Building Trainer Competency for Coaches

1. Building Trainer Competency for Coaches 2010 National PBIS Leadership Forum Session C3 Lori Newcomer (newcomerL@missouri.edu) Marla Dewhirst (marla.dewhirst@pbisillinois.com) Jane Nethercut and Semonti Basu Austin Public Schools

2. Agenda • Roles and Responsibilities of Coaches • Self-Assessment of Skills and Competencies of Coaches • Organization and Training Model for Coaches at the State, District and Building Level • Sustainability Strategies

3. SWPBS Implementation Blueprint www.pbis.org

4. Good to Great by Jim Collins Leadership First Who…Then What • Get the right people on the bus • Put the right people in the right seats • Start driving

5. 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

6. Outcomes of Coaching • Fluency with trained skills • Adaptation of trained concepts/skills to local contexts and challenges • And new challenges that arise • 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.

7. What does research say about coaching? • Evidence exists that coaching increases student achievement. • Coaching increases teachers’ efficacy. • Coaching increases a teachers’ capacity to implement new instructional practices in the classroom. (Fullan, 2003; Costa and Garmston, 2002; Wong, 2008; Joyce and Showers, 2002)

8. 10% 5% 0% 30% 20% 0% 60% 60% 5% 95% 95% 95% Joyce & Showers, 2002

9. Guiding Principles for Effective Coaching Build local capacity Become unnecessary…but remain available 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. Precorrect for success

10. Who should be a coach?

11. Who should be a coach

12. Coaching vs. Leading

13. Coaches Self-Assessment Self-assess strengths Determine professional development goals

14. Level 1: Preliminary Internal Coach • ODR, SET, SWIS, BOQ,Surveys • Achievement Scores • Data Decision Making • Facilitate team meetings • Consultation and technical • assistance • Sustainability • Essential features • Instruction • Classroom Management • Increase/Decrease behaviors • ABA basics

15. Level 2: Lead Coach/Facilitator • Conduct SET & write report • DO / FBA • SWIS Facilitator • Analyze multiple data sets External Coach • Student Support Team Process • Consultation and technical • assistance • Sustainability • Brief & Full FBA • Function based Targeted -group • Social skills instruction • Advanced ABA • Academic modifications & • accommodations

16. Level 3: Coordinator District Region State • Evaluate multiple schools using • multiple data sources • Identify needs within and • across schools • Train teams on data use • District/Region/State evaluation • reports • Active leadership role • Resource for materials/experts/ • exemplars • Assist with developing state policies • Training & Professional • Development Skills • District/region/state • communication • Map policy to essential PBS • features

17. Brief Activity Take a quick look at the Self-Assessment • Does your coach training address the skills listed? If so put a + by them. • Does your coach training address the different levels listed? If so put a + by them. • Circle one thing you would like to learn about. Think about how you can move forward with that goal.

18. Guiding Principles (“Requirements Review”) Coaching linked w/ school team Coaching training linked w/ team training Coaches participate in team training New teams added w/ increased fluency Coaching capacity integrated into existing personnel Supervisor approval given District agreements & support given Coaches experienced w/ school team implementation District/state coordination provided Coaches meet regularly for prompting, celebrating, problem solving, etc.

19. The 7 Habits of Highly Effective People Stephen Covey • Be Proactive • Begin with the End in Mind • Put First Things First • Think Win/Win • Seek First to Understand, Then to be Understood • Synergize • Sharpen the Saw

20. State Level PerspectivePhases of Implementation Tool Who? Internal Coach, with signatures of allothers What? Illinois’ assessment of implementation phases across the three tiers Where? www.pbisillinois.org When? Two times a year, October and March Why? Provides the big picture view of PBIS to guide and direct teams toward full implementation

21. Using the POI at the District Level District IDM (Instructional Decision Making) Team “Blueprint” Monthly External Coach Meetings Professional Development Providing Individual Building Support Data-Based Decision Making Action Planning

22. Using the POI at the Building Level Checklist Self-Assessment Provides Focus Primary Tool Used for Recognition Action Plan for Next Year Discussion Between Team and External Coach

23. Brief Activity Phases of Implementation Quickly look at the document Where would a building that you work with be on the rubric? Turn to your shoulder partner and explain where the building you are thinking about is at and why. Discuss what support you need from the State and District to move forward. Be prepared to share your thoughts if asked.

