SW PBS: Training for Coaching Capacity

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SW PBSTraining for Coaching Capacity

• MD PBIS Leadership Team George Sugai Teri
  Lewis-Palmer
• OSEP Center on PBIS
• University of Connecticut
• July 18, 2005
• George.Sugai_at_uconn.edu
• www.PBIS.org www.SWIS.org

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Purpose

• Discuss importance of coaching capacity
• Review coaching basics
• Provide guidelines for effective coaching

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Problem Statement

• 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.

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Competing, Inter-related National Goals

• Improve literacy, math, geography, science, etc.
• Make schools safe, caring, focused on teaching
  learning
• Improve student character citizenship
• Eliminate bullying
• Prevent drug use
• Prepare for postsecondary education
• Provide a free appropriate education for all
• Prepare viable workforce
• Affect rates of high risk, antisocial behavior
• Leave no child behind
• Etc.

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WorryTrain hope approach

• React to identified problem
• Select add practice
• Hire expert to train practice
• Expect hope for implementation
• Wait for new problem.

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Discovery Education

• Discovery is no solution to the problems of
  education. The individual cannot be expected to
  rediscover more than a very small part of the
  facts and principles that have already been
  discovered by others. To stop teaching in order
  that the student may learn for himself is to
  abandon education as a medium for transmission of
  the accumulated knowledge and wisdom of a
  culture (Skinner, 1965, p 101).

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Adopt systems perspective

• Systems Perspective
• Organization do not behave individuals behave
• Organization is group of individuals who behave
  together to achieve a common goal
• Systems are needed to support collective use of
  best practices by individuals in an organization
  (Horner, 2001)

• Schools as Systems
• Goal to create communities that for all its
  members have common
• Vision
• Language,
• Experience
• Biglan, 1995 Horner, 2002

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PBS Systems Implementation Logic
Visibility
Political Support
Funding
Leadership Team
Active Coordination
Evaluation
Training
Coaching
Local School Teams/Demonstrations
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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 among leadership, trainers, teams
• Local facilitation
• Increased behavioral capacity

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Terminology

• Coaching v. Facilitating
• Same
• Coach v. Facilitator
• Same
• Facilitating v. Coach
• Skills/tasks v. Person

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What is Coaching Capacity?

• Personnel resources organized to facilitate,
  assist, maintain, adapt local school training
  implementation efforts
• Coaching is set of responsibilities, actions,
  activities.not person

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Guiding Principles (Requirements)

• Coaching linked with school team
• Coaching training linked with team training
• Coaches participate in team training
• New teams added with increased fluency
• Coaching capacity integrated into existing
  personnel Supervisor approval given
• District agreements support given
• Coaches experienced with school team
  implementation
• District/state coordination provided
• Coaches meet regularly for prompting,
  celebrating, problem solving, etc.

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Successful Coaching starts by knowing the
basicsRedundancy practice build fluency!
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3-Tiered Prevention Logic
Tertiary Prevention Specialized
Individualized Systems for Students with
High-Risk Behavior
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Secondary Prevention Specialized Group Systems
for Students with At-Risk Behavior
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Primary Prevention School-/Classroom- Wide
Systems for All Students, Staff, Settings
80 of Students
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SW PBS
Supporting Social Competence Academic
Achievement
OUTCOMES
Supporting Decision Making
DATA
Supporting Staff Behavior
SYSTEMS
PRACTICES
Supporting Student Behavior
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Continuum of Behavior Support
Local Context Culture
PBS Features
Science of Human Behavior
Prevention Logic
Systems Change Durability
Evidence- Based Practices
Natural Implementers
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PBS Implementation Logic
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What does SWPBS look like?

• Work in teams of 2-3 (13 minutes)
• List observable/measurable features that indicate
  SWPBS being implemented in school
• Report 2-3 planned activities from your team
  action planning (1 min.)

Attention Please
1 Minute Spokesperson
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What does PBS look like?

