Transcript Slide 1

Module B
Effective Coaching
Coaches’ Monthly Meeting
Add DC Name Here
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Basics of Effective Coaching
• Team meetings
• Activities at trainings
• Implementation –
‘Positive Nag’
• Faculty
• Administrator
• District Coordinator
• Community
Communicate
Facilitate
• PBS expert
• Behavioral ‘expert’
• Link to resources
PBS Coach
Content and
Knowledge
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Facilitator Coaching Skills
Facilitator
• Engage in collaborative action planning
• Provide positive, supportive, and corrective
feedback
• Maintain motivation and enthusiasm
• Effectively address conflict
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Effective Facilitation
• Active Listening
– Ask open-ended questions
– Paraphrase, summarize, synthesize
• Behavior Management
– Observe group dynamics
– Provide positive, supportive feedback
– Refocus discussion
– Motivate
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Facilitating Effective Meetings
• Establish Grounds Rules:
• All members present at every meeting (if possible)
• Be on time
• No interruptions (i.e. make/take phone calls, etc.)
• Tasks distributed equally among members
• Concise when speaking
• Encourage everyone to participate
• Other suggestions?
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Effective Meeting Design
• Agenda prepared & delivered in advance
• Review data (who, what, where, when)
• Problem-solve concerns using the data
– guides all interventions and progress monitoring
• Design interventions and implementation procedures
– Offer tools/resources
• Update Action Plan
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activities and product to ensure fidelity, guide revisions
faculty buy-in
follow up items from last meeting
Implementation strategies/steps
new items for next meeting
• Celebrate accomplishments
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Effective Teaming
Gaining Consensus:
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Review all available data
Brainstorm ideas based on the data
Open discussion to clarify ideas/suggestions
Identify all relevant information obtained
Prioritize ideas generated by the team
Gain consensus through verbal agreement for ‘next’
steps
• Decisions supported by all team members
• Team presents “united front” outside of meeting
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Effective Action Plan
Implementation
• Determine a tentative schedule of PBS:RtIB 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 program
– Training (determined by the data)
• Basic Behavior Principles
• Faculty and staff (bus drivers, cafeteria, paraprofessionals)
• Students/Parents
– Reward/recognition events
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Facilitation Discussion
• Two of your team members are “fed up” with SWPBS.
They inform the team that it’s just too much work. The
data do not show any improvements in students’
behaviors and grade-level teachers think the tokens are
a pain to track. Theses two members tell the team they
want to move in a new direction and read about a great
new program ‘X’ that would work much better.
What do you do?
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Facilitating Solutions
• Engage in active listening
– Ask open-ended questions,
– Paraphrase, summarize, synthesize information
– Gain feedback from each team member
• Secure Administrative support
• Assess faculty buy-in
– Faculty surveys, provide feedback
• Review and analyze the data
– Determine interventions to address areas of concern
– Develop an implementation plan with program ‘X’ option to “fit”
with SWPBS
• Other suggestions?
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Team Meeting Evaluation Tool
Available at: http://flpbs.fmhi.usf.edu/the_team.asp
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Effective Facilitation
Facilitator
Discussion Points:
• All relevant items are addressed during monthly PBS meetings.
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Current data are reviewed at every meeting.
Action Plan is reviewed and updated each meeting.
Consensus is gained on all action planning items.
Adult behaviors are addressed in and outside of meetings
• Nay-Sayers
• Grumblers
• Slackers (lack of follow-through, don’t volunteer, don’t attend, etc)
• Team meetings are effective and efficient
How do you, as the PBS Coach, address these areas?
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Content Coaching Skills
Content/
Knowledge
• Fluent in School-wide PBS processes and procedures
• Knowledge of RtI principles and application
– Problem-solving
• Behavioral ‘expert’
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antecedents
function of behavior
consequences
fidelity of implementation
• Data evaluation and decision-making
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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 buy-in
Implementation
Data analysis (problem-solving) and progress monitoring
Classroom PBS Systems
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RtI Principles
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Multi-tiered approach
Problem-solving process
Evidence-based instruction/intervention
Data-based decision-making
Monitors progress
(Florida’s PS/RtI Project, February 2008)
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Problem Solving Steps
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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Behavioral ‘Expert’
• 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
ATTENTION
TANGIBLE
(objects & activities)
SENSORY
GET AWAY
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Content Coaching Skills
Content/
Knowledge
Discussion Points:
• I have the skills to address behavioral issues.
– antecedents, function of behavior, consequences, hypothesis development,
intervention development, implementation, fidelity
• I know how to research additional resources for the team.
– PBIS & Florida's PBS website, PBS Project Contact, Other coaches
If not, what do I need to gain additional knowledge and skills?
• I have the skills to assist the team in reviewing the evaluation data.
If not, what do I need to ensure data are analyzed and used
effectively to guide action planning & implementation?
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Communication Coaching Skills
Communicator
• Positively reports, promotes, shapes, and
reinforces team progress and products to faculty
• Effectively communications PBS data, progress, and
successes through regular presentations
– school leadership
– district staff
– parents
– community
• Conducts small group trainings
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Effective Communication
• Monthly
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Encourage the PBS team to meet
Ensure data are summarized in useful format
Facilitate team meeting using agenda and action plan
Give data-based updates to faculty
Attend Coaches meetings facilitated by DC
• Bi-weekly (or weekly)
– Prompt team members to complete tasks
– Ensure your tasks are completed in a timely fashion (model behavior)
• Daily
– PBS ‘Ambassador’ (look for opportunities to share info with others, etc.)
– Model positive interactions and reinforcement with staff and students
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Communication
Communicator
Discussion Points:
• I share SWPBS and behavioral concepts with team members.
• I have established a process for sharing information with the faculty.
– Critical elements of PBS and school-wide practices
– Classroom PBS
– Behavior principles
• I share PBS implementation data with the district.
• I share PBS content and successes with the community.
As the PBS Coach, do you share SWPBS with others?
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Resources
• Association for Positive Behavior Support: www.apbs.org
• Florida’s PBS:RtIB Project On-Line Modules:
– http://flpbs.fmhi.usf.edu/requestservices_onlinemodules.asp
• Kansas training modules
– http://www.pbskansas.org/htdocs/external_links/default.html#onli
netrainingmodules
• Online Academy: http://elearndesign.org/resources.html
• Positive Behavior Interventions & Support Website: www.pbis.org
• PBIS Missouri: www.pbismissouri.org
• University of Connecticut: http://www.cber.uconn.edu/resources/training
• University of Oregon: http://pbismanual.uoecs.org/manual.htm
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