CT PBS

Coaches’ Meeting

Coaching SWPBS Basics

December 9, 2008

Brandi Simonsen, Kari Sassu,& George Sugai

Advance Organizer

• Overview of Coaching SWPBS (Chapter 1)

– Lecture

– Activity

• Brief Break

• Basics of SWPBS for Coaches (Chapter 2)

– Lecture

– Activity

• Wrap-up

Objectives for Coaches

By the end of today’s meeting, you will be able to…

– …Describe your role as a coach.

– …Articulate the basic elements of SWPBS

– …Identify resources for SWPBS

– …Facilitate your team’s activities at the first SWPBS team training (next week).

Chapter 1Chapter 1Overview of Coaching Overview of Coaching

in SWPBSin SWPBS

Rationale and Rationale and Definition of Definition of

CoachingCoaching6

Why Coaching?

The old models are not as effective.

Problem Statement 1

“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.”

Problem Statement 2

( Fixen, Naoom, Blasé, Friedman, & Wallace, 2005, p. 39)

“training by itself does not result in positive implementation

outcomes (changes in practitioner behavior in the

clinical setting) or intervention outcomes (benefits to

consumers)”

Avoid “Train & Hope”!

Important Functions of Coaches• Coaches provide team start-up support

• Coaches facilitate team sustainability and accountability

– Coaches provide technical assistance and problem solving

– Coaches provide positive reinforcement to team members

– Coaches deliver prompts (i.e., function as “positive nags”)

• Coaches improve and increase public relations and communications

• Coaches are linked to a support network across schools

• Coaches are linked to leadership, trainers and teams

• Coaches allow for local facilitation

• As coaches build their own skills, they provide increased behavioral capacity

Who are Coaches?

• Personnel & resources organized to facilitate, assist, maintain, & adapt local school training implementation efforts

• Coaching is set of responsibilities, actions, & activities….not person

Roles of a Coach

Communicate Content Knowledge

Facilitate

Coaching Roles

•Share advanced content with team •Share information at faculty meetings

•Local PBS expert•Positive “nag”•Link to resources (e.g., www.pbis.org)

•Team meetings•Activities at training events•Implementation

A reminder you’ll see throughoutto help us remember the role.

Guiding Guiding Principles for Principles for

Coaching Coaching SWPBSSWPBS 8

Guiding Principles (“Requirements”)

School-level coaching:

• Coaching capacity integrated into existing personnel

• Supervisor approval given

• District support and agreements are given

• District/state coordination provided

• Coaching linked with school team

• Coaching training linked with team training

• Coaches participate in team training

• Coaches meet regularly for prompting, celebrating, problem solving, etc.

District-level coaching:

• Coaches experienced with school team implementation

• New teams added with increased fluency (at district level)

Implementation Implementation Guidelines for Guidelines for

Coaching Coaching SWPBSSWPBS 9

CoachingCoachingSelf-Self-

AssessmentAssessment11

~ 15 minutes

Activity:Coaching Self-Assessment

• Complete Coaching Self-Assessment (pp. 11-16)

• Develop an Action Plan to address areas for growth from your self assessment (p. 17)

• Present 1-2 “strengths” and 1-2 “concerns or challenges” (1 min. reports)

1 minute reports from each team

(new spokesperson)

AttentionPlease

1 MinutePROMPT

Coaching Reports (+ or Δ)

1-2 Details to introduce yourself

1-2 Strengths (with respect to coaching)

1-2 Concerns or challenges(with respect to coaching)

Thumbs up for data-based statements!

Chapter 2Chapter 2Basics of SWPBSBasics of SWPBS

for Coachingfor Coaching

Rationale and Rationale and Definition of Definition of

SWPBS Basics for SWPBS Basics for CoachesCoaches 19

To set the stage…

Remember when I talked about the

tatoos???

