Coachin g School-Wide Positive Behavioral Interventions and Supports (SWPBIS)

1. Coaching School-Wide Positive Behavioral Interventions and Supports (SWPBIS) Northeast PBIS (NEPBIS) Coaches Training Coaching Day 6 INSERT TRAINER NAMES with support from Brandi Simonsen, Jen Freeman, Susannah Everett, & George Sugai

2. Advance Organizer • Introduction and Focus on Coaching Quick Review and Focus on Using Data to Drive Decisions • Coaching Self-Assessment and Reports Re-introduce Yourself and Your school • Advanced Skill Building Engaging Families in All Tiers of PBIS • Preparation for Next Training Event

3. Main Coaching Objectives 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. • …Problem solve roadblocks in coaching • …Facilitate your team’s activities at the next SWPBS team training.

4. Training Expectations: RESPECT…

5. Tools! Coaching SWPBIS Workbook and Appendices nepbis.org pbis.org Evaluation Plan Action Plan

6. Legend New Content Review Guidelines +Ex -Ex Activity Training Organization

7. Legend Section Header (I.A) Chapter Header (e.g., I)

8. Advance Organizer • Introduction and Focus on Coaching Quick Review and Focus on Using Data to Drive Decisions • Coaching Self-Assessment and Reports Re-introduce Yourself and Your school • Advanced Skill Building Engaging Families in All Tiers of PBIS • Preparation for Next Training Event

9. Overview of Coaching in swpbis(Chapter i)

10. How is it going with your various roles? • Team meetings • Activities at training events • Implementation • Local PBS expert • Positive “nag” • Link to resources (e.g., nepbis.org, www.pbis.org) • Share advanced content with team • Share information at faculty meetings I.A.ii

11. Basics of swpbis for coaches (Chapter Ii)

12. Critical Features of PBIS Supporting Culturally Equitable Social Competence & Academic Achievement OUTCOMES Supporting Culturally Knowledgeable Staff Behavior Supporting Culturally Valid Decision Making DATA SYSTEMS (Vincent, Randal, Cartledge, Tobin, & Swain-Bradway, 2011; Sugai, O’Keefe, & Fallon 2012 ab) PRACTICES Supporting Culturally Relevant Evidence-based Interventions I.C

13. coaching team meetings(Chapter iII)

14. Facilitating Effective Team Meetings(see details in Coaches’ Workbook) • Be prepared and expect others to be as well • Begin on time by reviewing agenda and outcomes • Involve everyone • Use data to clearly and quickly define a problem before beginning problem solving • Create an action plan • At the end of the meeting debrief • After the meeting, electronically publish meeting minutes III.A.i

15. Using Data Effectively(see details in Coaches’ Workbook) • Collect appropriate and relevant data • Organize the data in a user-friendly manner that aides comprehension • Review and analyze the data at least monthly to guide decision-making • Make data available to all stakeholders • Provide staff development to all staff to use data to inform decision making • Use data analysis to inform decisions related to school-wide programs, classroom-based instructional practices, and student-specific interventions • Review data collection procedures and practices to ensure that data accurately reflect school events • Collect data on extent to which practice or intervention is being implemented accurately and fluently (implementation fidelity) III.A.ii

16. A new and useful resource from OSEP and pbis.org

17. Advance Organizer • Introduction and Focus on Coaching Quick Review and Focus on Using Data to Drive Decisions • Coaching Self-Assessment and Reports Re-introduce Yourself and Your school • Advanced Skill Building Engaging Families in All Tiers of PBIS • Preparation for Next Training Event

18. Activity:Coaching Self-Assessment • Review and Update Coaching Self-Assessment • Develop an Action Plan to address areas for growth from your self assessment • Present 1-2 “strengths” and 1-2 “concerns or challenges” (1 min. reports) • Work individually (or with partner coach) for 15 min

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

20. Coach Coaching Reports(+ orΔ) • 1-2 Details to introduce yourself • 1-2 Strengths • (with respect to coaching) • 1-2 Concerns or challenges • (with respect to coaching)

21. Advance Organizer • Introduction and Focus on Coaching Quick Review and Focus on Using Data to Drive Decisions • Coaching Self-Assessment and Reports Re-introduce Yourself and Your school • Advanced Skill Building Engaging Families in All Tiers of PBIS • Preparation for Next Training Event

22. Why engage families? • Families are expertsof their kids, their culture, and their context • Family engagement is a focus of PBIS practices and systems and it is emphasized among the strategies to promote culturally and contextually relevant implementation. • Across tiers, family engagement may enhance student outcomes. How do we engage families?

23. Critical Features of PBIS: Emphasizing Family Engagement Supporting Culturally Equitable Social Competence & Academic Achievement OUTCOMES Supporting Culturally Knowledgeable Staff Behavior Supporting Culturally Valid Decision Making DATA SYSTEMS (Vincent, Randal, Cartledge, Tobin, & Swain-Bradway, 2011; Sugai, O’Keefe, & Fallon 2012 ab) PRACTICES Supporting Culturally Relevant Evidence-based Interventions I.C

24. Critical Features of PBIS: Emphasizing Family Engagement Supporting Culturally Equitable Social Competence & Academic Achievement OUTCOMES Supporting Culturally Knowledgeable Staff Behavior Supporting Culturally Valid Decision Making DATA SYSTEMS PRACTICES Supporting Culturally Relevant Evidence-based Interventions

