Coaching leadership teams tips
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Transcript of Coaching leadership teams tips
Sustaining Communities of Practice School-wide Positive Behaviour Support Queensland, Australia Conference 2011 Presented by Anne W. Todd University of Oregon [email protected]
www.uoecs.org www.pbis.org
• Provide some research & further resources the 4 Elements needed for Capacity Building & Sustainability across three tiers of support
Preview Coaches Fidelity of Implementation Checklist
Preview TIPS Meeting Foundations Clearly defined purpose and roles What happens BEFORE, DURING, AFTER a meeting Meeting Minute and Action Planning Form
Preview the Problem Solving Process Defining “problems” with precision Using data for decision-making
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Early Childhood Academic and Social Behavioral Supports Response to Intervention Behavior Specialist Support Meetings focusing on Support across all
three Tiers Team Initiated Problem Solving ◦ Data use for decision-making
Coaching is the active and iterative delivery of: ◦ (a) prompts that increase successful behavior, and ◦ (b) corrections/redirections 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 Before activities/meeting, During meetings, After meetings ◦ Coaching is done after initial training ◦ Coaching is done repeatedly (e.g. monthly) ◦ Coaching intensity is adjusted to need Initial implementation coaching Sustained implementation 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.
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 Contact before problems emerge
Training Outcomes Related to Training Components
Training Outcomes
Training Components Knowledge of Content
Skill Implementation
Classroom Application
Presentation/ Lecture
Plus Demonstration
Plus Practice
Plus Coaching/ Admin Support Data Feedback
10% 5% 0%
30% 20% 0%
60% 60% 5%
95% 95% 95%
Joyce & Showers, 2002
SYSTEMS
PRACTICES
DATA
Supporting Staff & Student Behavior and Decision Making
Building Capacity and Sustainability
OUTCOMES
For Social Competence, Academic Achievement, and Safety 4 Integrated
Elements
Coaches Fidelity Checklist, continued
More resources at www.pbis.org
School-wide Behavior Systems
in Place
School-wide Behavior Systems
NOT in place
Literacy Interventions in
Place Improved Literacy
NO Literacy Improvement
Literacy Interventions NOT in Place
NO Literacy Improvement
NO Literacy Improvement
(Kellem et al.)
Having data is necessary but insufficient
Building effective team process (roles/ protocol) is essential.
Use an electronic Agenda that prompts problem solving
Problem solving starts with precise problem statements
Use data-based decision rules to build, implement and modify solutions.
People aren’t ,red from solving problems – they’re are ,red from solving the same problems over and over.
Universal Screening ◦ Proportion of students with 0-1 Office Discipline Referrals (ODRs) 2-5 ODRs 6+ ODRs
Progress Monitoring Compare data across time ◦ Prevent previous problem patterns
Define Problems with precision that lead to solvable problems
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. 16
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~80% of Students
~15%
~5%
0-1 office discipline referral
6+ office discipline referrals
2-5 office discipline referrals
Using office discipline referrals as a metric for universal screening of student social behavior
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. 18
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Cumulative Mean ODRs Per Month for 325+ Elementary Schools 08-09
Jennifer Frank, Kent McIntosh, Seth May
Kimberly L. Ingram, Teri Lewis-Palmer and George Sugai Journal of Positive Behavior Interventions October 2005 vol. 7 no. 4 224-236
Does it make any difference if you build a behavior support plan on information from a functional assessment?
Conduct a functional assessment: ◦ Plan A: Indicated by functional assessment ◦ Plan B: Contra-indicated by functional
assessment
www.pbis.org
Three Schools
Six students identified for high rates of verbal and physical aggression toward others.
Whole school implementation of SWPBIS Whole school addition of Stop-Walk-Talk Direct observation of problem behavior on
playground.
Scott Ross, University of Oregon 26
Predictable, consistent, positive and safe social culture (expectations defined, taught, acknowledged)
Everyone can identify “respectful” and non-respectful behavior.
“Stop”
Walk
Talk
Change in the rewards for bullying.
Change in likelihood of bullying
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Baseline Acquisition Full BP-PBS Implementation
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School Days
School 1 Rob
Bruce
Cindy
Scott
Anne
Ken
School 2
School 3
3.14 1.88 .88 72%
BP-PBS, Scott Ross 29
28% increase 19% decrease
BP-PBS, Scott Ross 30
21% increase
22% decrease
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Example from Illinois
Two Research Studies
Four students Staff person for morning check in Staff person for afternoon check out All staff on board Parents knowledgeable about the program Getting started = one day ◦ All staff alerted, parent/guardian alerted, student
taught how to use the system Direct Observation: 120 10 second intervals =
20 minutes measuring the % of intervals engaged in problem behavior
Baseline CICO
20 minute observations= 120 ten second intervals
Peer composite= 4 randomly selected students for 5 minutes each= 20 minute obs.
