Transcript Slide 1

Coaching Essentials
Coaches’ Monthly Meeting
Module BB
DC Name and Date Here
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Effective Coaching Skills
• Teaming
• Action Plan Development
• RtI:B Implementation
• Trainings
• Staff
• Administration
• District Coordinator
• Community
Facilitate
• Knowledge of …
• Positive Behavior Support
• Response to Intervention
Coaching
• Basic Behavior Principles
• Resources
A set of responsibilities,
actions and activities…
Communicate
Content and
Knowledge
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Facilitation Skills
Facilitator
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Create a positive, structured team environment
Maintain team motivation and enthusiasm
Support collaborative action planning
Facilitate the problem-solving process
Secure team consensus
Guide implementation and fidelity of the RtI:B
process
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Effective Facilitation
• Active Listening
• Ask open-ended questions
• Paraphrase, summarize, synthesize
• Behavior Management
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Observe group dynamics
Provide positive, supportive feedback
Refocus discussion
Motivate
Additional suggestions?
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Facilitating Effective Meetings
Develop Grounds Rules
• Examples:
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Be on time and ready to work
Phones on silent
Be concise when speaking
Actively participate in discussions and decision-making
Focus on problem-solving
Volunteer to assist with tasks
Additional suggestions?
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Effective Meeting Design
• Agenda: prepared & delivered in advance
• Data Review: who, what, where, when
• Problem-solving
• Use data to guide interventions and progress monitoring
• Determine interventions and implementation
procedures
• Access tools and resources
• Action Planning
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Follow-up on items from previous meeting
Develop/update activities and products to ensure fidelity
Review implementation strategies/steps
Action items for next meeting
• Celebrate accomplishments
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Team Meeting Checklist
http://flpbs.fmhi.usf.edu/coachescorner.asp
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Example: PBS Team Meeting Agenda
http://flpbs.fmhi.usf.edu/the_team.asp
Date: _____ Time: ______ to _______ Location: ______________________
Facilitator: ______________________
Timekeeper: ___________________
Recorder: ______________________
Snackmaster: __________________
Participants: ____________________________________________________________
Next Meeting date, time and location: ________________________________________
Next Facilitator: _______________________ Next Snackmaster: ________________
Things that have gone well:
Critical issues:
Items
 Data Review
 Review progress on Action Plan
 Persons and Responsibilities for next
Action Plan Activities
 Follow Up Items from previous meeting
 Additional Items
Action/ Results
Next Steps/ To Do List:
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Effective Teaming
Consensus Building:
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Review and discuss your school’s data
Brainstorm ideas based on the data
Clarify all ideas/suggestions
Prioritize suggestions generated by team members
Determine ‘next’ steps
Obtain verbal agreement from all team members
• Team decisions are supported by all team members
• The team presents a “united front” outside of meetings
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Effective Action Plan Implementation
Tentative schedule of PBS/RtI:B activities
• Monthly team meetings
• Sharing PBS data with staff and getting feedback
• Rolling out critical elements
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Expectations and rules
Discipline procedures
Teaching expectations and rules
Rewards/recognition process
• Training – based on the data
• Basic Behavior Principles
• Faculty and staff (bus drivers, cafeteria, paraprofessionals)
• Students/Parents
• Reward/recognition events
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Effective Facilitation
Group Discussion:
You have heard that some team members ‘bad mouth’ PBS
outside the meetings. However, during the meetings they
always express agreement and never say anything negative
about the process. Some of their comments include:
1) “I don’t have time to stand around and give out tickets all day. Let
someone else do it”.
2) “We don’t have enough money to buy classroom materials, so why are we
spending money on those silly reinforcers?”
3) “I don’t really see any improvement in students’ behaviors. Surly, there is a
better way that is less work.”
What would you do to address this issue?
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Group Discussion
Possible Strategies:
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Possible Strategies
• Actively listen to the team members’ concerns
– Ask open-ended questions
– Paraphrase and summarize concerns
• Secure Administrative support and input
• Assess overall faculty buy-in
– Conduct staff surveys, provide feedback
• Review and analyze your behavioral data
• Are problem behavior decreasing? Increasing? Stable?
• Where are the majority of problem behaviors occurring?
• What interventions might be more effective?
• Brainstorm solutions
• Social or activity rewards vs. tangible reinforcers
• Designate how many ‘tickets’ each teacher should distribute weekly
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Team Meeting Evaluation Tool
http://flpbs.fmhi.usf.edu/the_team.asp
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Effective Facilitation
Group Discussion:
PBS Coach
as
Facilitator
• Does your team:
• review the most current data each month?
• review and update the PBS Action Plan each meeting?
• Are you able to gain consensus on all action items?
• Are the PBS team meetings relevant and productive?
• Do you have the skills to effectively and efficiently facilitate the
meetings PBS team meetings?
• Do you have the skills to adequately address ‘problem’ situations
during the PBS monthly meetings? Outside of meetings?
In what areas would you like additional support?
