Transcript Now More than Ever John VanDenBerg

The Six C’s in Coaching
for Sustainability
PBIS-NH Coaches Training
Presented by
Howard Muscott
Becky Berk
Debra LeClair
September 23, 2008
Agenda
1.
2.
3.
Preview the Day
Who’s Here?
The 6 Cs of Coaches
1. Celebrations
2. Competence
3. Challenges
4. Commitments
5. Consistency of Systems, Data and Practice
1.
6.
4.
Data-based Decision-Making
Caring for the Coach
Fishbowl
The Big Outcome
To provide coaches with updated
information and to facilitate the
exchange of practices, strategies,
data and tools designed to help
implement and sustain SWPBIS.
Who’s Here Activities
PBIS-NH Logic Model
Muscott (2007)
PBIS Systems, Data & Practices Implemented with Fidelity
Safe, Orderly, Predictable & Positive Learning Environment
Early Identification of At-Risk Students
Differentiated Interventions including Relationship Building
Reductions in Problem Behavior/Increases in Prosocial Behavior
Increased Time for Effective Teaching, Learning & Relationships
Increased Academic Achievement & School Success
Improved School Climate
Improved Faculty and Staff Morale and Sense of Efficacy
The 6 Cs of Coaching
Celebrations
Competencies
Challenges
Commitments
Consistency of Systems, Data
and Practice
6. Courage
1.
2.
3.
4.
5.
The 6 Cs of Coaching
Celebrations
Competence
Challenges
Commitments
Consistency of Systems, Data and
Practice
6. Caring for the Coach
1.
2.
3.
4.
5.
The Non-Celebration
“I was going to buy a copy of the
book The Power of Positive
Thinking and then I thought,
What the hell good would that
do?”
Ronnie Shakes
Why Celebrations?
Research on Positive Psychology
 Happiness has positive consequences
 A rosy view of things is associated with
psychological and social well-being
 Good days have common features:
autonomous, competent, connected
 Meaning, purpose and work matter
 Other people matter
 Spirituality matters
“Research has clearly shown that
living the good life -- happiness,
strength of character and good
social relationships -- buffers us
against the damaging effects of
stressful life events and that the
good life can be taught.”
Christopher Peterson
Percent of Schools Meeting 80-80 Standard on
School-wide Evaluation Tool (SET)
Over Time for Cohorts 1-4
Cohort
03-04
04-05
05-06
06-07
07-08
1
Fall *
54%
(15 of 28)
Spring
7%
(2 of 27)
Fall
85%
(21 of 25)
Spring
74%
(20 of 27)
Fall
92%
(22 of 24)
Spring
81%
(22 of 27)
UA
UA
Spring
85%
(17 of 20)
UA
3
NA
Spring
0%
(0 of 21)
4
NA
Spring
75%
(15 of 20)
Spring
0%
(0 of 20)
Spring
Spring
100%
93%
(14 of 14) (13 of 14)
Spring
Spring
85%
89%
(17 of 20) (16 of 18)
2
Cohort
1
2
3
4
Percent of Schools Meeting 50% Standard on Effective
Behavior Support Survey (EBS)
Over Time for Cohorts 1-4
Fall 03 Spring 04 Spring 05 Spring 06
Spring 07
N=28
N=25
N=3
8/5
7/3
3/2
29%/18 28%/12%
100%/67%
%
N=23
N=3
N=9
N=9
1/0
3/2
9/9
8/8
4%/0%
100%/67 100%/100 89%/89%
%
%
N=13
N=12
N=13
0/0
9/8
11/9
0%/0% 75%/67% 85%/69%
Note: Percentages refer to Schoolwide
N=20
N=14
and Nonclassroom respectively.
2/1
12/10
10%/5% 86%/71%
Celebrations
Two Year Reductions in Major ODRs
for Cohort 1 Schools
03-04
05-06
Difference Average
ES (13)
3669
3385
-284
-22
MS (5)
7223
4623
-2600
-433
HS (2)
8716
7264
-1452
-726
ML(2)
1727
1936
+209
+104.5
Total (22)
21335
17208
-3771
-171
Celebrations
Reductions in Major ODRs
for Cohort 2 Schools
04-05
05-06
