Kansas District Coach & Coach’s Training Lea Ann Pasquale Jamie Wolfe District SWPBS Facilitators.
-
Upload
jessica-wells -
Category
Documents
-
view
222 -
download
2
Transcript of Kansas District Coach & Coach’s Training Lea Ann Pasquale Jamie Wolfe District SWPBS Facilitators.
Kansas District Coach & Coach’s Training
Lea Ann Pasquale
Jamie Wolfe
District SWPBS Facilitators
Credits For These Power Points Go To….
SW PBS:Training for Coaching Capacity
George SugaiOSEP Center on PBIS
University of Oregon
October 8, 2004
www.PBIS.org
and
University of Kansas
Purpose
• Review coaching basics
• Prepare coaches to lead teams through training and SWPBS process
Objectives for Today
• Clarify & describe rationale, role, & functions of coaching
• Review systems, practices, features of school-wide & individual SWPBS
• Describe what the teams will be doing tomorrow and your role as coach in the process
What is “Coaching Capacity?”
• Improve communication across the district
• Create a point of contact in the school
• Link to the SWPBS network in the district
• Coaching is set of responsibilities, actions, & activities….not person
Team-led Process
Coaching (why?)• Team start-up support
• Team sustainability/accountability– Technical assistance/problem solving
– Positive reinforcement
– Prompts (“positive nags”)
• Public relations/communications
• Support network across schools
• Link between trainers & teams
• Local facilitation
Guiding Principles(“Requirements”)
• Coach linked with school team
• Coaches training linked with team training
• New teams added with increased fluency
• Supervisor approval given
• District agreements & support needed
• Coach experienced with school team implementation
What does this mean?
You are a supportive SWPBS salesman and trainer.
Successful Coaching starts by “knowing the
basics”
Redundancy & practice build fluency!
One Response, Many Terms:“Positive Behavior Support”
PBS is a broad range of systemic & individualized strategies for achieving important social & learning outcomes while preventing problem behavior with all students.
“SWPBS” = “EBS” = “PBS” = “PBIS” etc.
٭
Same Issue with MTSS
Tier 1 = Primary Prevention
Tier 2 = Secondary Prevention
Tier 3 = Tertiary Prevention
Primary Prevention:School-/Classroom-Wide Systems for
All Students,Staff, & Settings
Secondary Prevention:Specialized Group
Systems for Students with At-Risk Behavior
Tertiary Prevention:Specialized
IndividualizedSystems for Students
with High-Risk Behavior
~80% of Students
~15%
~5%
3-Tiered Prevention Logic
Why Did this Happen?• National efforts with many different people involved
• University professionals started with different funds – George Sugai leads the way with his EBS center
– PBS with Rob Horner joins forces with George’s school-wide discipline
• Technology professionals who like short titles
• Strange unexplained resistance to fixing title discrepancies
• What makes us strong (many people with many ideas) also makes us a little inconsistent
Coaches often are asked to describe why a school is implementing SWPBS
(This is something you might say to a family member, a new
administrator, or a team member)
Behavior Challenges• High rates of reactive management
– Suspensions, expulsions, detentions, etc.
• Disproportionality– Race, special education, gender
• Low academic achievement
• Inefficient use of resources
• Lack of behavioral capacity
• Negative school climate
• Lack of school-wide consistency
Challenge…Increasing Schools Capacity To…
• Respond effectively, efficiently, & relevantly to range of problem behaviors observed in schools