24. Illinois Training Plan for Coaches • Full Day Workshops • On-Line Reviews • Network Meetings • Internal Coaches • External Coaches • Face to Face, Conference Calls, Go to Meetings • Annual Forum • Annual Leadership Conferences (2 per year)

25. The Tipping Point: How Little Things Can Make a Big DifferenceMalcolm Gladwell • The point where the “new” becomes the expected • The Law of a Few • Connectors – know everyone • Mavens – Information specialists that want to help • Salesmen – can’t be resisted • Change and Radical Transformation is Possible

26. How to Structure District Coaching Support to Ensure Maximum Effectiveness of Implementation Jane Nethercut PBS Administrative Supervisor Austin Independent School District (AISD)

27. What Does It Look Like Traditional Coaching Model (Before 09-10) Restructured Coaching Model

29. Coaching Responsibilities • One coach from each zone team serves as the coordinator for a campus • Functions of the coordinator • Work with the PBS team to establish and achieve campus PBS goals • Work with the PBS team and staff to implement PBS systems with fidelity • Review data trends to identify issues at each level of intervention • Review campus needs and facilitate access to training and other resources • Coordinate data collection for formative and summative evaluation

30. Consulting Responsibilities At Each Level • Schoolwide level coach for • Active Supervision Training/PD • Increasing the 3:1 ratio in common area • Working on referrals coming from a particular common area • Increased support at the schoolwide level • Safety issues • Data based decision making to determine needs and resources at the schoolwide level

31. Consulting Responsibilities At Each Level • Classroom level coach for • Classroom Management Training/Other PD • Working on classroom management issues identified by observation data • Individual classroom observations/support plans • Consultation requests from teachers/administrators • Book studies with targeted teacher groups • Data based decision making to determine needs and resources at the classroom level

32. Consulting Responsibilities At Each Level • Student level coach for • CAPTURE/Other PD • Working on student issues identified by observation data • Individual student observations/support plans • Consultation requests from teachers/administrators • Collaboration with existing campus-based intensive needs resources (IMPACT, SPED and GenEd Behavior Specialists) • Access to mental health and other wraparound services

33. How Does a Zone Team Coordinate Services? Service coordination priorities determined as an entire district team Service coordination priorities serve as guidelines for individual zone teams Each zone team determines their training and support needs through weekly zone team meetings Coordination is flexible within zones

34. Using Data to Set Priorities Systems Identified for PBS Goals Discipline Data Values indicate percentage of schools Values indicate percentage of students

35. How Do We Maintain Fidelity? Centralized zone training Goal setting process Service Coordination and Planning Tool AISD PBS Benchmark Tool

36. Goal Setting Process

37. Centralized Zone Training • Training on common topics across all PBS campuses • Training on ‘Team Systems’ in January • Training on ‘Sustaining Momentum and Planning for Next Year’ in April/May • Training manuals to ensure access to same information • Volume 1: Introduction to PBS • Volume 2: Team Systems • Volume 3: Schoolwide Systems • Volume 4: Classroom Systems • Volume 5: Student Systems

38. Service Coordination and Planning Tool

39. AISD PBS Benchmark Tool Measures fidelity across four PBS systems- Team, Schoolwide, Classroom, Student Measures level of implementation for essential structures within each system Allows for comparison across all campuses overall, and for each individual system

40. PBS Quarterly Campus Report Provides implementation status on system on which goal is based Provides status of outcomes within a particular system Summarizes campus priorities Allows comparison of team systems status across all PBS schools

41. Sustainability Strategies: The Flow in Illinois • Illinois PBIS Network Staff • District Leadership Team for School Improvement (Academic and Behavioral Early Intervention) • External Coaches for all Tiers • Building Leadership Team for School Improvement (Academic and Behavioral Early Intervention) • Internal Coaches for all tiers • Individual Building Teams • Teacher Performance • Student Outcomes

42. Activity: Give 1 – Get 1 • Write one good idea that you have gotten in this session on the index card provided. • Follow next prompt… and smile. Thank you for your contribution to today and the future.