Coaches Calendar: Your Implementation Roadmap

1. Coaches Calendar: Your Implementation Roadmap Dana Kuehl Regional Technical Assistance Coordinator, Wisconsin RtI Center kuehld@wisconsinpbisnetwork.org Linda Stead Regional Technical Assistance Coordinator, Wisconsin RTI Center steadl@wisconsinpbisnetwork.org

2. Implementation of PBIS involves • systems change. • It disturbs existing systems and will likely involve • a break from how things have been done in the • past. It is complex and non-linear. • Systems change is difficult because it involves • managing tasks and resources • plus managing people who may be • resistant to the change.

3. PBIS Goal: Systems Change • Change the environment so . . . • It is more efficient and effective for staff to use PBIS rather than ‘business as usual’ • Train, support, technical assistance, technology • All students have the ability to respond and function more efficiently and effectively • Teaching, reinforcing, multiple tiers of support • All decisions are driven by data • Problem identification • Problem analysis • Interventions • Evaluation

4. PBIS Implementation OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS • Team approach • Administrator participation • Community of Practice (skill development & performance feedback) • ODRs • Academic progress • Attendance • Direct observation • School improvement goal progress • Process tools (fidelity) PRACTICES Supporting Student Behavior • Define behaviors, expectations, and rules • Teach, model, and acknowledge behaviors, expectations, and rules • Correct behaviors • Consensus/collaboration

5. Avoid ‘Train & Hope’ Coaching Insert Coaching into the cycle and implementation of new information/skills will increase significantly!!

6. Why is Coaching important to schools implementing SWPBIS?

7. Next to the principal, coaches are the most crucial change agent in a school. • Fullan & Knight, 2011

8. Coaching Defined • Coaching is the active and iterative delivery of: • (a) prompts that increase successful behavior, and • (b)correctionsthat decrease unsuccessful behavior. • Coaching is done by someone with credibility and experience with the target skill(s) • Coaching is done on-site, in real time • Coaching is done after initial training • Coaching is done repeatedly (e.g. monthly) • Coaching intensity is adjusted to need

9. Outcomes of Coaching Fluency with trained skills • Adaptation of trained concepts/skills to local contexts and challenges • Rapid redirection from miss-applications • Increased fidelity of overall implementation • Improved sustainability Most often due to ability to increase coaching intensity at critical points in time Horner 2009

10. Coaching Functions Facilitate Coaching Functions Content and Knowledge Communicate • Action Planning • Faculty training • PBIS Implementation • PBIS knowledge • Response to Intervention • Behavioral knowledge • Link to resources • Faculty • Administrator • District Coordinator • Community http://flpbs.fmhi.usf.edu/coachescorner.asp

11. Critical Features of Coaching • Communication • Organization • Technical Assistance • Reinforcement of leadership team and school staff

12. Communication • School leadership team • Building principal • Building staff • District Leadership • Families and Community

13. Organization • Meeting agendas, minutes, action plans, etc. • Outcome and Evaluation data • Documentation of systems and artifacts

14. Technical Assistance • Model data-based decision making process • Evaluation of implementation assessments • Specific suggestions for action planning and task completion

15. Reinforcement • New, different, or difficult tasks • Moving in the “right direction” • Activities critical to implementation • Ratio (5:1)

16. Provide‘SUPPORT’ to the PBIS Team • • Support sustainability and accountability of the team • • Use the Team Action Plan to ensure fidelity of • implementation • • Provide behavioral knowledge and build behavioral • capacity • • Provide a link between the team, principal, and • District Leadership • • Ongoing communication with key stakeholders • (administrator, staff, families) • • Report student data and implementation evaluations • • Transition schools to ‘Exemplary School’ status

18. WISCONSIN PBIS COACHES CALENDAR http://www.wisconsinpbisnetwork.org/coaches/coaching-calendar.html

19. Roadmap • Year at a Glance Planner • For Coach

20. su • Each month has coaching tasks for: • Information (Data) • – E.g., review ODR graphs, suspension, ethnicity, attendance, & academic data • – E.g., review results surveys, checklists • Planning (Systems) • – E.g., develop needed Cool Tool lesson(s) & schedule time to teach, • plan school-wide celebrations • Implementation (Practices) • – E.g., teach cool tools, conduct grade level celebrations • Communication with staff, families, • and community • – E.g., present results of evaluation, share data summaries, parent/ • community newsletters

21. Internal_Coach_Year_at_a_Glance.doc

22. 5Ways You Can Promote and Sustain School-wide Implementation

23. 1. Renew commitment each year Develop and recommit to team process and PBIS process with staff - ask for buy-in each year-showcase results and form a plan that addresses trends seen from this school year - if you can predict it, you can prevent it…. • Develop “marketing plan” to renew commitment -how will you keep it novel and new in school and community? • Continue to make it a priority • Administrator’s commitment is crucial • Continue to make it a top school improvement goal • As it becomes standard practice it will be easier each year

24. 2. Use self-assessment data to action plan and set annual goals • Collection and use of data for decision-making • • Are we implementing SWPBS with fidelity? • » SAS, TIC, BOQ • www.PBISApps.org • • Are students benefiting behaviorally, emotionally, academically? • » ODRs, Suspensions • » Academic testing, other academic data • » Referrals to Special ed., race and ethnicity data • www.swis.org • • Are the systems and practices efficient? • » Faculty/staff time; Student academic engagement; Cost benefit • Satisfaction (students, staff, families) • • Are all stakeholders happy and seeing results for their efforts? • » Feedback: surveys, focus groups, etc.

25. 3. Develop a school-wide “Community of Practice” Establish an environment where individuals can feel safe about reporting concerns, supported by their school community, and empowered to be a part of the decision making process. • Issues, concerns • Input, ideas, innovations • Data • Feedback from ALL staff • Celebrations of success

26. 4. Help teams become organized and efficient Facilitate effective meetings • Provide members with a schedule of meetings • Send out meeting agenda in advance • Establish and adhere to team meeting norms • Assign roles/responsibilities to team members • Provide a data summary that will help define problems • with precision • Organize for an effective problem solving conversation • A key to collective problem solving is to provide a visual context • that allows everyone to follow and contribute • Document meeting minutes, decisions, actions, timelines

27. Empower staff Make it predictable and easy for them to do!

28. When you empower staff, you start to see • high fidelity. When they know their behavior • has a direct impact on student outcomes • and a better school environment, • fidelity increases.