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

2. Advance Organizer • Introduction and Overview Why Coaching • Coaching Self-Assessment and Reports Introduce Yourself and Your school • Advanced Skill Building Basics of SWPBIS Overview of PBIS Apps & SWIS for DBDM • Activity Identifying Resources • 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 SWPBIS. • …Identify resources for SWPBIS. • …Problem solve roadblocks in coaching • …Facilitate your team’s activities at the next SWPBIS 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 Overview Why Coaching • Coaching Self-Assessment and Reports Introduce Yourself and Your school • Advanced Skill Building Basics of SWPBIS Overview of PBIS Apps & SWIS for DBDM • Activity Identifying Resources • Preparation for Next Training Event

10. Overview of Coaching in swpbis(Chapter i)

11. Why Coaching? The old models are not as effective. I.A.i

12. Problem Statement 1 (Sugai) “We give schools strategies & systems for developing more positive, effective, & caring school & classroom climates, but implementation is not accurate, consistent, or durable. Schools & teams need more than training.” I.A.i

13. Problem Statement 2 (Fixen, Naoom, Blasé, Friedman, & Wallace, 2005, p. 39) “training by itself does not result in positive implementation outcomes (changes in practitioner behavior in the clinical setting) or intervention outcomes (benefits to consumers)” I.A.i

14. Avoid “Train & Hope”! I.A.i

15. Introduction to Coaching This is where you come in ! I.A.ii

16. Important Functions of Coaching Coaches provide team start-upsupport Promote fidelity of implementation Coaches facilitate team sustainability and accountability Coaches provide technical assistance and problem solving Coaches provide positive reinforcement to team members Coaches deliver prompts (i.e., function as “positive nags”) Coaches improve and increase public relations and communications Coaches are linked to a support networkacross schools Coaches are linked to leadership, trainers and teams Coaches allow for localfacilitation As coaches build their own skills, they provide increased behavioral capacity I.A.ii

17. Who Provides Coaching Supports? Personnel & resources organized to facilitate, assist, maintain, & adapt local school training implementation efforts Coaching is set of responsibilities, actions, & activities….not person I.A.ii

18. Coaching Competencies NECESSARY • Participate in team training, coaches training, and networking • Facilitate team meetings at least monthly • Work effectively with adults • Knowledgeable about school operating systems • Professional commitment PREFERRED • Knowledge about SWPBIS • Knowledge about behavior support practices at the school‐wide, class‐wide, targeted, and individual levels • Skilled in collection and use of data for decision‐making I.A.ii

19. 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

20. School-level coaching Coaching capacity integrated into existing personnel Supervisor approval given District support and agreements given District/state coordination provided Coaching linked with school team Coaching training linked with team training Individuals in coaching positions included in team training Individuals in coaching positions meet regularly for prompting, celebrating, problem solving, etc. District-level coaching Individuals in coaching positions are experienced with school team implementation New teams added with increased fluency (at district level) Guidelines for Selecting SWPBIS Coaches

21. What is coaching? • Coaching is the active and iterative delivery of: a. Prompts and reinforcersthat increase successful behavior b. Corrections that 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 I.B.i

22. Effective Coaching Involves: • Building local capacity (i.e., become unnecessary, but remain available) • Maximizing current competence • Never change things that are working • Always make the smallest change that will have the biggest impact • Focusing on valued outcomes • Tie all efforts to the benefits for children • Attend to context • Emphasizing accountability (i.e., measure and report; measure and report; etc.) • Building credibility through • Consistency • Competence with behavioral principles/practices • Relationships • Time investment • Pre‐correcting, prompting, and reminding for success I.B.ii

23. Before Training Activities: Verify coaching role with your coordinator/supervisor Review coaching role with principal Remind team of coaching role Ensure team is composed of the correct members and all key members are scheduled to attend training. Assist team to review/bring relevant data, policy and procedures, updated action plan, etc. Review tools: Team Implementation Checklist, EBS Self-Assessment Survey, Committee Review, Action Planning, Benchmarks of Quality, SET Assist team to prepare brief summary of 1-2 significant accomplishments, 1-2 in-progress activities, and 1-2 challenges. Guidelines for Coaching SWPBIS

24. During Training Activities: Remind team of coaching role Let team lead process Document agreements Focus team on agenda and activity outcomes and reinforce progress Remind team of big ideas from SWPBIS approach and presentations Remind team to include all staff in decision making Prompt outcomes: Action Plan, Etc. Acknowledge/reinforce team for progress at training Complete/review agreements/actions specified on updated action plan Guidelines for Coaching SWPBIS

