Building Trainer Competency for Coaches

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Building Trainer Competency for Coaches

• 2010 National PBIS Leadership Forum
• Session C3
• Lori Newcomer (newcomerL_at_missouri.edu)
• Marla Dewhirst (marla.dewhirst_at_pbisillinois.com)
• Jane Nethercut and Semonti Basu
• Austin Public Schools

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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

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SWPBS Implementation Blueprint www.pbis.org
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Good to Great by Jim Collins

• Leadership
• First WhoThen What
• Get the right people on the bus
• Put the right people in the right seats
• Start driving

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Coaching Defined

• Coaching is the active and iterative delivery of
  
• (a) prompts that increase successful behavior,
  and
• (b) corrections 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
• Coaching is done after initial training
• Coaching is done repeatedly (e.g. monthly)
• Coaching intensity is adjusted to need

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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.

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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)
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Training Outcomes Related to Training Components Training Outcomes Related to Training Components Training Outcomes Related to Training Components Training Outcomes Related to Training Components
Training Outcomes Training Outcomes 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
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Guiding Principles for Effective Coaching

• Build local capacity
• Become unnecessarybut 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

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Who should be a coach?
Internal Coach External Coach
Advantages Knowledge of school Staff relationships Regular access Independent Outside perspective Multiple schools experience
Disadvantages Conflicting roles Narrow range of experiences Limited knowledge of school Limited relationships Less frequent access
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Who should be a coach
Coaching Competencies Coaching Competencies
Necessary Preferred
Participate in team training Able to attend team meetings at least monthly Effective working with adults Knowledgeable about school operating systems Professional Commitment Knowledge about SWPBS Knowledge about behavior support practices (targeted, individual) Skilled in collection and use of data for decision-making.
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Coaching vs. Leading
Coaching Team Leader
Ensures the team meets regularly Sets the dates for meetings
Offers tools to assist in record keeping, team evaluations, etc. Checks accuracy of records, directs team in evaluation
Ensures equal distribution of roles and responsibilities Assumes the role of leader, delegates, assigns tasks
Ensures the team is using data for decision making Refers the team to the data during team meetings
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Coaches Self-Assessment

• Self-assess strengths
• Determine professional development goals

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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

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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

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Level 3 Coordinator

• Evaluate multiple schools using
• multiple data sources
• Identify needs within and
• across schools
• Train teams on data use
• District/Region/State evaluation
• reports

District Region State

• 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

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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.

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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.

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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

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State Level PerspectivePhases of Implementation
Tool

• Who? Internal Coach, with signatures of all
  others
• 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

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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

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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

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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.

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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)

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The Tipping Point How Little Things Can Make a
Big Difference Malcolm 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 cant be resisted
• Change and Radical Transformation is Possible

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How to Structure District Coaching Support to
Ensure Maximum Effectiveness of Implementation

• Jane Nethercut
• PBS Administrative Supervisor
• Austin Independent School District (AISD)

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What Does It Look Like

• Traditional Coaching Model (Before 09-10)

• Restructured Coaching Model

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PBS Staff Structures ? ? School Wide Focus Group Classroom Focus Group Student Focus Group
Zone 1 Team Coach 1 Coach 2 Coach 3
Zone 2 Team Coach 4 Coach 5 Coach 6
Zone 3 Team Coach 7 Coach 8 Coach 9
Zone 4 Team Coach 10 Coach 11 Coach 12
Zone 5 Team Coach 13 Coach 14 Coach 15
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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

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Consulting Responsibilities At Each Level

• Schoolwide level coach for
• Active Supervision Training/PD
• Increasing the 31 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

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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

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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

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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

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Using Data to Set Priorities
Systems Identified for PBS Goals
Discipline Data
Values indicate percentage of schools
Values indicate percentage of students
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How Do We Maintain Fidelity?

• Centralized zone training
• Goal setting process
• Service Coordination and Planning Tool
• AISD PBS Benchmark Tool

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Goal Setting Process
Goal Goal
Data Indicators for Evidence of Need Concerns

PBS System Impacted System Structures to be Addressed

Action Steps Action Steps

Data Indicators for Evidence of Progress Data Indicators for Evidence of Progress

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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

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Service Coordination and Planning Tool
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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

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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

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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

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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.