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Module L

Role of Coaches

Coaches’ Monthly Meeting

Add DC Name Here

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PBS:RtIB Support StructurePBS Project Contact

District Coordinator

PBS COACH (Internal/External)

PBS Team Leader

PBS Team

Faculty and Staff

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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?

Tiered Model of School Supports

and the Problem-Solving ProcessACADEMIC and BEHAVIOR SYSTEMS

Tier 3: Intensive, Individualized Interventions & Supports

The 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 & Supports

General academic and behavior instruction and support provided to all students in all settings.

RtI State Transformation Team – FL DOE (12/3/09)

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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 a particular person. – Personnel to facilitate, assist, and maintain PBS/RtI:B

implementation efforts

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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

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What are you?

• An Internal Coach?– School-based and/or full-time at one school

• An External Coach?– District-level and/or serve multiple schools

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Internal Coach Role

• Work with team during Tier 1 Trainings• Facilitates Tier 1team meetings • Communicate with stakeholders (administrator,

external coach, school board, staff, families)• Submit assessment data to external coach or PBS

District Coordinator• “Keeper of the Process”

– Self-assessment (PIC, BoQ)– Action planning – (Action Plans)– Activity implementation– On-going evaluation

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Internal 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

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Internal Coach Role (cont.)

• Active Capacity Building• Systems development

• Sustainability• Transition prompts• New training

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External Coach Role

• Expand and RtI:B implementation through multiple buildings

• Assess training needs and connect with state support systems

• Support best practices and provide staff development and technical assistance

• Collaborate to connect students, families, service organizations and schools to meet child and family needs

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External Coach Role (cont.)

• Participates in all training with team• Is fluent in RtI:B content at all levels coached • Understands and facilitates 3-tiered

prevention/intervention and behavioral supports for all students

• Facilitates Internal Coaches networking and support systems for RtI:B implementation

• Provides technical assistance to building teams in systems, data and practices of RtI:B

• Assists with data-based decision making at the building and district level

• Liaison to District Leadership and Community supports

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Tier 2/Tier 3 Coach Role

• Support District Team Development, Process, and Sustainability

• Facilitate and Coach Tier 2 and Tier 3 Team process systems, data, and practices

• Provide technical assistance and support to Tier 2 and Tier 3 team members

• Provide technical assistance and support to staff facilitating individualized Tier 3 plans for students

• Assist with data collection and data based decision making at all tiers of support with all decision makers

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How is your Team Structured?

• Which tier are you Coaching?– Tier 1? Tier 2? Tier 3?

• If you are coaching multiple tiers, how is your team structured? How does that work?

• If you are not coaching multiple tiers, how is it functioning on campus?

• What do you see we need as a district to improve the coaching process at our schools across the tiers?

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Effective Tier 1/Universal Teams Include:

• Regular education teachers (grade level)• Special education teachers• Support staff• Clinical expertise• Administrators• Family members

How do you get the right peoplesitting around the table? Please share.

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Roles of Tier 1/ Universal Team Members

• Facilitator (create the agenda, lead the meeting – may be the Coach or Team Leader)

• Data Manager (brings data to team meetings)• Time-keeper (keeps team on task) • Recorder (takes and distributes minutes; archives

material; updates profile)• Communicator (shares information on activities

and data to staff, families, and communities)

How do you divide & oversee team responsibilities? Please share.

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Basics of Effective Coaching

Communicate Content andKnowledge

Facilitate

PBS Coach

• Faculty• Administrator• District Coordinator• Community

• Faculty• Administrator• District Coordinator• Community

• PBS expert

• Behavioral ‘expert’

• Link to resources

• PBS expert

• Behavioral ‘expert’

• Link to resources

• Team meetings• Activities at trainings• Implementation – ‘Positive Nag’

• Team meetings• Activities at trainings• Implementation – ‘Positive Nag’

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Coach as Facilitator

Facilitate to Change:Review and update the PBS Action Plan at the monthly team meetingBring current data to the monthly meetingInquire 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 meetingsEnsure agenda involves Benchmarks of Quality (BoQ) to help determine action planning

Facilitate to Change:Review and update the PBS Action Plan at the monthly team meetingBring current data to the monthly meetingInquire 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 meetingsEnsure agenda involves Benchmarks of Quality (BoQ) to help determine action planning

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Coach as Communicator

Communicate to Change: Share evaluation data from Mid- and End Year Reports, and

critical elements of BoQ to know fidelity level of practice Share the outcomes and benefits of PBS with

administration: Decreases in ODRs, ISS, OSS, expulsions, referrals to ESE, 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.

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Coach as Knowledgeable

Be knowledgeable about PBS/RtI:B Content to Change:

Hold team members accountable Remind team about the purpose and process of PBS/RtI:B Contribute to the coaches training and support meetings Strive to become an expert in PBS:RtIB 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 (e.g., websites: PBIS, FLPBS,

Project contact person, model schools, etc…)

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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?

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What Can You Do Tomorrow?

• Acknowledge/reinforce principal & team for progress since training

• Contact team leader & ask • What is planned? • is assistance needed?

• Prompt team to:• Meet & review PBS purpose & action plan with staff – are we on track?• Review school data• Plan update to faculty of progress/outcomes to date • Schedule next team meeting

• Monitor completion of team action plan• Review & complete PBSES Evaluation Data (if due)• Document team & coaching accomplishments, speed

bumps, challenges, solutions