25. After Training Activities: Prompt team to (a) meet and review PBIS purpose and action plan with staff, (b) collect school data, (c) meet w/in 1 month, and (c) complete Team Implementation Checklist and/or Benchmarks of Quality (as assigned in training) Contact team leader 2x in first month and ask what is planned and if assistance needed (if district coach) Set schedule for team to meet 1x month Review school data on monthly basis Monitor and assist in development and completion of team action plan Document team and coaching accomplishments, speed bumps, challenges, solutions Identify and acknowledge team/school progress on action plan tasks/outcomes Guidelines for Coaching SWPBIS

26. Advance Organizer • Introduction and Overview Why Coaching • Coaching Self-Assessment and Reports Introduce Yourself and Your school • Advanced Skill Building Basics of SWPBIS Overview of PBIS Apps & SWIS for DBDM • Activity Identifying Resources • Preparation for Next Training Event

27. Activity:Coaching Self-Assessment • Complete 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

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

29. 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)

30. Advance Organizer • Introduction and Overview Why Coaching • Coaching Self-Assessment and Reports Introduce Yourself and Your school • Advanced Skill Building Basics of SWPBIS Overview of PBIS Apps & SWIS for DBDM • Activity Identifying Resources • Preparation for Next Training Event

31. Basics of swpbis for coaches (Chapter Ii)

32. Main Message STUDENT ACHIEVEMENT Good Teaching Behavior Management Increasing District & State Competency and Capacity Investing in Outcomes, Data, Practices, and Systems II.A

33. 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 II.A

34. SWPBIS Practices School-wide Classroom • Smallest # • Evidence-based • Biggest, durable effect Non-classroom Family Student I.C.iii II.A

35. Behavioral Interventions and Practices… School-Wide • Leadership team • Common purpose & approach to discipline • Clear set of positive expectations & behaviors • Procedures for teaching expected behavior • Continuum of procedures for encouraging expected behavior • Continuum of procedures for discouraging inappropriate behavior • Procedures for on-going monitoring & evaluation

36. SWPBIS Practices School-wide Classroom Non-classroom Family Student

37. Behavioral Interventions and Practices in… Classroom Settings • All school-wide • Maximize structure and predictability (e.g., routines, environment). • Positively stated expectations posted, taught, reviewed, prompted, and supervised. • Maximum engagement through high rates of OTRs & delivery of evidence-based instructional curriculum and practices. • Continuum of strategies to acknowledge appropriate behavior. • Continuum of strategies to respond to inappropriate behavior.

38. SWPBIS Practices School-wide Classroom Non-classroom Family Student

39. Behavioral Interventions and Practices in… Non-classroom Settings • Positive expectations & routines taught & encouraged • Active supervision by all staff • Scan, • Move, • Interact • Pre-corrections, prompts & reminders • Positive reinforcement

40. SWPBIS Practices School-wide Classroom Non-classroom Family Student

41. Behavioral Interventions and Practices for… Individual Students • Behavioral competence at school & district levels • Function-based behavior support planning • Team- & data-based decision making • Comprehensive person-centered planning & wraparound processes • Targeted social skills & self-management instruction • Individualized instructional & curricular accommodations

42. SWPBIS Practices School-wide Classroom Non-classroom Family Student

43. 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

44. Continuum of School-Wide Instructional & Positive Behavior Support Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~5% Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~15% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~80% of Students II.A

45. MTSS Integrated Continuum Behavior Continuum Academic Continuum Mar 10 2010

46. GENERAL IMPLEMENTATION PROCESS Team Agreements Data-based Action Plan Evaluation Implementation II.A

47. PBIS Systems Implementation Logic II.A

48. Basic PBIS “Logic” Cultural/Context Considerations Maximum Student Outcomes DATA SYSTEMS Start w/ effective, efficient, & relevant, doable PRACTICES Implementation Fidelity Training + Coaching + Evaluation Improve “Fit” Prepare & support implementation II.A

49. Communicate the impact of SWPBIS on academic outcomes to school faculty to assist with buy-in Develop observable and measurable statements of desired outcomes related to social/academic behavior Ensure data are regularly collected, reviewed, and used to make decisions at SWPBIS meetings When selecting practices, ensure they are (a) evidence-based, (b) indicated by data, and (c) aligned with outcomes Establish systems to support sustained implementation of each practice with fidelity (e.g., teaming, professional development, and staff acknowledgement structures) Communicate three tiered prevention logic to faculty, and ensure practices are organized to provide a continuum of support Define critical elements (outcomes, data, systems, and practices) across the various contexts targeted in the first year of training/implementation (school-wide, classroom, and non-classroom) and ensure family involvement in SWPBIS team to extend focus to family context Access resources (e.g., trainers, local experts, training materials, websites) to support your team(s) as needed Guidelines for Coaching “Basics of SWPBIS”

50. Coach TAKE AWAY MESSAGE Usedatato (a) identifyoutcomesand (b) select evidence-basedpractices. Invest insystemsto ensure sustained implementation with fidelity.