Goals

Susan Barrett

Director, PBIS Regional Training and Technical Assistance [email protected]

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Goals

Coaches will become more fluent in:

Big Ideas: Systems Change- Workforce DevelopmentCritical components of PBIS Coaching PBIS implementation and reaching FidelityUsing resources to address needsUsing data to problem solveAssessments

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Materials Walk

Benchmarks of Quality

BOQ Action PlannerIndex card for ?s

Coach Self AssessmentBenchmarks of Quality

Practice Profile

SnapshotsCool Tools“3-Circles” P-S Worksheet

Our ExpectationsEXPECTATION BEHAVIOR

BERESPONSIBLE

Make yourself comfortable Take care of your own needs Attend to the “Come back together” signal Identify Roles within team Start and end on time

BERESPECTFUL

Please allow others to listenTurn cell phones off or to “vibrate”Please limit sidebar conversations Share “air time”

BE PRODUCTIVE

Active participation…Please ask questions HAVE FUN!

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Coaching for Systems Change

Big Ideas

• Coaching across levels of Implementation– Creating pathways to develop workforce

• What does the state and district do to support coaching?– Job Descriptions– Selection and Recruitment– Training and Support– Evaluate fidelity and impact

Investing in Coaching

• Ensure Intervention (EBP) Fidelity• Ensure Implementation (process) Fidelity• Develop Organizational Systems to Promote

Professional Judgment and Sustainability

State

Regional

District/Division

Building

Classroom

Teachers/Staff

Student

Family

SystemsConditions that

support skill development for

staff

Practices/SkillsThe technical skill set required to achieve intervention fidelity

DataInformation required

to guide skill development

process

Applying the Logic to Adult Learning

Systems Supports

• Policy and Procedure Development• Budget reallocation• Implementation Team Support and Development• Re-purposing of positions to align with initiatives• Selection, training, coaching and assessment of coaches• Organizational/Systems Change to train and support

coaching and staff– Access to training and support – Review of Internal infrastructure needed to support

coaching role for educator effectiveness

Improving and Sustaining Educator Practices/Skills

• Active Problem Solving (Implementation Teams, Leadership, Teachers/staff, students)

• Building Team Collaboration • Delivering Feedback• Consultation related to core features of EBPs

Using Data

• Action plan with short/long term goals• Coaching service delivery plans• Self-Assessment (reflective practitioners)• Process measures/Fidelity checks• Progress Monitoring Tools• Student Outcomes• Data used for continuous improvement (PEP-PIP, PDSA*)• Decision Support Data systems for both EBP and

Implementation process outcomes• Consumer feedback/social validity

Coaching: an activity that helps others achieve their

goals

“Process” TrainingApplication of knowledge in real life situations

EvaluationClearly defined GoalsMonitor and AdjustCheck for Impact

Content ExpertMastering the “What” and the “How”Adjusting as needed

RelationshipSupport, Reinforce and Communicate

EnablementRemove barriersFoster pathwaysStreamline and integrate

Coaching for Systems ChangeOrganizational Structures that Create the Pathway for Adult Learning

• Organizational health• Effective use of personnel and resources• Highly effective and efficient PD that yields

application of EBP at the school and classroom level

• Teacher efficacy• Increased use of EBP• Fidelity of implementation• Progressive Teacher Evaluation System

Organizing the Work Types of Coaching

• Coaching for Individual Change: focus on skill development, support and performance feedback (content specific: academic, behavior)

• Coaching for Team/Group Change: focus on collaboration and facilitation, group dynamics

• Coaching for Systems Change:

focus on organizational change

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School-wide PBIS isa decision making framework that guides selection, integration, and implementation of the

best evidence-based academic and behavioral practices

for improving important academic and behavior

outcomes for all students.

