WELCOME BACK Entry Activity- Reflection/ Sharing

1. WELCOME BACKEntry Activity- Reflection/ Sharing PBIS District Coaches Training- Y2D1 • On a note card, write down two coaching supports you have done provided we last met? • For each activity, identify • one positive outcome, and • a wondering or area of growth which you want to focus on. • Be Prepared to Share out (2 min max) at 8:45.

2. PBIS District Coaches Training NWESD Network- Coaching Cohort III Year 2, Day 1 August 11, 2016 Shirley Cutshall, M.S. Northwest Educational Service District Special Programs & Services Director

3. Course Goals – for today 1. Provide Coaches With Tools To : Build Capacity For Training, Coaching, Coordination and Evaluation Increase Understanding and Build Fluency of the PBIS Framework – Data, Practices & Systems; supporting Systematic Implementation of PBIS in Building/District II. Discuss and Determine how to Prioritize Your Time & Team Facilitation During BT Day 5 activities III. Plan 2016-17 focus areas

4. Group Expectations - Reviewed • Respect • Opinions of Others • Facilitators • Environment • Cell Phones in “Manners Mode” • Responsibility • Be On Time • Take Calls/E-mails Outside of training (in Lobby) • Complete Readings & Tasks • Safety • Take Risks • Eat If Hungry • Attend to Personal Needs

6. Basics: 4 PBIS Elements Supporting Social Competence & Academic Achievement OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

7. Coaching: Self-Assessment DATA

8. Supporting School leadership teams

10. Context is everything. It is the instrument through which we comprehend everything. It drives our behavior and our results. To change your context you have to first understand what your context is.

12. “Coaching”

14. Running Effective Team Meetings

15. The Known Scenario • Meeting starts at 7:30 but key member is late so meeting officially starts at 7:40 • Margie pulls up SWIS data after needing to look up her password that she cannot remember so team starts looking at data at 7:50. They have a lot of questions about the data so they dissect data until 8:15. • Conversation bird walk about the car accident that John was in. • Principal called out to a fight and she is serving as the meeting facilitator. • Meeting ends with no real resolution, except that we need to “crack down” in the hallways. • Nobody brought a computer to take notes, so no follow-up occurs about who is doing what. …..Sound Familiar?

16. Effective Meetings • Design the structure and function of the team meetings to increase predictability of meeting formats and expectations Key Points: • Start by setting expectations • Define team roles

17. What makes a successful meeting? • Start & end on time • 75% of team members present & engaged in topic(s) • Agenda is used to guide meeting topics • Data is Used • System is used for monitoring progress of implemented solutions (review previous meeting minutes) • System is used for documenting decisions

18. What makes a successful meeting? • Facilitator, Minute Taker & Data Analyst come prepared for meeting & complete during the meeting responsibilities • Next meeting is scheduled • All regular team members (absent or present) get access to the meeting minutes w/n 24 hours of the meeting • Decision makers are present when needed • Efforts are making a difference in the lives of children/students. • Treats are Served

19. Define roles for effective meetings • Core roles • Facilitator • Minute taker • Data analyst • Active team member • Administrator • Backup for each role Typically NOT the administrator Can one person serve multiple roles? Are there other roles needed? Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010

20. Before the Meeting…Who does each • Room reserved • “New” items solicited for agenda • Agenda produced • Data reviewed before the meeting; Suggest possible new issues • Lead team through discussion of effects of in-process solutions on “old” problems • Meeting minutes distributed within 24 hours of meeting. • Computer reserved; access to SWIS online database assured • LCD projector reserved & set up to project data (or team has some other strategy for ensuring team members can review data at meeting) • Team members have individual TIPS Notebooks to bring to meeting Facilitator Facilitator Facilitator Data Analyst Facilitator Minute Taker Minute Taker Minute Taker All Team Members Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010

21. Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010

23. The Problem-Solving “Mantra” Do we have a problem?(identify) What is the precise nature of our problem?(define, clarify, confirm/disconfirm inferences) Why does the problem exist, & what can we do about it?(hypothesis & solution) What are the actual elements of our plan?(Action Plan) Is our plan being implemented, & is it working?(evaluate & revise plan) What is the goal? (What will it look like when there is not a problem?) Newton, J.S., Todd, A.W., Algozzine, K, Horner, R.H. & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon unpublished training manual.