Difference
Average
ECE (2)
2742
1243
-1449
-724.5
ES (7)
2352
2143
-209
-30
MS (2)
941
711
-230
-115
HS (2)
859
1219
374
+187
ML(4)
2249
1766
-483
-121
AS (2)
Total (19)
1165
10308
1166
8248
+1
-2060
.5
-108
Cohort 3 Outcomes for 2007-2008
Implementation Year 3
 SWIS Triangle 11 of 12 or 82% Green Zone
 ODRs 2,158 or 32% less
8
of 11 (73%) of schools reduced ODRs
 9 of 11 (82%) experienced ODR rates
below national averages
 Suspensions 69 or 10% fewer (ISS and OSS
7
of 11 (64%) of schools reduced Out of
School Suspensions
 OSS reduced by 71 or 23%
 No real change in ISS >1%
SWIS summary 07-08 (Majors Only)
2,717 schools; 1,377,989 students; 1,232,826 ODRs
Grade Range
Number of
Schools
Mean Enrollment Mean ODRs per
per school
100 per school
day
K-6
1,756
445
.35 (sd=.45)
(1 /300 / day)
6-9
476
654
.91 (sd=1.40)
(1/ 100 / day)
9-12
177
910
1.05 (sd=.1.56)
(1/105 / day)
K-(8-12)
308
401
1.01 (sd=1.88)
(1/ 100 / day
Vast Majority of Cohort 3 PBIS-NH Schools Beat
National Standards for Office Discipline
Referrals in 2007-08
 Nine of the eleven or 82% of the Cohort 3 schools
experienced ODR rates that were under the national
average for their respective instructional levels.
 This represented a 27% increase from last year.
 Six of the eight (75%) elementary schools
experienced ODR rates that were under the national
average in 2007-08.
 This represented a 37% increase in elementary
schools reaching criterion.
 All three (100%) of the multi-level schools
experienced ODR rates that were under the national
average.
 All three multi-level schools were able to sustain their
initial success for a second year.
Cohort 3 PBIS-NH Schools Regain 273 days for
Teaching, 62 for Learning and 115 for Leadership
 All told, reductions in major problem
behaviors leading to ODRs and
suspensions as a result of PBIS-NH
implementation yielded Cohort 3
schools an additional 273 days for
learning, 62 days for teaching and 115
days for leadership during school year
2007-08.
Cohort 3 Schools Show Improvements in Math as 83% of
Students with a Disability and 71% of Typical Peers Score
Proficient or Above on NECAP Testing
Math Proficiency in Grades 3, 4 and 8.
 Math proficiency data from the NECAP assessment was
available on non-disabled students for 10 different
schools on 17 different grade level assessments.
 Seven schools reported math proficiency levels on the
grade 3 assessment, -- 7 for grade 4 and 3 for grade 8.
 Non-disabled students in Cohort 3 schools improved
math proficiency in 12 of 17 (71%) assessments, while
scores declined in 4 (23%) and stayed the same in 1
(6%).
 Students with a disability in Cohort 3 schools improved
levels of math proficiency in 5 of 6 (83%) assessments,
while proficiency levels declined in only 1 (17%).
Celebration Activity
 What: Review all the data you brought today and
other information and brainstorm a list of databased successes to celebrate from your school last
year. Do your school’s constituencies know about
these successes? Jot down ideas on your coaches’
log for what you should celebrate, how you might
celebrate and with whom
 Who: All coaches
 Timeframe: 15 minutes
 Report Out: None
The 6 Cs of Coaching
Celebrations
Competencies
Challenges
Commitments
Consistency of Systems, Data
and Practice
6. Courage
1.
2.
3.
4.
5.
PBIS-NH Coaches Self-Reported
Strengths June 2007