PBIS Implementation FrameworkSocial Emotional and Behavioral Health

• We organize our resources – Multi-Tier Mapping, Gap Analysis

• So kids get help early– Actions based on outcomes (data!), not procedures

• We do stuff that’s likely to work– Evidence-Based interventions

• We provide supports to staff to do it right– Fidelity: Benchmarks of Quality

• And make sure they’re successful– Coaching and Support– Progress monitoring and performance feedback– Problem-Solving process– Increasing levels of intensity

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Supporting Social Competence, Academic Achievement and Safety

School-wide PBIS

SYST

EMS

PRACTICES

DATA

OUTCOMES

SupportingStaff Behavior

SupportingStudent Behavior

SupportingDecisionMaking

Creating the Conditions for LearningPromotion of social emotional wellbeing, social competence, physical safety, free from bully behavior,

prevention of substance usePromotion of school engagement, family involvement and culture of inclusion and equity

Promotion of safe, supportive school environment

Systems Supporting Staff Behavior• Solution Focused Team Approach•Administrator Support participation•Community of Practice (Skill development and performance feedback)•Consensus and collaboration across community, student, families •Communication and Dissemination process

Data Supporting Decision Making•School improvement goal progress -CAG•Climate Survey•Office Discipline Referrals, Suspension•Academic progress•Attendance, truancy•Direct Observation•Process tools (fidelity)

Practices Supporting Student Behavior• Define behaviors, expectations, and rules• Teach, model, and acknowledge behaviors, expectations, and rules• Consistent, instructional response to behavior errors• Personalized learning connections through extra- curricular events and relational support for all students

SYST

EMS

PRACTICES

OUTCOMES

DATA

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SYST

EMS

PRACTICES

DATA

SupportingStaff Behavior

SupportingStudent Behavior

OUTCOMES

Supporting Social Competence &

Academic Achievement

SupportingDecisionMaking

Vincent, Randall, Cartledge, Tobin, &

Swain-Bradway 2011

CULTURALRELEVANCE

CULTURALVALIDITY

CULTURALKNOWLEDGE

CULTURALEQUITY

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TIER I: Core, UniversalGOAL: 100% of students achieve

at high levels

Tier I: Implementing well researched programs and practices demonstrated to produce good outcomes for the majority of students.Tier I: Effective if at least 80% are meeting benchmarks with access to Core/Universal Instruction.Tier I: Begins with clear goals:

1. What exactly do we expect all students to learn ?

2. How will we know if and when they’ve learned it?

3. How you we respond when some students don’t learn?

4. How will we respond when some students have already learned?

Questions 1 and 2 help us ensure a guaranteed and viable core curriculum

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Tier II For approx. 20% of students

Core +

Supplemental

…to achieve benchmarks

Tier II Effective if at least 70-80% of students improve performance (i.e., gap is closing towards benchmark and/or progress monitoring standards).

1. Where are the students performing now?

2. Where do we want them to be?3. How long do we have to get them

there?4. How much do they have to grow per

year/monthly to get there?5. What resources will move them at

that rate?

TIER II: Supplemental, Targeted

TIER III: Intensive, Individualized

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Tier III For Approx 5% of Students

Core

+Supplemental

+Intensive Individual Instruction

…to achieve benchmarks

1.Where is the student performing now?2.Where do we want the student to be?3.How long do we have to get the student there?4.What supports has the student received?5.What resources will move the student at that rate?

Tier III Effective if there is progress (i.e., gap closing) towards benchmark and/or progress monitoring goals.

Benchmarks of QualityCritical Elements

1. PBIS Team2. Faculty/Staff Commitment3. Expectations and Rules Developed4. Plans for Teaching expectations/rules5. Reward/Recognition Program Established6. Effective Procedures for Dealing with Problem

Behaviors7. Data Entry and Analysis Plan Established8. Classroom Systems9. Evaluation 10.Implementation Plan

Coaching, Performance Feedback,

Administrator Support,

District Support

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http://youtu.be/Em9wR9e5emY

COACHING

Mo Cheeks, Head Coach, Detroit Pistons




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Definitions

CoachWhat is your definition?