% of intervals engaged in problem behavior
Direct Observation data for
Research purposes
Baseline CICO
Two fourth grade males Class of 32 students Reported low intensity but chronic
problem behaviors Began CICO program established at
school Multiple baseline across settings ◦ ABCBC
BL CICO FB-CICO
Math
CICO FB-CICO
Reading
Sessions
FB-CICO in reading = Choice of sitting IF all 3’s both kids prior to lunch
FB-CICO in math = opportunity to go to check out together at end of school day
% of 120 ten second intervals on-task Creah
BL CICO FB-CICO CICO FB-CICO
Math
Reading
Sessions
FB-CICO in math = opportunity to go to check out together at end of school day
FB-CICO in reading = Choice of sitting IF all 3’s both kids prior to lunch
% of 120 ten second intervals on-task Keaton
Review Status and
Identify Problems
Develop and Refine
Hypotheses
Discuss and Select
Solutions
Develop and Implement Action Plan
Evaluate and Revise
Action Plan
Problem Solving Foundations
Team Initiated Problem Solving (TIPS) Model
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Thoroughness of decision-making
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Structure of meetings lays foundation for efficiency & effectiveness
Core roles ◦ Facilitator ◦ Minute taker ◦ Data analyst ◦ Active team member
Backup for each role Can one person serve multiple roles?
Are there other roles we could build it? (e.g. Reporter?)
Typically NOT the administrator
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Problem
Solution Out of Time
Use Data
A key to collective problem solving is to provide a visual context that allows everyone to follow and contribute
PBIS Team Meeting Minutes and Problem-Solving Action Plan Form Today’s Meeting: Date, time, location: Facilitator: Minute Taker: Data Analyst: Next Meeting: Date, time, location: Facilitator: Minute Taker: Data Analyst: Team Members (bold are present today)
Today’s Agenda Items Next Meeting Agenda Items 01. 02. 03.
1. 2.
Information for Team, or Issue for Team to Address
Discussion/Decision/Task (if applicable) Who? By When?
Administrative/General Information and Issues
Implementation and Evaluation Precise Problem Statement, based on review of
data (What, When, Where, Who, Why)
Solution Actions (e.g., Prevent, Teach, Prompt, Reward, Correction, Extinction,
Safety) Who? By When?
Goal, Timeline, Decision Rule, & Updates
Problem-Solving Action Plan
Our Rating Yes So-So No
1. Was today’s meeting a good use of our time? 2. In general, did we do a good job of tracking whether we’re completing the tasks we agreed on at previous meetings?
3. In general, have we done a good job of actually completing the tasks we agreed on at previous meetings? 4. In general, are the completed tasks having the desired effects on student behavior?
Evaluation of Team Meeting (Mark your ratings with an “X”)
Where in the Form would you place:
1. Planning for next PTA meeting?
2. Too many students in the “intensive support” for literacy
3. Schedule for hallway monitoring for next month
4. There have been five fights on playground in last month.
5. Next meeting report on lunch-room status.
Regular meetings & regular attendance & regular time The “right” people The right roles ◦ Facilitator ◦ Minute Taker ◦ Data Analyst ◦ Active Team Members
Accomplishments – Products of successful meeting ◦ Meeting Minutes (record of decisions & tasks concerning
administrative/general issues) ◦ Problem-Solving Action Plan (record of decisions & tasks
concerning problems identified by team)
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Decisions are more likely to be effective and efficient when they are based on data.
The quality of decision-making depends most on the first step (defining the problem to be solved) Define problems with precision and clarity
Data help us ask the right questions…they do not provide the answers: Use data to ◦ Identify problems ◦ Refine problems ◦ Define the questions that lead to solutions
Data help place the “problem” in the context rather than in the students.
The process a team uses to problem solve is important: ◦ Roles:
Facilitator; Recorder; Data analyst; Active member
◦ Organization Agenda; Old business (did we do what we said we would
do); New business; Action plan for decisions. What happens BEFORE a meeting What happens DURING a meeting What happen AFTER a meeting
Build “decision systems” not “data systems” Use data in “decision layers” ◦ Is there a problem? (overall rate of ODR) ◦ Localize the problem
(location, problem behavior, students, time of day)
◦ Get specific Don’t drown in the data It’s “OK” to be doing well Be efficient
Documentation of Logistics of meeting (date, time, location, roles) Agenda items for today’s meeting ( and next meeting) Discussion items, decisions made, tasks and timelines assigned Problem statements, solutions/decisions/tasks, people assigned to implement
with timelines assigned, and an evaluation plan to determine the effect on student behavior
Reviewing Meeting minutes An effective strategy for getting a snapshot of what happened at the previous
meeting and what needs to be reviewed during the upcoming meeting What was the issue/problem?, What were we going to do?, Who was going to do it and by
When?, and How are we measuring progress toward the goal?