Deep concern for students
Knowledge of/belief in PBIS
Knowledge of school community
Leadership ability
Big picture/systems thinking
Organized, good follow-through, work ethic
Interpersonal skills/relationships
Open-minded, neutral
Enthusiastic, positive, able to motivate
Good listener, communicator
Creative
Competencies
Chalk talk Activity
 What:
 (1) Individual coaches write down on a piece of
paper the knowledge, skills and attitude
competencies that an effective coach needs– 10
minutes
(2) Transfer these to posters around room
silently, browse and add others – 10 minutes
 Who: All coaches
 Report Out: 10 minutes
 Timeframe: 30 minutes
The 6 Cs of Coaching
Celebrations
Competencies
Challenges
Commitments
Consistency of Systems, Data
and Practice
6. Courage
1.
2.
3.
4.
5.
Self-Reported Successes and Challenges in PBIS Schools
70%
60%
June 2007
50%
40%
30%
20%
10%
0%
Major success
Success
No effect
Challenge
Major barrier/roadblock
Your Feedback and Requests
 Where are we going?
 How can we keep PBIS fresh?
 For
our schools/preschools
 For ourselves
 What are other schools doing?
 How can we better engage faculty?
 How can we better engage families?
Challenges Activity
What: Using the categories
identified on the graph from last
year, rate each feature according to
the scale
Who: All coaches
Report Out: Tally results
Timeframe: 20 minutes
The 6 Cs of Coaching
Celebrations
Competencies
Challenges
Commitments
Consistency of Systems, Data
and Practice
6. Courage
1.
2.
3.
4.
5.
"Winning is about having
the whole team on the
same page"
-Bill Walton
PBIS-NH Big Idea
It Begins With and Ends Without Commitment
PBIS-NH requires administrators,
faculty, team members, and coaches
to make a commitment to systems,
practices, and data in order to
effectively and efficiently implement
and sustain SWPBIS within the
context of an effective school
community.
Commitments Activity
 For each constituency, indicate an estimated
level of commitment (high, medium, low).
 Prioritize the commitments from
constituencies that are most critical to
continued PBIS success in critical areas for
your schoolwide program this year
 5 minutes
"To be successful, you don't have
to do extraordinary things.
Just do ordinary things
extraordinarily well.“
- John Rohn
Supporting systemic change in a
school community is a long-term
journey that begins with dreams
and ideas
Which can be embraced by faculty,
administration, students, families, and
community members
 initially with Words
 which develop into Actions or Behaviors
 and then become Habits through Practice
 to ultimately form Climate or Culture
Decrease
Buy-In or Commitment
Increase
Restraining
Forces
Promoting
Forces
Current level
What are the Roadblocks to
Sustained Commitments or Consistency?
Barriers
Restraining
Forces
Challenges
Problems
Dilemmas
Identify as many
forces or factors
as you can that
restrain or inhibit
commitment from
your top two
prioritized
constituencies
What are the Forces that Would
Promote Sustained Commitments?
Promote
Encourage
Support
Positive
Identify as many
forces or factors
as you can that
promote or
encourage
commitment from
your top two
prioritized
constituencies
Decrease
Buy-In or Commitment
Increase
Restraining
Forces
Promoting
Forces
Current level
Desired level
Manipulating the Force
Fields Activity
Who: Coaches
What: (1) Identify restraining forces.
(2) Which restraining forces can you
decrease or diminish?
(3) identify promoting forces.
(4) Which promoting forces can you
increase or strengthen?
Timeframe: 30
The 6 Cs of Coaching
Celebrations
Competencies
Challenges
Commitments
Consistency of Systems, Data
and Practice
6. Courage
1.
2.
3.
4.
5.
PBIS NH Big Idea
Data-based Decision-Making
Sustainability requires that we use a databased decision-making model to achieve
the outcomes we desire and evaluate
whether we have achieved those results.
Where do we want to be?
How do we know when we’ve gotten there?
Identifying Broad Outcomes
By Asking Key Questions
1. What do you want to achieve in
terms of creating environments in
each school that are safe and
conducive to learning for all
students and staff?
2. How will we measure the overall
effectiveness of district programs
with regard to social/emotional
well being?
Mining Data: Using Data for
Decision-making
Rob Horner, Anne Todd, Steve Newton,
Bob Algozzine, Kate Algozzine
Uses of Data
 Identify problems early