– a supporter– a partner with the team and administration– a resource for information – a liaison between team and PBIS Coordinator and/or Point

of Contact (POC)– a facilitator with data-based decision making– a facilitator with PBIS implementation and the cultural

change in your school– attentive to team action planning progress

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Coaching Definedprompts that increase successful behavior

&corrections that decrease

unsuccessful behavior

someone with credibility and experience…

internal and/or external

on-site, in real time after initial training –

repeatedly (e.g. monthly)

adjust intensity to fit school’s needs

?

Coaching

Form of embedded, sustained professional development through ongoing relationship and cyclical process used to:

• Build and refine existing skills and/or acquire new skills (individual and group)

• Support person or group’s ability to apply new knowledge • Use of problem solving method with focus on data to

inform practice (individual and group)• Continuous improvement – encourage, recognize and

shape

PBIS as the FrameworkBroader Range and Higher Quality

• DETERMINE OUTCOMES.• INVEST in small number of “programs”- STOP doing what is not addressing

your need and not making the impact• REVIEW DATA to determine what 70- 80% of your students need• ONLY use Evidence Based programs • SUPPORT STAFF by Designing every PD that is anchored to outcomes and

includes team with admin and action plan, skilled coach, performance feedback

• TRACK FIDELITY• MONITOR OUTCOMES- modify if necessary

DETERMINE WAYS TO MAKE easier, more efficient• DON’T ADD anything unless you connect it to framework and have data

that determines the need- even when you get a new admin and superintendent!!

Much of the happiness and

sadness we experience flows

from our ability to communicate.

J. Knight, Unmistakable Impact, p. 208http://youtu.be/_JmA2ClUvUY

“Coaching is communicating.” R. Sprick

http://youtu.be/_JmA2ClUvUY

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Listening

“Authentic listening is an important way to show respect for others.

When we really listen, we have a chance to enter into a deeper form of communicating.”

Jim Knightp. 209

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Listening Strategies

• Commit to listen.• Pause before you

speak and ask,

p. 212

“Will my comment open up or close down this conversation?”

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Use words that unite; avoid words that divide

Use the constructive word “and” rather than “but”. This builds on, rather than blocks out, what has just been said.

It advances discussions rather than anchoring them in argument.

Who are coaches?

• Internal and External• Internal coaches are employed in the school

where they provide support• External coaches are employed outside the

schools where they provide support (e.g. by district, region, state).

Internal Coach External Coach

AdvantagesKnowledge of schoolStaff relationshipsRegular access

Independent Outside perspectiveMultiple schools experience

DisadvantagesConflicting rolesNarrow range of experiences

Limited knowledge of schoolLimited relationshipsLess frequent access

Situational Coaching

How will coaching change over time?1. Teaching of new skill set2. Seeks ideas &

suggestions from team3. Participates & supports4. Delegates

Activity: Rate your current skills/knowledge

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AVOID PITFALLS!PLAN

AHEAD!

RUSH INFORMATIONSKIP PROCEDURES

IMPLEMENT WITH FIDELITY!

EXCLUDE OTHERSIGNORE FACTS

INCLUDE ALL STAKEHOLDERS!

MAKE DATA-DRIVEN

DECISIONS!

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Outcomes of CoachingHelp teams with:• PBIS Fluency

• Rapid redirection from mis-applications

• Fidelity of overall implementation

• Sustainability over time

How can anyone possess that many skills?

What do we do again?• Professional Development

– Teaching, participating, supporting, delegating

• Leadership Support• Problem Solving Skills• Resource Provider• Fluency with content area• Facilitation and

Communication• Interpersonal Skills

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http://www.youtube.com/watch?v=ve5oqG-IJqY




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IMPLEMENTATION TOOLS

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BOQ RUBRIC

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Action Planner

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Practice Profiles• Each critical component is a heading

• Each level of implementation becomes a dimension on the rubric associated with that critical component.

Critical Component

(non-negotiable)

Define how does this Critical Component

contribute to the Outcome?

Ideal “Gold Standard” of the

Critical Component

Acceptable Variation of the Critical Component

Unacceptable Variation of the Critical

Element

Adapted from work of the Heartland Area Education Agency 11, Iowa

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Review the Practice Profile

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Review the practice profile

• What challenges might your team face in implementing these components?