Visual tracking of focus topics during and after meetings Prevents side conversations Prevents repetition Encourages completion of tasks
Develop Hypothesis
Discuss and Select
Solutions Develop and Implement Action Plan
Evaluate and Revise
Action Plan .
Team Initiated Problem Solving (TIPS) Model
Identify Problems
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. 56
Build a picture for the pattern of office referrals in your school.
Compare the picture with a national average
Compare the picture with previous years
Compare the picture with social standards of faculty, families, students.
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. 57
Goal
1. Identify problems empirically 2. Identify problems early 3. Identify problems in a manner that
leads to problem solving not just whining
What data to monitor ◦ ODR per day per month ◦ OSS, ISS, Attendance, Teacher report ◦ Team Checklist/ SET (are we doing what we planned to do?)
What question to answer ◦ Do we have a problem?
What questions to ask of Level, Trend, Peaks ◦ How do our data compare with last year? ◦ How do our data compare with national/regional norms? ◦ How do our data compare with our preferred/expected status?
If a problem is identified, then ask ◦ What are the data we need to make a good decision?
Precise problem statements include information about the 5 Big questions: ◦ What is problem, and how often is it
happening ◦ Where is it happening ◦ Who is engaged in the behavior ◦ When the problem is most likely ◦ Why the problem is sustaining
Primary Statements ◦ 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
Precision Statements ◦ 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.
An Example Elementary Playground Problems
Total enrollment= 550 3 classes per grade level 18 classrooms (30/class)
Primary Problem Statement ◦ fighting and physical aggression on playground
550 students full playground area, expectations, equipment use
Precise Problem Statement ◦ High rates of physical aggression, disrespect and inappropriate language on the playground during second and third grade recess. Many students are involved and it appears they are trying to get access to equipment/games 180 2ne/3rd graders, routine for accessing/sharing equipment/games
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Gang-like behavior is increasing
Texting during school is becoming more negative
Bullying (verbal and physical aggression) on the playground is increasing during “first recess,” is being done mostly by four 4th grade boys, and seems to be maintained by social praise from the bystander peer group.
A large number of students in each grade level (6, 7, 8) are using texting to spread rumors, and harass peers. Texting occurs both during the school day, and after school, and appears to be maintained by attention from others.
Carly is having reading difficulties
50% of 2nd graders are not meeting math benchmarks
Carly is reading 20 cwpm (goal is 60), skips or guesses at words she doesn’t know, mostly during language arts
2nd graders, who entered school after Oct 31, do not know whole numbers 75-100 and are not accurately adding two digit numbers because of lack of skills
Compare data across time Moving from counts to count/month
Tota
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Total Office Discipline Referrals as of January 10
Look first at your patterns (tell the story) ◦ Level, Trend ◦ Peaks ◦ Match data to current perceptions
Compare your data ◦ With national median ◦ With last year ◦ With what your faculty/students/ families want
Grade Range Number of Schools
Mean Enrollment per school
Median ODRs per 100 per school day
K-6 2565 452 .22
6-9 713 648 .50
9-12 266 897 .68
K-(8-12) 474 423 .42
Elementary School with 150 Students Compare with National Median 150 / 100 = 1.50 1.50 X .22 = .33
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.
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Elementary School 465 students (465/ 100 = 4.6 X .22= 1.01)
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. 72
Elementary School 1500 Students (1500/100 =105 X .22= 3.3)
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. 73
Describe the narrative for this school
What When
Where
Who
Why
What are the data you are most likely to need to move from a Primary to a Precise statement?
What is perceived as maintaining the problem behavior?
Always assess motivation AFTER you have defined who, what, where?
Look for the “primary” motivation if there are multiple options.
Why
Why
Prevention How can we avoid the problem context? Who, When, Where Schedule change, curriculum adaptation, etc
How can we define, teach, and monitor what we want? Teach appropriate behavior Use problem behavior as negative example
Teaching
Reward How can we build in systematic reward for desired behavior?
Extinction How can we prevent problem behavior from being rewarded?
Curricular Adaptations
How can we modify the curriculum to problem behavior from occurring?
Corrective Consequence
What are efficient, consistent consequences for problem behavior?