• Adopt, fit, & sustain research-based behavioral practices
• Give priority to unified agenda of prevention
• Engage in team-based problem solving
• Consider relationship between individual & school-wide behavior support
“Train & Hope” Approach
1. React to identified problem
2. Select & add practice
3. Hire expert to train practice
4. Expect & hope for implementation
5. Wait for new problem….
SWPBSFeatures
Science of Human
Behavior
Local Context& Culture
Prevention Logic
NaturalImplementers
Evidence-Based
Practices
SystemsChange&
Durability
Continuum ofBehavior Support
SYST
EMS
PRACTICES
DATASupportingStaff Behavior
SupportingStudent Behavior
OUTCOMES
Supporting Social Competence &Academic Achievement
SupportingDecisionMaking
SW PBS
SWPBS Implementation
LogicLEADERSHIP TEAM
SCHOOL-WIDE
Build DataSystem
Establishmeasurable
outcome
Collect, analyze, &prioritize data
Ensure efficient,accurate, & durable
implementation
Implement
Monitorimplementation &
progress
Selectevidence-based
practice
Nonclass
room
Setting S
ystems
ClassroomSetting Systems
Individual Student
Systems
School-wideSystems
Research to Practice
School-wide Systems
1. Common purpose & approach to discipline
2. Clear set of positive expectations & behaviors
3. Procedures for teaching expected behavior
4. Continuum of procedures for encouraging expected behavior
5. Continuum of procedures for discouraging inappropriate behavior
6. Procedures for on-going monitoring & evaluation
Classroom Management Systems
• Classroom-wide positive expectations taught & encouraged
• Teaching classroom routines & cues taught & encouraged
• Ratio of 6-8 positive to 1 negative adult-student interaction
• Active supervision
• Redirections for minor, infrequent behavior errors
• Frequent precorrections for chronic errors
• Effective academic instruction & curriculum
Nonclassroom Systems
• Positive expectations & routines taught & encouraged
• Active supervision by all staff– Scan, move, interact
• Precorrections & reminders
• Positive reinforcement
Individual Student System• 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
How Does MTSS Relate to SWPBS?
Multi-tier System of Supports
www.kansasmtss.org
Academic Systems Behavioral Systems
1-5% 1-5%
5-10% 5-10%
80-90% 80-90%
Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity
Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures
Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response
Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response
Universal Interventions•All students•Preventive, proactive
Universal Interventions•All settings, all students•Preventive, proactive
Designing MTSS Systems for Student Success
District Coordinator/District Trainer Activities
• Attend school team meetings
• Monthly coaches meetings
• District leadership team meetings
• District inservice training system
• Summarize evaluation data
Internal and External Coaches
• Internal Coaches– 1-2 individuals within the school
– Facilitate team meetings
– Gain information to bring to teams, provide extra positive nagging, summarize data at the school level
• External Coaches– Person outside of the school
– Supports up 1-2 SWPBS schools
– Supports the District Coordinator and Internal Coaches
– Used in districts who are “going to scale” with many schools implementing SWPBS
District Coordinator: Ongoing Responsibilities
• Facilitate leadership meetings
• Coordinate and conduct trainings
• Summarize school data for district reporting
• Positive support to school coaches (“positive nag”)
• Oversee/coordinate training activities
Consortium of Districts
DISTRICT LEVELORGANIZATION
BuildingEffectiveCoach Support Network
KU Collaboration
District Coordinators
District Trainers
External Coaches
School Coaches
SWPBS SUPPORT NETWORK AND DATA COLLECTION
District Coordinators
External Coaches
SWPBS DISTRICT ORGANIZATION: Shawnee Mission
External Coaches
External Coaches
School Coaches
School Coaches
School Coaches
School Coaches
Activity: Complete Implementation Phase
Inventory
Districts with Schools Implementing MTSS
• Each school goes at their own pace
• Some school teams start with school-wide positive behavior support (SWPBS)
• Some start with school-wide academic systems change (SWAS) or PLC’s
• Some start both at the same time
Example of Implementation Over Time for SWPBS
Data based Decision Making: Coach and District Reporting
Team Implementation Checklist (TIC)
School-wide Evaluation Tool (SET)
Activity: Review TIC
Tour of www.pbssurveys.org
TIC (SC) June 2004 Achieved
0
2
4
6
8
10
12
14
16
1 2 3 4 5 6 7 8 9 10 11 12
School
# It
em
s/1
7
Ach
80%
Preparing for Team Training
Coaches On-Line Notebook Activity
www.pbskansas.org
Role of the Coach in Team Training
• Review major activities prior to team training
• Facilitate breakout sessions with team
• Receive codes for pbssurveys
• Work with the District Facilitator(s) and External Coaches to gather and summarize data
On-Line Resources for Coaches
• Each team will move at different speed through different sections of Tier 1
• We have created content packets representing major elements of SWPBS
• Coaches will use this on-line notebook between trainings to:
– Help the team move through the process