• How might you address these challenges?

Activity

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Implementation Snapshots & Cool Tools

Provide information on critical components

Implementation Snapshots

• Provide information on critical components– Definition of critical component– The BOQ explanation– Implementation products and outcomes– Roles & responsibilities for coaches,

administrators, team members, staff, student, community, family and district coordinator

– Research

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How would you use the Implementation Snapshots & Cool Tools to facilitate challenges you identified through the Practice Profiles?

Activity

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Where do you go to get resources?– BOQ Training Modules– Examples– Activities

• Websites– www.pbis.org– www.pbismaryland.org– www.pbisillinois.org– http://pbismissouri.org – www.wisconsinpbisnetwork.org/coaches

• PBIS Maryland Wiki

http://www.pbis.org/

http://www.pbismaryland.org/

http://www.pbisillinois.org/

http://pbismissouri.org/



http://www.wisconsinpbisnetwork.org/coaches

Using a WIKI

• “Fast” access to content/tools/resources• Targets group needs• Build with group• Interactive or Storage Space• PBIS MD WIKI is password protected

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PBIS Maryland WIKIhttps://pbis1-pbismaryland2.pbworks.com/w/home

https://pbis1-pbismaryland2.pbworks.com/w/home

https://pbis1-pbismaryland2.pbworks.com/w/home

Big Ideas

• Organizing training and support for coaches• Developing a Coaching Plan

– Individual– System

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Establishing a Coach Network

• Where do you go to get skill development in between meetings?– Site Visits– Learning Walks

• Who can you partner with for support?– District coordinators; POCs– Your school administrator– Other coaches

State and District

• Investment: Staff Utilization Audit• Authority• Clear role and function• Selection Process• Link to outcomes

– Organizational Health– Staff Competency– Student Outcomes

How do States and Districts train and support coaching effort?

• Needs Assessment• Professional Learning Community• Access to Resources• School Visits

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USING DATA TO MAKE DECISIONS

http://www.youtube.com/watch?v=FpWoFMSf73g




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• Data helps us ask the right questions…it does not provide the answers.

• Use data to:– Identify problems– Refine problems– Define the questions that lead to solutions

• Data helps place the “problem” in the context rather than in the students.

Why Use Data For Decision Making?

Using the Referrals by Student report as a Universal Screening Tool

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What do we need?

• A clear model with steps for problem solving

• Access to the right information at the right time in the right format

• A formal process that a group of people can use to build and implement solutions

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SYSTEMS – Support Staff Behavior

PRACTICES – Support Student Behavior

DATA Supports Decision Making

PBIS “3-Circles” Problem-Solving Worksheet

Targeted Problem: _______________________ Step 1: What does the data say?________________________________________________________________________________________________________________________________________________________________________

Step 4: What will we do to support staff?__________________

Step 3: What will we do to support student behavior?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Step 2: What is the goal?______________________________________________________________________________________________________________________________________________________________________________

(Center on Positive Behavioral Interventions and Supports, University of Oregon, 2002)

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Improving Decision-Making via

Problem Solving

ProblemProblem

Solving Solution

Information/ Data

Action Planning & Evaluation

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Precise Problem

Statements

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Primary versus Precision Statements

• 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.

Trevor Test Middle School565 students

Grades 6,7,8

Trevor Test Middle SchoolIs there a problem? If so, what is it?

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0

5

10

15

20

Ave R

efe

rrals

per

Day

Sept Oct Nov Dec Jan Feb Mar Apr May Jun

School Months

Office Referrals per Day per MonthThis Year

0

10

20

30

40

50

Num

ber

of R

efe

rrals

Lang Achol ArsonBombCombsDefianDisruptDressAgg/fgtTheftHarassProp D Skip Tardy Tobac Vand Weap

Types of Problem Behavior

Referrals per Prob Behavior

0

20

40

60

80

Num

ber

of O

ffic

e R

efe

rrals

Bath RBus A Bus Caf ClassComm Gym Hall Libr Play G Spec Other

School Locations

Referrals by Location

0

10

20

30

40

50

Num

ber

of R

efe

rrals

7:00 7:30 8:00 8:30 9:00 9:30 10:0010:3011:00 11:3012:0012:30 1:00 1:30 2:00 2:30 3:00 3:30

Time of Day

Referrals by Time of Day

Cafeteria Class Commons Hall

11:45

Lang.