• SW-PBS (primary)
• gt80 of students can tell you what is expected of
  them give behavioral example because they have
  been taught, actively supervised, practiced,
  acknowledged.
• Positive adult-to-student interactions exceed
  negative
• Function based behavior support is foundation for
  addressing problem behavior.
• Data- team-based action planning
  implementation are operating.
• Administrators are active participants.
• Full continuum of behavior support is available
  to all students

• Secondary Tertiary
• Team-based coordination problem solving
• Local specialized behavioral capacity
• Function-based behavior support planning
• Person-centered, contextually culturally
  relevant
• District/regional behavioral capacity
• Instructionally oriented
• Linked to SW-PBS practices systems
• School-based comprehensive supports

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Research to Practice
Classroom Setting Systems
Nonclassroom Setting Systems
Individual Student Systems
School-wide Systems
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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

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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

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Nonclassroom Systems

• Positive expectations routines taught
  encouraged
• Active supervision by all staff
• Scan, move, interact
• Precorrections reminders
• Positive reinforcement

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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

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Behavior Support Elements
Response class Routine analysis Hypothesis
statement Function
Alternative behaviors Competing behavior
analysis Contextual fit Strengths,
preferences, lifestyle outcomes Evidence-based
interventions
Problem Behavior
Functional Assessment
Implementation support Data plan

• Team-based
• Behavior competence

Intervention Support Plan
Continuous improvement Sustainability plan
Fidelity of Implementation
Impact on Behavior Lifestyle
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Data Base for Study

• 145 elementary schools across four states in
  Center database
• 89 at SET criterion (80 or higher)
• Not randomized sample
• All schools exposed to SWIS
• All at different levels of implementation
• Not enough middle/high school data
• Therefore, conservative (tough) sample

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Initial Findings Lower suspension rates
generally for all kids in SW-PBS schools

• Across all schools, OSS rates 2x higher for kids
  on IEPs
• In non SW-PBS schools, OSS rates 2x higher
• In SW-PBS schools,
• 48 lower OSS rate for IEP kids
• 33 lower OSS rate for non-IEP kids

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Implications of Establishing SW-PBS Processes
Systems

• School climate enhanced for all students when
  school-wide PBS in place
• Students with IEPs benefit when school-wide PBS
  in place

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GENERAL IMPLEMENTATION PROCESS
Team
Agreements
Data-based Action Plan
Implementation
Evaluation
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How do I keep track of all this stuff?

• Useful Tools
• Coaches Implementation Checklist (Form C)
• Team Implementation Checklist Rev (Form A)
• Implementation Phases Inventory (IPI)
• School-wide Evaluation Tool (SET)

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MD Team Implementation Checklist(Rev Form A)

• Establish Commitment
• 1. Administrator support active involvement
• Attends meetings 90 of the time
• Provides funding for PBIS activities
• Puts time on staff agenda for PBIS updates
• Actively promotes PBIS as priority, integrates
  with other initiatives/improvement activities
• 2. Faculty/Staff support (One of top 3 goals, 80
  of faculty document support, 3 year timeline)
• Climate/Discipline one of top 3 school
  improvement goals
• Faculty feedback is obtained throughout year
• Faculty involved in some decision
  making/establishing goals
• Admin/faculty commits to PBIS for at least 3 years

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• Establish Maintain Team
• 3. Team established (representative)
• Includes grade level teachers, special area,
  paraprofessionals, parents, special ed, school
  counselor, non classroom monitors,
• Has established a clear mission/purpose
• 4. Team has regular meeting schedule, effective
  operating procedures
• Agenda is used, coach is notified of meeting
  time, admin present to approve activities/decision
  s
• 5. Committee/Workgroup review completed/updated
  annually
• PBIS team has clearly defined objectives/outcomes

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Working Smarter
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Sample Teaming Matrix
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• Self-Assessment
• 6. Team/faculty complete PBIS survey (completed
  annually)
• Self Assessment is used to write annual action
  plan
• Results are shared with staff.
• 7. Team summarizes existing school discipline
  data.
• 8. Strengths, areas of immediate focus action
  plan are identified.
• Schedule/plans for teaching staff discipline
  data system are developed
• Team makes it easy for staff to implement
  responds to feedback
• Schedule for rewards/incentives for the year is
  planned
• Plans for orienting incoming staff students are
  developed
• Plans for involving families community are
  developed