– Find tools to use for data collection purposes
– Prompts for when to complete tasks
• Coaches will use SMSD PBS Web Back Pack
• Coaches will use www.PBIS.org
SWPBS Team Resources
• Tier 1 School-wide expectations and reinforcer systems
• Getting District Discipline Data System (DDDS) ready
• Specific setting interventions
• Classroom management
• Community planning
• Moving to tier 2
Coach Guided Activities
• Evaluate current school planning team
• Team Initiated Problem Solving
• Establish Norms for SWPBS Team Meetings
• Begin using the Team Implementation Checklist
• Develop SWPBS Action Plan
Evaluating Your School Planning Team
PBS Implementation Logic
LEADERSHIP TEAM
SCHOOL-WIDE
Build DataSystem
Establishmeasurable
outcome
Collect, analyze, &prioritize data
Ensure efficient,accurate, & durable
implementation
Implement
Monitorimplementation &
progress
Selectevidence-based
practice
Evaluating Your SWPBS Team: What Other Teams Have Done
• One individual from all of the other committees join new SWPBS planning team
• Leadership team also becomes SWPBS team
• Combination of existing teams form
• Entirely new team is created with new team members
Initiative, Project,
Committee
Purpose Outcome Target Group
Staff Involved
SIP/SID/etc
Attendance Committee
Character Education
Safety Committee
School Spirit Committee
Discipline Committee
DARE Committee
EBS Work Group
Working Smarter
Committees at Overland ParkMembers Duties SIP Responsibility * Will change some based upon
new SIP plan
Building Leadership Team Guide the building-wide MTSS and PBS initiatives Problem solving Coordinating activities and communication between
committees Conduct annual staff development needs assessment
Guide the building-wide School Improvement Plan
Problem solving Coordinating activities and communication
between committees Guide Staff Development for the SIP Plan
Promo Pups Promote a positive school climate/spirit Plan and coordinate school spirit assemblies Responsible for PBS morning announcements
Assist with Tier II and III instructional/behavioral support for students
Data Dogs Guide Analysis of DIBELS, MAP, KS Assessment, Maps+, and Basic Skills data and provide
Responsible for Swiss Data Entry Identify, monitor, & provide suggestions for supports for
At-Risk Students Use data to identify instructional ideas for teachers Identify in-service for October and March Establish a school-wide expectations calendar for the
next year
Use data to guide instructional decisions Coordinate data collection for SIP Assist with Tier II and III
instructional/behavioral support for students
Warm Fuzzies Cafeteria program Responsible for the “ticket” incentive program and new
ideas for rewards Plan student and teacher incentives Plan social events, support staff in births,
illnesses/deaths, retirements, etc. Plan and coordinate the end-of-the-year theme and
activities (Follow the Golden Rule – Land of OPIE) Coordinate quarterly Bulldogs for Excellence Award
Guide Staff Development for the SIP
Identify Team Roles and Responsibilities
• Coach- facilitates meetings, reviews past meeting minutes, keeps focus of group on agenda
• Record Keeper - writes down the actions and activities
• Timekeeper- before meeting gets consensus on time to be spent on each topic, monitors time for each topic, and gives warnings when time is running out (i.e., “we have 5 minutes left”)
• Data Entry Person- trained to enter and access office referral data and brings the data to the meetings
• Behavior Specialist- a person who has received training in individual positive behavior support
• District Facilitator/External Coach- district-level individual who coordinates coach and inservice trainings, provides link between schools, KU PBS Trainers, and coaches
Coaches’ Roles & Responsibilities
• Facilitates meetings and is point of contact
• Active school planning team member
• Coaches attend all trainings and team meetings
• Ensures action plan is completed and active
• Receives ongoing assistance from District Facilitator
• Reports to the District Facilitator
• Provides school data to the District Facilitator for evaluation purposes
Before the Meeting…• Room reserved
• Previous meeting agenda reviewed
• “New business” items solicited for agenda
• Agenda produced
• Team member roles determined/ backup as needed
• Data (e.g., tables/graphs/reports) produced
• Data reviewed by Data Analyst – Analyst ready to lead a discussion of (a) effects of in-process solutions and (b) new problems
• Computer reserved & access to online database assured
• LCD projector reserved & set up to project meeting minutes & data
• Team members have individual notebooks to bring to meeting
At Close of and After Meeting…
• At closing
– Meeting Minutes and Action Plan completed
– Team self-assessment of…
• Success at tracking whether you’re completing solution-related tasks you agreed on at previous meetings
• Success at actually completing the solution-related tasks you agreed on at previous meetings
• Success of completed tasks (implemented solutions) at resolving student problems
• After meeting – Copy of Meeting Minutes & Action Plan distributed to each member within 24 hrs.
