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 4 INSERT TRAINER NAMES with support from Brandi Simonsen, Jen Freeman, Susannah Everett, Adam Feinberg, & George Sugai

2. Advance Organizer • Introduction and Focus on Coaching Quick Review and Focus on Problem Solving in Tier 1 • Coaching Self-Assessment and Reports Re-introduce Yourself and Your school • Advanced Skill Building Using Data to Drive Decision Making • 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. Activity:Please Enter Attendance • 1 min • Please login on nepbis.org, go to the coaches’ tab, and click on the Team Training Attendance Link. Follow prompts to enter team attendance.

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

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

9. Advance Organizer • Introduction and Focus on Coaching Quick Review and Focus on Problem Solving in Tier 1 • Coaching Self-Assessment and Reports Re-introduce Yourself and Your school • Advanced Skill Building Using Data to Drive Decision Making • Preparation for Next Training Event

10. Overview of Coaching in swpbis(Chapter i)

11. What roles do coaches play? • 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

12. Basics of swpbis for coaches (Chapter Ii)

13. 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

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

15. Self-Check:Effective Leadership Team • Review guidelines for team composition. • Administrator • Grade/Department Representation • Specialized Support (e.g., Special Educator, Counselor, School Psychologist, Social Worker, etc.) • Support Staff (e.g., Office, Supervisory, Custodial, Bus, Security, etc.) • Parent (who is not also a staff member) • Community • Mental Health, Business • Student • Ensure you have 1-2 parents on your leadership team this year • Review relevant items to your action plan and add/adjust as needed to ensure your team is ready to work this year (and in the future)! • Work as team for 10 min

16. Family Engagement Rubric • Review the Family, School, and Community Partnership Fundamentals (http://www.doe.mass.edu/boe/sac/parent/FSCPfundamentals.pdf) • Complete self assessment as a team • Add relevant items to your action plan New this year! You will complete this with your team each time you complete the TIC See Appendix M Complete during Team Action Planning Time TODAY

17. coaching team meetings(Chapter iII)

18. 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

19. Consider the TIPS Model(see additional resources for TIPS on pbis.org) http://www.pbis.org/common/cms/files/Forum12/E2_TIPS_Teaser.pdf III.A.i

20. 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

21. Advance Organizer • Introduction and Focus on Coaching Quick Review and Focus on Problem Solving in Tier 1 • Coaching Self-Assessment and Reports Re-introduce Yourself and Your school • Advanced Skill Building Using Data to Drive Decision Making • Preparation for Next Training Event

22. 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

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

24. 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)

25. Continuous Quality Improvement Identify problems with precision Establish goal(s) DATA Develop solution(s)

26. Improving Decision Making Problem Solution Action Planning Solution Problem Problem Solving

27. Continuous Quality Improvement Reassess and revise solution(s) as needed Identify problems with precision Monitor outcomes and compare to goal(s) Establish goal(s) DATA Develop solution(s) Implement solution(s) with integrity and fidelity

28. To effectively use data to drive decision making, use your evaluation plan… …and tools available at:

29. What is most related to high sustainability? The frequency that data are presented to all schools staff. (McIntosh, Kim, Pinkelman,, Rasplica,, Berg, & Strickland-Cohen, in press)

30. Data-Driven Problem Solving • We are about to engage in a series of activities that require you to review and use your school’s data on pbisapps.org • Log on to pbisapps.org • Go to closed survey windows • Choose a survey (e.g., Self Assessment Survey, Team Checklist) • Choose View Reports • Remember different types of reports (total, subscale, item reports)

31. Example: Team Implementation Checklist Subscale Report

32. Evaluation Questions • What are the critical features of data review activities that will lead to continued improvements in student outcomes? • What are the necessary behaviors of school personnel that will increase the sustainability of data review practices? adapted from:

33. “The critical mechanism by which a practice sustains is fidelity.” (McIntosh, Filter, Bennett, Ryan, & Sugai, 2010; p.10) adapted from:

34. Activity: Review Fidelity & Outcome Data • Log-on to pbisapps.org • Review your fidelity data (SAS, TIC, TFI). • Identify 2-4 key strengths and 2-4 need areas • Review your plan for administering surveys again this year (note intended timeline on evaluation plan) • Review your school’s ODR data. • Identify and precisely define 1-2 problems • Review your plan for using ODR data to monitor progress • Develop plan for sharing data with team and faculty/staff • Update your action plan • Share 2 min reports (strengths, need areas, and questions). • Work individually (or with partner coach) for 60 min If you do not presently have ODR data to review, use this time to develop an action plan to secure a user-friendly interface.

35. Monitoring Outcomes: SWIS Drill Down

36. Drill Down Approach The Drill Down approach starts with the big picture and looks for potential “red flags” identifying a problem that might need to be addressed. • What is our current reality or big picture? • Is there a problem (red flag)? • What is the precise context & function of the problem? What, where, when, who, how often, why? Be efficient, don’t “drown” by getting too specific

37. Primary vs. Precision Statements Primary Statements Precision Statement There are more ODRs for aggression on the playground than last year. These are most likely to occur during first recess, with a large number of students, and the aggression is related to getting access to the new playground equipment. • Too many referrals • September has more suspensions than last year. • Gang behavior is increasing. • The cafeteria is out of control. • Student disrespect is out of control.

38. Drill Down Worksheet

39. Using SWIS Data to Solve Problems SWIS Dashboard summarizes the current school year. It provides a bird’s-eye view.

40. Using SWIS Data to Solve Problems SWIS Core Reports Helps check the current vital signs of the school Helps identify areas for further inquiry

41. Creating a Precise Problem Statement System Update/ Big Picture Primary Red Flag Identify Problem with Precision then

42. Creating a Precise Problem Statement Step 1: Look at overall picture • What are the levels, trends, peaks, and/or valleys? • How does this year compare with last year? • How do our data compare with national/regional norms? • How do our data compare with our preferred/expected status? Step 2: Filter to a more precise problem statement by adding in additional data/“clues”

43. Drilling Down and The Game of Clue When you drill down into your data, you are like a detective who follows clues to isolate a problem context and function until it is precise but still socially important to address.

44. Drill Down Orientation

45. Continuous Quality Improvement Reassess and revise solution(s) as needed Identify problems with precision Monitor outcomes and compare to goal(s) Establish goal(s) DATA Develop solution(s) Implement solution(s) with integrity and fidelity

46. Defining Goals • Define the problem with precision Context and function • Measure the problem (current level or amount) • Define the goal What would be “goodenough” to move to another problem? • Use the goalto guide the solution How can we move from here (current reality) to there (desired outcomes)?

47. Defining Goals

48. Defining Goals

49. Defining Goals

50. Continuous Quality Improvement Reassess and revise solution(s) as needed Identify problems with precision Monitor outcomes and compare to goal(s) Establish goal(s) DATA Develop solution(s) Implement solution(s) with integrity and fidelity