Coaching is done after initial training • Coaching is done repeatedly (e.g. monthly) • Coaching intensity is adjusted to need www.pbismaryland.org

5. Outcomes of Coaching • Fluency with trained skills • Adaptation of trained concepts/skills to local contexts and challenges • And new challenges that arise • Rapid redirection from miss-applications • Increased fidelity of overall implementation • Improved sustainability • Most often due to ability to increase coaching intensity at critical points in time. www.pbismaryland.org

6. 10% 5% 0% www.pbismaryland.org 30% 20% 0% 60% 60% 5% 95% 95% 95% Joyce & Showers, 2002

7. Coaching within SWPBS Implementation • Context: • 10,500 schools implementing SWPBS nationally • Defining the Role • Internal vs External • Selecting Coaches • Training and support for coaches • Assessing Impact www.pbismaryland.org

8. Coaching vs. Training • Coaching involves active collaboration and participation, but not group instruction. • Small group • Build from local competence • Sustainable

9. Who should be a coach? • Internal vs 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).

10. Who should be a coach?

11. Who should be a coach

12. What Coaches Do • Work with team during initial SW-PBS training • Meet with new teams monthly on-site • Telephone/email contact as needed • “Positive” nag • Self-assessment (EBS Survey, Benchmarks of Quality Checklist) • Action planning • Activity implementation • On-going evaluation • School self-evaluation efforts • State-wide Initiative evaluation efforts (SET) • Guide State-wide initiative • Feedback to Taskforce

13. Facilitating vs. Leading www.pbismaryland.org

14. What Coaches Do • Dissemination of outcomes and effects • SWIS Facilitation- MD training September 14-16 • Implement and support use of data-based decision making.

15. Commitment of Coaches • Team Support • First Year (1-2 teams) (participate in training and planning) • Second Year (Maintain initial teams, start 3-5 teams) • Future Years (10-15 teams total) • FTE commitment • 20-50% • Roles/Background • Behavior Specialists, Special Education Teachers • Consultants, Administrators • School Psychologists, Counselors, Social Workers

16. Guiding Principles for Effective 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. • Precorrect for success

17. PBIS Maryland

18. Specific Expectations • Attend and participate in team training • Meet with your team(s) at least monthly • Provide technical assistance as needed • Monitor and report on team efforts • BOQ Checklist • EBS Survey/ SET/ ISSET • Annual Profile/Summary Data • Present on School-wide PBS at district, state, national forums. • Assist district to build capacity for sustained implementation (re-define your role over time) • Meetings with Coordinator and Taskforce for purposes of state-wide planning

19. Assist Teams in Using Data for Decision-making • Using BOQ Checklist and EBS Survey data for Team Action Planning • Using SET/ IPI/BOQ data for evaluation • Using ODR/ Academic (ORF) data for assessment, planning and reporting. • Keeping faculty involved through regular data reporting.

20. Coach Self Assessment

21. Benchmarks of QualityProgress Monitoring Tool • Complete monthly to track progress

22. Benchmarks of Quality • Evaluation Tool- completed by coach and team one time/year • Due to PBIS Maryland by April 10 • Required for Recognition

23. Implementation Phase Inventory • IPI • Completed by coach 2 times/year • Nov 10, April 10

24. Get Fluent • Know your resources • MD Flash drive • MD website • Site Visits • Become a SET assessor • Become a SWIS facilitator • District Meetings- know your local contact • State Meetings- October 20 • Other websites: Florida, Illinois, Michigan, Missouri

25. Tools • SWIS • PBIS assessment

26. PBIS Assessment