Data Collection How will we collect and use data to evaluate (a) implementation fidelity, and (b) impact on student outcomes?
565 students Grades 6,7,8
Identified problem ◦ for last 4 mos., Major ODRs per day higher
than national median ◦ increasing trend across all 5 mos.
Primary or Precise???!
Trevor Test Middle School 11/01/2007 through 01/31/2008 (last 3 mos.)
1. Most Disruptions occur in Cafeteria 2. Most Disruptions occur in Cafeteria between
11:30 AM and 12:00 PM 3. Most instances Inappropriate Language occur
in Cafeteria between 11:30 AM and 12:00 AM 4. Many Students involved
Many students from all grade levels are engaging in disruption, inappropriate language and harassment in cafeteria and hallway during lunch, and the behavior is maintained by peer attention
A smaller number of students engage in skipping and noncompliance/defiance in classes, (mostly in rooms 13, 14 and 18), and these behaviors appear to be maintained by escape.
Prevention *Teach behavioral expectations in cafeteria *Maintain current lunch schedule, but shift classes to balance numbers. Teaching
Reward Establish “Friday Five”: Extra 5 min of lunch on Friday for five good days.
Extinction Encourage all students to work for “Friday Five”… make reward for problem behavior less likely
Corrective Consequence Active supervision, and continued early consequence (ODR)
Data Collection Maintain ODR record and supervisor weekly report
Review Status and
Identify Problems
Develop and Refine
Hypotheses
Discuss and Select
Solutions
Develop and Implement Action Plan
Evaluate and Revise
Action Plan
Problem Solving Foundations
Team Initiated Problem Solving (TIPS) Model
◦ Before the meeting: Call Facilitator to make sure
Roles are defined Big 5 SWIS reports are available Agenda prepared Prompt to ask questions during the meeting
Check in with data analyst & help prepare data summary Check in with Minute Taker
Set up Meeting Minute form for the meeting ◦ During the meeting
Reinforce organization Help data analyst use SWIS decision-rules Prevent drowning in data
◦ After meeting Help Minute Taker clarify/clean up meeting minutes Make sure meeting minutes are disseminated
◦ Before: Call Facilitator
Make sure issues from last meeting are on next meeting agenda Make sure Big 5, internet, & projector are available Prompt to ask questions during the meeting
Help Data Analyst prep data summary Check in with Minute Taker
Prompt to project previous meeting minutes ‘save as’ with the current meeting date
◦ During: Make sure issues from last meeting are addressed Prompt team members to use problem-solving Mantra, as needed Prompt minute taker to ‘cut’ completed tasks & update/add items
throughout the meeting ◦ After:
Help Minute Taker clarify/clean up meeting minutes
◦ Before: email prompt to facilitator minute taker
◦ During: be quiet, but supportive Prompt team members as needed
◦ After: Celebrate Review meeting minutes, support as needed
Stay on meeting minute distribution list
◦ Review meeting minutes, offer suggestions
Attend meetings as schedule allows
◦ Prompt team members to use problem solving mantra
Send email to team members acknowledging efforts and successes
Annually, prompt team to conduct Meeting Foundations Checklist
Coaches Fidelity Checklist, continued
Develop Hypothesis
Discuss and Select
Solutions Develop and Implement Action Plan
Evaluate and Revise
Action Plan
Team Initiated Problem Solving (TIPS) Model
Identify Problems
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www.pbis.org
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.
Todd, A. W., Horner, R. H., Newton, J. S., Algozzine, R. F., & Algozzine, K. M. (2011). Effects of Team Initiated Problem Solving on Meeting Practices of School-Wide Behavior Support Teams. Journal of Applied School Psychology.
Todd, A. W., Kaufman, A., Meyer, G., & Horner, R. H. (2008). The Effects of a Targeted Intervention to Reduce Problem Behaviors: Elementary School Implementation of Check In - Check Out. Journal of Positive Behavioral Interventions, 10(1), 46-55.
Ross, S. W., & Horner, R. H. (2009). Bully prevention in positive behavior support. Journal of Applied Behavior Analysis, 42(4), 747-759.
Ingram, K.L., Lewis-Palmer, T, & Sugai, G. Function-Based Intervention Planning: Comparing the Effectiveness of FBA Function-Based and Non—Function-Based Intervention Plans. Journal of Positive Behavior Interventions October 2005 vol. 7 no. 4 224-236.
Kellam, S. G., Ling. X., Merisca, R., Brown, C. H., & Ialong, N. (1998). The effect of the level of aggression in the first grade classroom on the course and malleability of aggressive behavior into middle school. Development and Psychopathology, 10, 165-185.