25. Focus on Practices PRACTICES What practices do we emphasize to engage with and support families? I.C.iii

26. SWPBIS Practices School-wide Classroom Non-classroom Family Student I.C.iii

27. Behavioral Interventions and Practices in… Family Systems • 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

28. Critical Features of PBIS Supporting Culturally Equitable Social Competence & Academic Achievement OUTCOMES Supporting Culturally Knowledgeable Staff Behavior Supporting Culturally Valid Decision Making SYSTEMS DATA PRACTICES Supporting Culturally Relevant Evidence-based Interventions

29. Focus on Systems SYSTEMS How are families part of PBIS systems? I.C.iv

30. GENERAL IMPLEMENTATION PROCESS Team Agreements Data-based Action Plan Evaluation Implementation I.C.iv

31. Team Composition • Administrator • Grade/Department Representation • Specialized Support • Special Educator, Counselor, School Psychologist, Social Worker, etc. • Support Staff • Office, Supervisory, Custodial, Bus, Security, etc. • Parent • Community • Mental Health, Business • Student

32. Cultural and Contextual Fit Culture & Context How do you ensure cultural and contextual fit?

33. Guidelines for Culture & Context Culture & Context For each item in your action plan, ensure: • Involve staff, students, & families in development • Contextually/culturally appropriate (e.g., age, level, language) • Examine disaggregated data to ensure implementation of each feature works for all subgroups of students I.C.v

34. Activity:Group Discussion: Engaging Families • Does your school-wide PBIS team include family members? If yes, are they actively engaged on your team? • Do you recruit family input/feedback as you select, develop, implement, and evaluate PBIS practices or systems? • Do you have any recommended practices in place to support families? • What else are you doing to engage or support families in your school? • Discuss as a small or large group (~15 min)

35. How have other schools engaged families? School Events Positive Communications Meaningful Participation

36. Where can I find more info? • Start with family “click” on pbis.org. • Then read FAQ’s. • Scroll down to see additional resources.

37. Activity:Engaging Families in PBIS • Review content on pbis.org related to families. • Identify additional resources to enhance your own understanding of strategies to engage and support families. • Identify 2-3 strategies to enhance engagement and collaboration with families on your team. • Update your coaching action plan to reflect needed supports for you in this area. • Be prepared to share updates. • Work individually (or with partner coach) for 20 min

38. Advance Organizer • Introduction and Focus on Coaching Quick Review and Focus on Using Data to Drive Decisions • Coaching Self-Assessment and Reports Re-introduce Yourself and Your school • Advanced Skill Building Engaging Families in All Tiers of PBIS • Preparation for Next Training Event

39. Topics to Be Covered on Day 9 • Quick Recap of Day 7-8 Training • Celebrate Accomplishments • Preview of Tiers 2/3 • Action Planning

40. Preview of Advanced Tiers See new Chapter 5 in your workbook (download updated version at nepbis.org) V

41. Preview of Tier II V.C.i

42. Continuum of School-Wide Instructional and Positive Behavior Support TIER 1: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~15% TIER 2: Specialized Group Systems for Students with At-Risk Behavior ~80% of Students

43. What is needed to consider secondary intervention? SWPBS Systems established, including: SWPBS Practices established, including: 3-5 positively stated and defined school-wide expectations Expectations regularly taught in both classroom and non-classroom settings School-wide reinforcement plan to acknowledge expected behavior Plan and continuum of consequences for rule violations Evidence-based classroom management practices • School board/district/regional support • SWPBS Leadership Team • Administrator endorsement and active participation • Continuous, data-based professional development (training and coaching) • Recognition of staff behavior, contributions, and/or accomplishments • School-wide data system V.C.i

44. Common Secondary Intervention Features • Consistent, standardized implementation across students • Easily accessible (e.g., within a few days of referral) • Continuous availability • Implemented by all school staff • Consistent with and extra doses of school-wide expectations and interventions • Continuous utilization of data for decision-making (e.g., progress monitoring) (Crone, Horner, & Hawken, 2010) V.C.i

45. Specialized Support Team:Roles, Responsibilities, & Functions • Provide training and support to school staff regarding the program(s) • Provide specialized behavioral assessment strategies, interventions, and supports • Meet regularly (e.g., weekly or biweekly) to review the program, monitor individual student progress, and review new referrals • Coordinate school-wide implementation of the overall Tier II practices and systems • Develop screening procedures and data-based decision rules for referring students to intervention • Develop data-based decision rules (including time frames) for placing students, monitoring progress, and fading the intervention • Summarize and review data V.C.i

46. TAKE AWAY MESSAGE Secondary systems efficiently support a small group of students by increasing prompts, structure, and opportunities for reinforcement.

47. Preview of Tier III V.C.ii

48. Individual Student Systems • 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 V.C.ii

49. Behavior Support Elements *Response class *Routine analysis *Hypothesis statement *Function *Alternative behaviors *Competing behavior analysis *Contextual fit *Strengths, preferences, & lifestyle outcomes *Evidence-based interventions Problem Behavior Functional Assessment • Team-based • Behavior competence *Implementation support *Data plan Intervention & Support Plan *Continuous improvement *Sustainability plan Fidelity of Implementation Impact on Behavior & Lifestyle V.C

50. 3 Basic Steps:Developing interventions for Individual Students Training Required • 3. Develop intervention strategies • 2. Choose replacement behaviors • 1. Look at the function of behavior