Defiance

Disruption

Harrass Skip

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Precise Problem Statement &Hypothesis Development

• 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.

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Professional learning, coaching, staff meetings,

team meetings


Prevent, Teach, Acknowledge, Extinguish, Correct

DATA + Culture – Supports Decision Making


Targeted Problem: ___Disruption in Cafeteria__ Step 1: What does the data say?

Step 4: What will we do to support staff?

Step 3: What will we do to support student behavior?

Step 2: What is the goal?

(Adapted from Center on Positive Behavioral Interventions and Supports, University of Oregon, 2002)

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

Goal: Reduce cafeteria ODR’s by 50% per month (Currently 24 per month average)

Teach behavioral expectations in cafeteria; shift classes to balance numbers; Establish “Friday Five”: Extra 5 min of lunch on Friday for five good days

Teachers will take class to cafeteria; Cafeteria staff will teach the expectationsPrincipal to adjust schedule and send to staff

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1. Join a table with Elementary or Secondary Coaches

2. Discuss the data from the following schools:Phoenix Elementary orSandhill High School

3. Use the Problem Solving worksheet to identify possible practices and systems to address problem behaviors

Activity

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PHOENIX ELEMENTARY265 Students K-5

Our rates of problem behavior are above the national average for 8 of past 10 months, almost double the number from last year, and there is an increasing trend from November – April

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Inapp. Lang.

Disrespect

Agg, Fight Playground

Classroom

Other Location

2:00

10:0012:15 Referrals Per Student (2 + Referrals)

Phoenix Elementary

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team meetings





Targeted Problem: _______________________ Step 1: What does the data say?





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Parking lot

7:45

12:30

2:00

Classroom

unknown

Hall

Disrespect

Skip

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team meetings





Targeted Problem: _______________________ Step 1: What does the data say?





What did you notice?

http://www.youtube.com/watch?v=Cg0DiCvpNDE

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PRE-CORRECTFOR SUCCESS

Measure and report;

measure and report;

measure and report.

Emphasize Accountability

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EVALUATION FORMS

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Benchmarks of Quality

• Evaluation Tool- completed by coach and team one time/year

• Due Dates to District /State?– Required for Recognition and data current

EFFECTIVE TEAM MEETINGS

Have you ever been a part of this team?

• No agenda is prepared• Meeting starts late• No time schedule has been set for the meeting• No one is prepared• No facilitator is identified• No one agrees on anything• No action plan is developed• Everyone is off task• Negative tone throughout the meeting

Development of the Team

D4 – High Competence, High Commitment – Fluent and experienced with innovation, and comfortable with their own ability to do it well. May even be more skilled than the coach .

D3 – High Competence, Variable Commitment – Experienced and capable, but may lack the confidence to go it alone, or the motivation to do it well / quickly.

D2 – Some Competence, Low Commitment – May have some relevant skills, but won’t be able to do the job without help. The task or the situation may be new to them.

D1 – Low Competence, High Commitment – Generally lacking the specific skills required for the job in hand, but has the confidence and / or motivation to tackle it.

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Simple Agenda

Langley Elementary PBIS Team Meeting Minutes and Problem-Solving Action Plan FormToday’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 Items01. 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 EvaluationPrecise 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 RatingYes 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”)

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Activity

• How would you use problem solving agenda• Is is useful?• Too much?

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Thank you for being part of the solution to

supporting academic and social success for all our

students!

PBIS Maryland

Coaching makes a difference!

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The Power of One

http://youtu.be/GPeeZ6viNgY

Goals

Documents

Transcript of Goals