Tier 2/3 Coaching Functions & Skills

1. Tier 2/3 Coaching Functions & Skills Kimberli Breen Michele Capio Illinois PBIS Network

2. Session Objectives: • Identify the function of district level planning and leadership team roles • Describe the basic functions and skills for Tier 2/3 coaching • Learn how to create a train the trainers model for coaching the implementation of

3. Identify the function of district level planning and leadership team roles

4. District Leadership Team: Tier 2/3 Workgroup Roles & Functions • Roles: • Decision-makers & stakeholders from: • District • Buildings • Family & community • Functions: • Support and sustain the accurate implementation of Tier 2/3 evidence-based practices across the district • Establish measurable outcomes to determine if implementation efforts are effective • Self-assess building & district implementation • Action plan; staff functions, training & TA needs

5. Tier 2/3 Big Ideas for Building & District Administrators • The link between academic and social success • ALL students get access to PBS; ALL students should receive regular positive feedback • Administrators “need to know” the system, the data/tools, and the practices well enough to guide/lead any “corrections” needed. • Ex: If an individual behavior intervention plan is not working, what should you look for or ask? • Ensure that systems are in place and interventions are offered routinely and rapidly at all 3 tiers forALL studentsto be successful

7. District Example

8. District Models of Group TAThese 2 districts use different approaches based on leadership style, building-based outcomes & needs

9. Meetings to Enhance Process

10. Celebrations • Revised FBA/BIP Process • FBA/BIP Committees formed to continue improvement • Facilitators engaged in process • Higher level of accountability for all involved

11. Describe the basic functions and skills for Tier 2/3 coaching

12. Tier 2/3 Coaching • Direct support to selected buildings • Co-facilitate and support Tier 2/3 Systems Planning Team meetings in each building • Provide technical assistance and support to Tier 2/3 Systems Planning Team members • Provide technical assistance and support to Wraparound Facilitators • Assist with data collection and data-based decision-making process • Provide technical assistance and support to Tier 2 Problem-Solving’ Team members (co-facilitating meetings to model where helpful) • District-level support • Guide/lead data collection, analysis & use at district and building- levels • Co-Facilitate District Tier 2/3 Workgroup meetings • Facilitate sustainability and generalization of practices district-wide • Technical Assistance re: • Effective team meetings • Support to students & families • Functional Behavior Assessment/Behavior Intervention Planning • Wraparound facilitation • Data-based decision-making (including SIMEO)

13. Intensive Tier 3 Support: • Facilitators share plans (FBA/BIPs) with Coach • Coach reviews and provides feedback on plans • Highlighting strengths/positive aspects • Editing/deleting technically incorrect components • Adds comments/questions to facilitate learning • Coach and Facilitator review updated plans together • Coach explains feedback & asks probing questions • Final plans are shared with all Coaches/Facilitators (if others are part of the learning experience) • Note: ISSET Checklist may provide some guidance for Coaches new to providing FBA/BIP feedback

14. Coaching for Capacity Building

15. District Example

16. Survey Social Workers 2010 2011 30/50 Responded 60% Elementary 70% Middle 3.3% High School 30% 33/50 Responded 66% Elementary 60.6% Middle 21.2% High School 27.3%

17. Are you currently facilitating groups (3 or more students)?

18. Are you using evidence-based curriculum for your work with individual students and groups?

19. Do you currently conduct FBA/BIPs in your building?

20. Do you feel confident conducting functional behavior assessments and supporting a team in writing a behavior intervention plan?

21. Learn how to create a train the trainers model for coaching the implementation of Tier 2/3

22. Coaching to Capacity • Phase 1: Modeling – Coach models desired skills &competencies: • "Coach shows the Facilitator how to do it" • Phase 2: Support and Feedback - As the Facilitator begins to assume responsibility, the Coach observes: • "Coach supports and provides feedback as the Facilitator does it" • Phase 3: Monitoring - The Coach observes over time that the Facilitator performs and self-monitors independently: • "Coach celebrates the Facilitator's ability to perform and self-monitor"

23. Coaching to Capacity Abbreviated: • Do FOR (modeling) • Do WITH (supportive feedback) • CHEER on (monitoring) • Model applied to all Tier 3 interventions: • FBA/BIP • Wrap • Wrap-based RENEW

24. Intensive Tier 3 TA Applied • Immediately following Tier 3 training, Facilitators identify youth and begin support • Facilitators share plans with Coach • Coach reviews and gives feedback onplans • Coach explains edits & asks probing questions • Facilitator explains current work, student situation and makes final edits they UNDERSTAND and AGREE with • Final plans implemented, progress-monitored & shared with all Coaches/Facilitators for learning

25. Direct Modeling

26. Building Capacity for Tier 3 TA Statewide • PBIS Network • Do for • Do with • Cheer on • External Coach • Do for • Do with • Cheer on • Facilitators • Do for • Do with • Cheer on • Students & Families

27. On-going Coaching Support • All training & material on website • Share and celebrate data (Newsletters, website) • Monthly Coaches “Front Page News” • Monthly Coaches Network Mtgs. statewide • Support to District Leadership Teams • Group Technical Assistance for Facilitators • Direct Modeling of the Process at the Building Level