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• Establish School-wide Expectations
• 9. 3-5 school-wide behavior expectations are
  defined posted in all areas of building.
• Expectations apply to both staff students
• Posters are similar, paired with icon highly
  visible
• 10. School-wide teaching matrix developed.
• Rules developed for specific settings
• Rules are linked to expectations

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• School-Wide Expectations - continued
• 11. Teaching plans for school-wide expectations
  are developed.
• A behavioral curriculum includes concept skill
  level instruction
• Lessons include examples non-examples
• Strategies for use by families/community are
  developed
• Faculty/staff students are involved in
  development
• 12. School-wide behavioral expectations taught
  directly formally.
• Lessons are embedded into subject area curriculum
• Schedule/plans for teaching staff lesson plans
  for students are developed
• Booster sessions for students staff are
  scheduled/planned

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• Establish On-Going System for Rewarding
  Behavioral Expectations
• 13. System for rewarding student behavior is
  established.
• Rewards are linked to expectations
• Rewards are varied to maintain student interest
• System includes opportunities for naturally
  occurring reinforcement
• Ratios of reinforcement to corrections are high
• Students are involved in identifying/developing
  incentives
• The system includes incentives for staff/faculty.

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• Establish System for Responding to Behavioral
  Violations
• 14. Staff administration agree on what problems
  are office managed what problems are staff
  managed.
• Behaviors defined
• Clearly identified major/minor behaviors
• Suggested array of appropriate responses to minor
  (classroom managed behaviors)
• Suggested array of appropriate responses to major
  (office managed) behaviors
• Clearly defined consistent consequences
  procedures for undesirable behaviors are
  developed
• Process includes documentation procedures

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• Establish Information System
• 15. Discipline data are gathered, summarized,
  reported to staff, used to make decisions.
• Data collection is easy, efficient, relevant
• Addl data collected (attendance, grades, faculty
  attendance, surveys)
• Data entered weekly (minimum)
• Data analyzed monthly (minimum)
• Data shared with team faculty monthly (minimum)
• Office referral form lists (a) student/grade,
  (b) date/time, (c) referring staff, (d) problem
  behavior, (e) location, (f) persons involved, (g)
  probable motivation, (h) consequences

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• Build Capacity for Function-based Support
• 16. Personnel with behavioral expertise are
  identified involved.
• At least one individual on the PBIS team who has
  training or experience in behavior support
  including practical foundations, data collection
  analysis, design implement comprehensive
  plans
• 17. Plan developed to identify establish
  systems for teacher support, functional
  assessment support plan development
  implementation
• Students identified through multiple data
  sources, teacher/parent request
• Teachers feel supported by SW team-response time
  to request within 24hours
• Focus of support is preventative, educative,
  functional, data based, empirically valid,
  collaborative and tied to SW, classroom
  individual support programs

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• Build District Level Support
• 18. Allocate money for building maintaining
  school-wide behavioral support.
• PBIS is high on list of priorities
• Activities, printing costs, FTE are funded
  adequately
• 19. Identify facilitator (coach) who connects the
  school with district-wide PBIS efforts, attends
  team meetings provides technical assistance.
• 20. Write professional development plan for
  increasing technical skills in area of PBS
  team-work.
• School data drives professional development plan,
  training topics schedule is embedded within
  annual action plan
• Other initiatives are integrated with PBIS

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• On-going Activity
• 1. PBS team has met at least monthly.
• 2. PBS team has given status report to faculty at
  least monthly.
• 3. Activities for PBS action plan implemented
• 4. Accuracy of implementation of PBS action plan
  assessed.
• 5. Effectiveness of PBS action plan
  implementation assessed.
• 6. PBS data analyzed shared with school staff.

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• Office Discipline Referral Information
• 1. Office Discipline Referrals (ODR)
• 2. Suspensions
• SWIS.org

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Enhanced PBS Implementation Logic
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Behavioral Capacity
Priority Status
Representation
Team
Data-based Decision Making
Administrator
Communications
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3-4 Year Commitment
Top 3 School- Wide Initiatives
3-Tiered Prevention Logic
Agreements Supports
Coaching Facilitation
Administrative Participation
Dedicated Resources Time
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Self-Assessment
Efficient Systems of Data Management
Existing Discipline Data
Data-based Action Plan
Team-based Decision Making
Multiple Systems
Evidence- Based Practices
SWIS
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Team Managed
Staff Acknowledgements
Effective Practices
Implementation
Continuous Monitoring
Administrator Participation
Staff Training Support
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Relevant Measurable Indicators
Efficient Input, Storage, Retrieval
Team-based Decision Making Planning
Evaluation
Continuous Monitoring
Effective Visual Displays
Regular Review
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Continuum of Competence Support
State
District
School
Classroom
Student
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MD Coaches Checklist (Form C)