Use data on a regular basis (every two
weeks) to monitor key indicators, and
identify problems before they become
difficult
 Refine a problem statement to a level
of precision that will allow functional
solutions
 Use data to identify possible solutions.
Identifying problems/issues
 What data to monitor
 Team Checklist/ SET (Are we doing what we planned?)
 ODR per day per month
 OSS, ISS, Attendance, Teacher report
 What questions to ask of Level, Trend, Peaks
 How do our data compare with last year?
 How do our data compare with national/regional norms?
 How do our data compare with our preferred status?
 What question to answer
 Do we have a problem?
 If a problem is identified, then ask
 What are the data we need to make a good decision?
Using Data to Refine
Problem Statement
 The statement of a problem is important for team-
based problem solving.

Everyone must be working on the same problem
with the same assumptions.
 Problems often are framed in a “Primary” form,
that creates concern, but is not useful for
problem-solving.


Frame primary problems based on initial review of
data
Use more detailed review of data to build
“Precision Problem Statements.”
Precision Problem Statements
(What are the data we need for a decision?)
 Precise problem statements include
information about the five core “W”
questions.





What is problem, and how often is it
happening
Where is it happening
Who is engaged in the behavior
When the problem is most likely
Why the problem is sustaining
Primary versus Precision
Statements
 Primary Statements
 Too many referrals
 September has more
suspensions than
last year
 Gang behavior is
increasing
 The cafeteria is out
of control
 Student disrespect is
out of control
 Precision Statements
 There are more ODRs
for aggression on the
playground than last
year. These are most
likely to occur during
first recess, with a large
number of students, and
the aggression is related
to getting access to the
new playground
equipment.
Primary versus Precision
Statements
 Primary Statements
 Too many referrals
 September has more
suspensions than
last year
 Gang behavior is
increasing
 The cafeteria is out
of control
 Student disrespect is
out of control
 Precision Statements
 There are more ODRs
for aggression on the
playground than last
year. These are most
likely to occur during
first recess, with a large
number of students, and
the aggression is related
to getting access to the
new playground
equipment.
What are the data you are most likely to need to
move from a Primary to a Precise statement?
 What problem behaviors are most common?
 ODR per Problem Behavior
 Where are problem behaviors most likely?
 ODR per Location
 When are problem behaviors most likely?
 ODR per time of day
 Who is engaged in problem behavior?
 ODR per student
 Why are problem behaviors sustaining?
 No graph
What other data may you want?
 ODR by staff
 ODR by IEP
 ODR by grade
 ODR by gender by grade
Test precision
problem statement
 Use precision problem statement to build
and test hypotheses.




Problems are most common in D-Hall
wing
Problems are more likely during second
recess
Problems are most common in 2nd grade
Problems are more likely during state
testing periods
What behaviors are
problematic?
N um ber of R efer r als
Re fe rr als pe r Prob Be havior
50
40
30
20
10
0
L a n g Ac h o l Ars o n Bo m bCo m b sDe f i a nDi s ru p tDre s sAg g / f g tT h e f tHa ra s sPro p D Sk i p T a rd y T o b a c Va n d W e a p
Types of Problem Behavior
What behaviors are
problematic?
N um ber of R efer r als
Re fe rr als pe r Prob Be havior
50
40
30
20
10
0
L a n g Ac h o l Ars o n Bo m bCo m b sDe f i a nDi s ru p tDre s sAg g / f g tT h e f tHa ra s sPro p D Sk i p T a rd y T o b a c Va n d W e a p
Types of Problem Behavior
Where are the problems
occurring?
N um ber of O ffic e R efer r als
Referrals by Location
50
40
30
20
10
0
B ath R B us A
B us
C af
C las s C omm
Gy m
H all
School Locations
Libr
P lay G
S pec
Other
N um ber of R efer r als per S tudent
Who is contributing to the problem?
Referrals per Student
20
10
0
Students
N um ber of R efer r als per S tudent
Who is contributing to the
problem?
Stude nts pe r Num be r of Re fe rrals
20
10
0
Students
When are the problems
occurring?
N um ber of R efer r als
Re fe rrals by Tim e of Day
30
25
20
15
10
5
0
7 : 0 0 7 : 3 0 8 : 0 0 8 : 3 0 9 : 0 0 9 : 3 0 1 0 : 0 01 0 : 3 01 1 : 0 01 1 : 3 01 2 : 0 01 2 : 3 0 1 : 0 0 1 : 3 0 2 : 0 0 2 : 3 0 3 : 0 0 3 : 3 0
Time of Day
Advanced Questions
 Are students with a disability
disproportionately over-represented in
office discipline referrals or suspensions?
 _________________________________?
 _________________________________?
 _________________________________?
 _________________________________?
Using Data to Build Solutions
 Prevention: How can we avoid the problem
context