24. Take a BREAK– and refresh your self

25. PBIS Blueprintswww.pbis.org

26. Coaching acknowledgement systems

27. Common Pitfalls - Acknowledgement Systems • Lack of Understanding That All Behavior Gets Reinforced • Staff Lack Buy-In • Not Routine/Scheduled • Consequences Link to Reinforcement • Concerns about extrinsic reinforcement diminishes intrinsic motivation • Creation of a Cumbersome Program

28. How Full is Your Bucket?- Tom Rath

29. Reinforcement Systems:Guidelines for Implementing • Encourage every staff member to reinforcement positive student behavior and review often • Acknowledge frequently (4:1) • Ensure that earned = kept • Provide equal access to reinforcement for all students • Collect data on frequency of reinforcement

30. Tomcat Tickets

31. BOQ Indicators • A system of rewards has elements that are implemented consistently across campus • A variety of methods are used to reward students • Rewards are linked to expectations • Rewards are varied to maintain student interest • System includes opportunities for naturally occurring reinforcement • Ratios of reinforcement to corrections are high • Students are involved in identifying/developing incentives • The system includes incentives for staff/faculty

32. Top 10 ReasonsPBIS Implementation gets Bogged Down Lack of continuous administrative support & involvement Lack of awareness and understanding that staff set and change culture in schools Lack of understanding commitment and “buy-in” from staff Lack of understanding that academic success is driven by school culture Not working through the PBIS processes on a consensus basis as a team Taking on too much too fast (generally with positive intentions) Inconsistency of implementation by staff Looking for the negative vs. looking for positives in student behavior Focusing only on the high risk students Not tracking, reporting out, and responding to school behavior data (Created by Pam Hallvik)

33. Specific Skill Development • Identify, Share Focus Topic Research & Prepare 10- minute Presentation & • After lunch--- present your learning to group

34. Implementation: Leadership Drivers Managing the Stages of Implementation Exploration  Installation Init’l ImplementationContinual Regeneration  Sustainability

35. Pg 32 of Blueprint

37. Effective Coaches - From Florida’s PBIS Project • Build local capacity • Become the expert, but widely share knowledge • Maximize current competence • Never change things that are working • Always make the smallest change that will have the biggest impact • Focus on valued outcomes • Tie all efforts to the benefits for children • Emphasize Accountability • Measure and report; measure and report; measure and report. • Build credibility through: • (a) consistency, (b) competence with behavioral principles/practices, (c) relationships, (d) time investment. • Pre-correct for success

38. 10% 5% 0% 30% 20% 0% 60% 60% 5% 95% 95% 95% Joyce & Showers, 2002

39. General Considerations Who’s coaching? Who’s being coached? Who directly & indirectly benefits from coaching? What is being coached? Where does coaching occur? How are coaches prepared? Who coaches the coaches? How is coaching provided? How is coaching implementation fidelity evaluated? How is coaching effectiveness evaluated? Are practice implementation benefits meaningful?

41. “Easier to coach what you know & have experienced.”

42. Stop & think, write 6 Big Ideas about Coaching you gained from today. • Coaching capacity is defined as activities or functions, not person • End goal of coaching is to maximize adoption, durability, & scalability of evidence-based practice, experienced by students, staff and community • Coaching functions have varied levels of intensity • Coaching functions are shared responsibilities • Coaching capacity is built at multiple organizational levels (teacher, school, district, region, state) • Coaching implementation capacity should be planned, formal, continually monitored, and systematically evaluated

43. “Easier to coach what you know & experienced.” • Time to explore resources • Chose one of the areas from • Coaching implementation or • Coaching Functions • Go to a less- or un-familiar website, locate & review one concept/strategy (Time TBD) • Be prepared to share resource (where) & strategy (what) with group (2 minutes max)