• Team Activities
• Administrator is active present for meetings.
• Team is making progress on PBIS Getting Started
  checklist (Form A).
• Team uses school discipline related data to
  discuss monthly progress.
• Team uses annual action plan to discuss monthly
  progress
• Team provides monthly updates/data summaries to
  entire school staff.
• Team meetings are effectively run (e.g., clear
  objectives, tasks, goals).
• Team activities are coordinated with other school
  initiatives committees.

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• Coaching Activities
• FTE allocated sufficient enough to complete
  tasks
• Consistently attend team meetings.
• Assist team with data-based decision-making,
  planning, implementation.
• Attend regional/state coaches meetings
  trainings.
• Send information to PBIS State/District
  Coordinator (e.g., checklists, action plans,
  etc.)
• Assist with dissemination activities (e.g.,
  presentations, case studies, articles, etc.)

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Implementation Phases Inventory (IPI)

• 2x year to assess PBS implementation
• 3 main phases (critical elements)
• Preparation
• Initiation
• Implementation
• Maintenance
• Overall implementation score obtained based on
  total item points (Not, Partial, Full)

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Before Team Training

• Review Coaching Implementation Checklist (C)
• Verify coaching role with Coordinator
• Review coaching role with Principal
• Review status of team principal, grade level
  representatives, special educator, counselor,
  parent, classified staff members (Committee
  Review)
• Ask team to bring discipline data, behavior
  incident reports, office discipline referral
  forms, school discipline policy, procedures for
  teaching school-wide behavior expectations,
  procedures for encouraging SW expectations, etc.
• Review tools Team Implementation Checklist (A),
  EBS Self-Assessment Survey, Committee Review,
  Implementation Phases Inventory (IPI), Action
  Planning

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During Team Training

• Remind team of coaching role
• Let team lead process
• Document agreements
• Keep team on task reinforce progress
• Remind team of big ideas (refrigerator magnets)
  from presentations
• Remind team to include all staff
• Prompt outcomes Team Implementation Checklist,
  Team Action Plan, Committee Review, EBS
  Self-assessment Survey

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After Team Training

• Acknowledge/reinforce principal team for
  progress at training
• Prompt team to
• Meet review PBS purpose action plan with
  staff
• Collect school data
• Meet w/in 1 month
• Complete Team Implementation Checklist 1 month
  later
• Contact team leader 2x in first month ask
• What is planned
• if assistance needed
• Set schedule to attend team meeting 1x month
• Monitor assist in development completion of
  team action plan
• Review/complete Coaches Implementation Checklist
• Document team coaching accomplishments, speed
  bumps, challenges, solutions

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Challenges/Guidelines

• Challenges
• lt80 staff commitment agreement
• Lack of/too much administrative support
• Too many/too few meetings
• Conflicting perspective
• Kids/families responsibility
• No/bad data
• In-/out-house coaching
• Inefficient meetings
• Competing initiatives

• Guidelines
• Use data
• Acknowledge/reinforce approximations
• Focus on team
• Provide/use exemplars
• Conduct functional assessment
• Contextualize evidence-based practice
• Consult with coordinator /or state leadership
  team
• Model desired practice

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Tools (pbis.org)

• EBS Self-assessment
• TIC Team Implementation Checklist
• SSS Safe Schools Survey
• SET Systems School-wide Evaluation Tool
• PBS Implementation Planning Self-assessment
• ISSET Individual Student Systems Evaluation Tool
  (pilot)
• SWIS School-Wide Information System (swis.org)

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What does successful coaching look like? (15
minutes)
Identify 3 things (behaviors, activities)
successful coaches do describe how these
skills/behaviors are taught.

• Training Strategies

• Coaching Behaviors

REPORT ONE BEHAVIOR STRATEGY (30 sec.)