Who, When, Where
Schedule change, curriculum change, etc
 Teaching: How can we define, teach, and
monitor what we want


Teach appropriate behavior
Use problem behavior as negative example
 Recognition: How can we build in systematic
reward for desired behavior
Using Data to Build Solutions
 Extinction: How can we prevent
problem behavior from being
rewarded
 Consequences: What are efficient,
consistent consequences for
problem behavior
 How will we collect and use data on
(a) implementation fidelity, and (b)
impact
Data for Decision-Making Activity
 What: (1) Review the SWIS or other data you
brought from last year or this year.
(2) Determine a strategic question to answer
based on the data you have.
(3) Write a precision statement that answers the
question on the chart paper.
(4) Post them
 Who: All coaches, with others from your school
 Timeframe: 30 minutes
 Report Out: TBD
The 5 Cs of Coaching
1. Celebrations
2. Challenges
3. Commitments
4. Consistency of Systems,
Data and Practice
5. Courage
"We are what we repeatedly do.
Excellence then, is not an act,
but a habit."
Aristotle
Resilience
Mentally, emotionally and
physically springing back from a
disappointment, setback or
challenge
The energy to persevere
The vision of success – and the
effectiveness to get there
Resilience is…..
 The Rubber Ball Effect
 Perseverance
 Optimism
 Faith
 Connections
 Confidence
 Action
 Self-Awareness
 Self-Care
 Good Mental Health
Resilient Characteristics
Increasing Resilience
Unable
Incapable
Rigid
Helpless
Hopeless
Powerless
Gives up
Easily frustrated
Needy
Depressed
Pessimism
No Risk
Low SE
Reluctant
Low risk
Needs prodding
Dependent
Reliant
Unsure
Tentative
Cautious
Uncertain
Resourceful
Perseveres
Unflappable
Confident
Self-motivated
Independent
Secure
Optimism
Hope
Positive risktaking
High SE
Resilience
 Maintaining flexibility and balance in your life as you deal with





changing circumstances and stressful events
Letting yourself experience strong emotions, and also realizing when
you may need to avoid experiencing them at times in order to continue
functioning
Stepping forward and taking action to deal with your problems and
meet the demands of daily living, and also stepping back to rest and
reenergize yourself
Spending time with loved ones to gain support and encouragement,
and also nurturing yourself
Relying on others, and also relying on yourself
The primary factor in resilience is having caring and supportive
relationships within and outside the family and within and outside the
workplace.
Energy Drainers Activity
 Who: Coaches
 What: (1) Participants fill out what drains
their energy sheet in regard to acting as
coach – 3 minutes
(2) Partner with someone from another
school and share 12 minutes
(3) Report out themes or commonalities –
10 minutes
Timeframe: 25 minutes total
Energy Sustainers Activity
 Who: Coaches
 What: (1) Participants fill out what
energizes then sheet in regard to acting as
coach – 10 minutes
(2) Large group share – 15 minutes
Timeframe: 25 minutes total
Developing Your Resilience
 Show care for others
 Accept care from others
 Focus on self-control rather than
controlling others
 Take manageable risks and learn from
them
 Take time to make yourself happy
Fishbowl activity
 Two groups of equal size, all individuals have coaches’ log and pens
 Inner circle – seated, free to speak, exchange ideas, pose challenges or
solutions
 Outer circle – standing, observers, can “tap in” to offer an idea or
solution
 Circles swap places at halfway mark
 Suggested questions for discussion
 What will you need to do, and when, to eventually secure a
replacement for yourself as coach?
 What is the single most important piece of advice to offer to a new
coach or a new principal?
 What has worked well for your schoolwide PBIS effort, and how
has it been celebrated?
 45 minutes