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. 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

26. 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

27. In other words…Critical Components of Coaching Practice • Effective Communication • Organization • Technical Assistance • Reinforcement of Leadership Team and School Faculty • Participate in Leadership Team Activities • Deepen Content Knowledge adapted from:

28. Where do data fit into these roles? • Recognizing and communicating changes in staff behavior that should be celebrated/reinforced (e.g., school-wide roll out!) • Encouraging team to identify their accomplishments and plan for reinforcement • Providing specific, descriptive feedback on progress towards goals and other successes • Pinpointing specific targets of opportunity for growth, developing specific action plans, updating progress along the way • Ensuring that both program quality/fidelity data and student outcome data are used for problem solving and decision making adapted from:

29. Continuous Quality Improvement Identify problems with precision DATA

30. 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.

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

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

33. 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

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

35. 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)

36. 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, subsubscale, item reports)

37. Example: Team Implementation Checklist Subscale Report

38. Activity:Review Your School’s Self-Assessment Survey • Follow directions to log-on to pbisapps.org and retrieve Self-Assessment Survey (SAS) data. • Review your school’s SAS data. • Identify 1-2 key strengths and 1-2 need areas • Review your plan for administering this survey again this year (note intended timeline on evaluation plan) • Share 2 min reports (strengths, need areas, and questions). • Work individually (or with partner coach) for 15 min

39. 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:

40. Activity:Review Your Office Discipline Referrals (ODRs) D • Log-on to pbisapps.org (or appropriate site) to review your school’s ODR data. • Review your school’s ODR data. • Identify 1-2 improvements relative to last year or observations • Identify and precisely define 1-2 problems related to ODR data • Review your plan for using ODR data to monitor progress • Share 2 min reports (strengths, need areas, and questions). • Work individually (or with partner coach) for 15 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.

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

42. Activity:Review Your School’s Fidelity Data (TIC/TFI) • Log-on to pbisapps.org. • Review your school’s fidelity data (TIC and/or TFI). • Identify 1-2 key strengths and 1-2 need areas • Precisely define problem statements • Review your plan for administering this survey again this year (note intended timeline on evaluation plan) • Share 2 min reports (strengths, need areas, and questions). • Work individually (or with partner coach) for 30 min

43. Activity:Update Action Plan • Across all data sources, consider: • Plan for sharing data with team and faculty/staff • Evaluation plan (when to complete administration of each assessment) • Update your action plan to enhance your enhanced using data to drive problem solving and decision making related to Tier 1 implementation. • Work individually (or with partner coach) for 15 min

44. 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

45. Topics to Be Covered on Day 7 • Quick Recap of Year 1 (Days 1-6) Training • Celebrate Accomplishments • Tier 1 SWPBIS: Problem Solving Critical Features • Preview of Additional Tier 1 Resources • Equity • Action Planning

46. Activity:Show, Tell, and Ask • Review your action plan and identify • 1-2 accomplishments • 1-2 questions or concerns shared by most members of team • You’ll have 5 min to show, tell, and ask! • Work as team for 10 min

47. Implementing SWPBS: Guidelines, Examples, & Self-check Activities For each element, we will review guidelines, present a few examples, and give your teams 5-10 min to perform a quick self-check. The following is an example for outcomes.

48. Critical Features of PBIS 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

49. Focus on Outcomes OUTCOMES How do we develop outcome statements? I.C.i

50. Guidelines for Good Outcomes OUTCOMES • Based on data • Locally important and meaningful • Applicable to all (culturally equitable) • Students’ social competence and academic achievement • Staff implementation of critical skills • Observable and measurable • Written as a goal I.C.i