Main Message

Good Teaching Behavior Management

STUDENT ACHIEVEMENT

Increasing District & State Competency and Capacity

Investing in Outcomes, Data, Practices, and Systems

4 PBS Elements

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingStudent Behavior

OUTCOMES

Supporting Social Competence &Academic Achievement

SupportingDecisionMaking

Continuum of School-Wide Instructional & Positive Behavior Support

Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Secondary Prevention:Specialized Group

Systems for Students with At-Risk Behavior

Tertiary Prevention:Specialized

IndividualizedSystems for Students

with High-Risk Behavior

~80% of Students

~15%

~5%

Academic Systems Behavioral Systems

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

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

Evaluation Implementation

Data-based Action Plan

Agreements

Team

GENERAL IMPLEMENTATION

PROCESS

Leadership Team

FundingVisibility Political

Support

Training Coaching Evaluation

Active Coordination

Local School Teams/Demonstrations

PBS Systems Implementation Logic

Classroom

Non-classroom Family

Student

Schoo

l-

wide• Smallest #

• Evidence-based• Biggest, durable effect

SWPBSPractice

s

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

Behavioral Interventions and Practices in…School-wide Systems

Classroom

Non-classroom Family

Student

Schoo

l-

wide

SWPBSPractice

s

Maximize structure in your classroom.

Post, teach, review, monitor, and reinforce a small number of positively stated expectations.

Actively engage students in observable ways.

Establish a continuum of strategies to acknowledge appropriate behavior.

Establish a continuum of strategies to respond to inappropriate behavior.

Behavioral Interventions and Practices in…Classroom Systems

Classroom

Non-classroom Family

Student

Schoo

l-

wide

SWPBSPractice

s

• Positive expectations & routines taught & encouraged

• Active supervision by all staff– Scan,

– Move,

– Interact

• Pre-corrections & reminders

• Positive reinforcement

Behavioral Interventions and Practices in…Nonclassroom Systems

Classroom

Non-classroom Family

Student

Schoo

l-

wide

SWPBSPractice

s

• Behavioral competence at school & district levels

• Team- & data-based decision making

• Targeted social skills & self-management instruction

• Individualized instructional & curricular accommodations

• Function-based behavior support planning

• Comprehensive person-centered planning & wraparound processes

Behavioral Interventions and Practices for…Individual Students

Classroom

Non-classroom Family

Student

Schoo

l-

wide

SWPBSPractice

s

• Continuum of positive behavior support for all families

• Frequent, regular, and positive contacts, communications, and acknowledgements

• Formal and active participation and involvement as equal partners

• Access to system of integrated school and community resources

Behavioral Interventions and Practices in…Family Systems

Use data to (a) identify

outcomes and (b) select

evidence-based practices.

Invest in systems to ensure sustained implementation

with fidelity.

Implementation Implementation Guidelines for Guidelines for

Coaching SWPBS Coaching SWPBS BasicsBasics 22

Locating Locating Resources for Resources for SWPBS BasicsSWPBS Basics

23

Recall two of the main functions:

• Content

• Communication

You now have an understanding of basic elements of SWPBS

Focus on how to access resources to (a) increase your knowledge/understanding (b) assist you in communicating your knowledge to your team

How will you Fill Your Role…

• …as you are increasing your fluency with the content, your team members will still view you as an “expert”

• It would be wise to familiarize yourself with the resources available to you and your team

Identify:

• Where do you go to get an overview of all the steps involved in implementing SWPBS?

• Which tools will help you establish your team and conduct efficient team meetings?

• What tool would you use to survey your school staff?

• Where do you go to find supporting evidence for implementing SWPBS?

In addition to the resources in your notebook, remember www.pbis.org

~ 15 minutes

Activity:Locating Resources

• Complete Locating Resources Activity (p. 23)

• Develop an Action Plan to address specific items related to coaching SWPBS basics (p. 24)

• Present 1-2 big ideas (1 min. reports)

1 minute reports from each team

(new spokesperson)

AttentionPlease

1 MinutePROMPT

www.pbis.org

Big Ideas

You should now be able to…

• …Describe your role as a coach.

• …Articulate the basic elements of SWPBS

• …Identify resources for SWPBS

• …Facilitate your team’s activities at the first SWPBS team training (next week).

Your TatoosSY

STEM

S

PRACTICES

DATA

SupportingStaff Behavior

SupportingStudent Behavior

OUTCOMES

Supporting Social Competence &Academic Achievement

SupportingDecisionMaking

4 PBS Elements

School Systems

SWPBS

Non-class

room

Setting S

ystems

ClassroomSetting Systems

Individual Student

Systems

School-wideSystems

Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Secondary Prevention:Specialized Group

Systems for Students with At-Risk Behavior

Tertiary Prevention:Specialized

IndividualizedSystems for Students with High-Risk

Behavior

~80% of Students

~15%

~5%

You’re a coach!

Prepare for training events, and use your resources to guide

your team’s activities (both at training and

at school).