Norms for PBS Team Meetings
Safe •Maintain confidentiality of student information
Respectful •Listen to teammates contributions without interruption•Respect other’s comments•Show support of PBS outside of team meeting
Responsible •Arrive to meeting on-time•Conclude meeting on-time•Have an agenda and adhere to it•Open agenda at the end of meeting•Be a model to other staff
Decisions Coaches Make During Team Training
• Sometimes it is important to spend time working on specific issues before moving forward during team breakouts
• During Day 1 encourage teams to focus on any of these activities
– Who will be on the planning team (any additions?)
– How the committee will work in relation to other committees
– Items on the Team Implementation Checklist
Coach Role in SWPBS Team Training
• Coaches help facilitate process by taking lead
• Take the notes on the committee work group form (or delegate to someone really good at documentation)
• Assign roles and responsibilities
• Help people focus on task– Guide back to tool when off task
– Help team decide if the task can be done now or whether to schedule a date to complete the committee form with others—make sure a date is set!
Coaches:Before Team Training
1. Review Coaching Roles and Responsibilities
2. Review status of team: principal, grade level representatives, special educator, counselor, parent, classified staff members (Committee Review)
3. Bring procedures for teaching school-wide behavior expectations, procedures for acknowledging SWPBS expectations, office discipline referral forms, discipline data, school discipline policy, etc.
4. Review tools: Implementation Phases Inventory, Team Implementation Checklist, Self-Assessment Survey
During Team Training
1. Use TIPS to define team roles and responsibilities
2. Develop team norms
3. Use team lead process
4. Keep team on task & reinforce progress
5. Remind team of big ideas from presentations
6. Prompt outcomes: Team Implementation Checklist, Team Action Plan
Nieman’s Action Plan
Action Plan
After Team Training: External Coach or District Facilitator
1. Acknowledge/celebrate with principal & team progress
2. Prompt team to – Meet & review SWPBS purpose & action plan with staff
– Collect school data
– Meet w/in 1 month
3. District Coordinator/External Coach should be in touch with teams 2x in first month to ask
– What is planned
– if assistance needed
4. Attend team meeting 1x month
5. Monitor & assist in development & completion of action plan
Monthly Coaches Meetings
• Usual strategy for schools is to spend a year in planning
– Get a full plan to implement in the next year
– Get District Discipline Data System ready during Year 1
• Some school teams want to move faster
• Each school team will choose a slightly different path
Things to Remind the Team
• Getting District Discipline Data System (DDDS) ready takes time
• Data based decision making is critical
• Getting District Discipline Data System (DDDS) ready, is not the most fun part of SWPBS
• It is good to let the faculty and team decide what to focus on first using self-assessment data
Major Activities in Year 1
• Getting DDDS (data) ready
• Utilizing data– Self-Assessment Survey (annually, Spring)
– School Safety Survey(annually, Fall)
– Team Implementation Checklist (two times per year)
– Office Referrals/suspension and expulsions
• Present self-assessment data to faculty
• Decide how to proceed with faculty
• Create annual plan
Online Trainers Website Pages
Access to all SWPBS Training Materials:
• http://www.pbskansas.org/swpbs/schoolwide/
• Go to swpbs button
– Go to trainer site at bottom of page
• Username: swpbs
• Password: checklist
Online Team Resources
For implementation examples including lesson plans, school websites, district websites, tools, and resources teams can use to become inspired:
http://www.pbskansas.org/swpbs/resource.html
• MTSS Resource Library
– Follow instructions indicating elementary, middle and high school resources
– Find Tier 1 links
• Shawnee Mission PBS Web back pack:
http://www4.smsd.org/positivebehaviorsupports/
In-service Training for Faculty
Coaches work with school team to create plan to introduce SWPBS:
• Introduce Basics (school-wide PBS, matrix, acknowledgement system, data collection, classroom management, individual student SWPBS)
• Faculty participate in decision making during staff meetings, in-services, etc.
• Schedule meeting dates and include on Action Plan!