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Content Coaching Skills
Content/
Knowledge
• Fluent in PBS processes and procedures across the tiers
• Knowledgeable of RtI principles and procedures
• 4-step problem solving process
• Basic understanding of the principles of behavior
• Antecedents
• Functions of behavior
• Consequences
• Evaluate data and make data-based decisions
• School-wide behavior discipline system
• FLPBS Evaluation System (PBSES)
• Access Resources
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School-Wide PBS
Critical Elements:
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Expectations and rules
Rewards/recognition
Effective consequences and procedures
Teaching: behavior, consequences, rewards
Faculty commitment and buy-in
Classroom PBS Systems
Implementation process
Data analysis and progress monitoring
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RtI:B Principles
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Multi-tiered approach, continuum of services
Problem-solving process
Evidence-based instruction and interventions
Data-based decision-making
Progress monitoring
View RtI:B DVD: http://flpbs.fmhi.usf.edu/PBS_DVD.asp
Florida’s PS/RtI Project (2008)
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RtI:B Problem Solving Process
Step 1: Problem Identification
What’s the problem?
Step 4: Response
to Intervention
Step 2: Problem Analysis
Why is it occurring?
Is it working?
Step 3: Intervention Design
What are we going to do about it?
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Basic Principles of Behavior
• Antecedents
• event and/or stimulus that occurs before the behavior
• Behavior
• the observable and measurable act
• Consequences
• what occurs after the behavior that serves to
maintain, increase, or decrease the frequency of
behavior
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Functions of Behavior
Get/Obtain
ATTENTION
TANGIBLE
(objects & activities)
SENSORY
Escape/Avoid
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Data-Based Decision Making
Using Data:
• PBS Evaluation Data
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PBS Implementation Checklist (PIC)
Benchmarks of Quality (BoQ) – Tier 1
Benchmark for Advanced Tiers (BAT) – Tiers 2 and 3
RtI:B Walkthrough
Outcome Summary Data
• School-Wide Discipline Data
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DOE State Database - Fall 2011
SWIS
TERMS
Skyward
Are we doing what we said we are doing? Is it working?
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Tools and Resources
http://flpbs.fmhi.usf.edu
• Coaches’ CD and/or wristband
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Team Meeting Agenda/Minutes
PBS Team Meeting Evaluation
PBS/RtI:B Coach Evaluation
Coaching Report (Monthly Coaches’ meetings)
• Coaches’ Corner
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Stages of Team Development
Characteristics of Successful Teams
Consensus Decision-Making and Consensus Ladder
Coaches’ Strategies
Meeting Monsters
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Content Resources
• Websites
• Florida’s Positive Behavior Support Project
• http://flpbs.fmhi.usf.edu
• National Positive Behavior Support website
• www.pbis.org
• Association for Positive Behavior Support
• www.apbs.org
• Staff
• District Coordinator
• Other Coaches
• FLPBS Project consultant
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Content Coaching Skills
PBS Coach
Content/
Knowledge
Group Discussion:
• Do you have a good understanding of the SWPBS process?
• Critical elements, implementation, progress monitoring
• Do you understand the principles of Response to
Intervention?
• 4-step problem-solving process
• Do you have the skills to address behavioral issues
effectively?
• antecedents, function of behavior, consequences, fidelity
• Do you know where to get additional resources?
• websites, District Coordinator, PBS Project Contact, other coaches
What do you need to gain additional
knowledge and/or skills in these areas?
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Communication Coaching Skills
Communicator
• Positively reports, promotes, shapes, and
reinforces PBS on campus and throughout the district
• Effectively communications PBS data, progress, and
successes
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Faculty, staff and school leadership
District staff and/or School Board
Parents
Community
• Conducts and/or assists small group trainings on PBS
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Communication Timelines
• Monthly
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Attend PBS team meetings
Facilitate team meeting using agenda and action plan
Ensure data are summarized in useful format
Provide PBS updates to faculty based on the data
Attend Coaches meetings facilitated by the DC
• Bi-weekly (or weekly)
• Prompt team members to complete tasks/activities
• Ensure your tasks are completed in a timely fashion (model behavior)
• Daily
• PBS ‘Ambassador’ on campus: look for opportunities to share PBS
activities, progress, successes,
• Model positive interactions and reinforcement with all staff and students
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Communication
Communicator
Group Discussion:
• Do you share PBS data and progress with administrators?
• Have you established a process for sharing PBS activities,
progress and successes with staff? With parents and the
community?
• Critical elements and school-wide practices
• Classroom PBS
• Behavior principles
• How do you share PBS issues and/or concerns with the
District Coordinator?
In what areas would like additional support?
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Web-Based Resources
• Association for Positive Behavior Support
• www.apbs.org
• Florida’s PBS:RtIB Project: Online Modules
• http://flpbs.fmhi.usf.edu/requestservices_onlinemodules.asp
• Kansas training modules
• http://www.pbskansas.org/htdocs/external_links/default.html#onlinetraini
ngmodules
• Positive Behavior Interventions & Support
• www.pbis.org
• University of Connecticut
• http://www.cber.uconn.edu/resources/training
• University of Oregon
• http://pbismanual.uoecs.org/manual.htm
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