Transcript Tier 1 Effective Coaching Overview

Tier 1 Effective Coaching
Overview
Monthly Coaching Meeting
2011 Module B
DC Name and Date Here
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Objectives
Participants will be able to…
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Define coaching
Name the 3 primary skill sets needed for effective
coaching
List two ways to facilitate effective teaming
Name 3 RtI principles
Describe the 4-step problem solving process
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Coaching Overview
Coaching:
• an essential element for the successful implementation of
PBS/RtI:B efforts
• a set of skills necessary to facilitate change within a multitiered system of supports (Tiers 1, 2, and 3)
• not a person
• helps ensure fidelity of intervention implementation
• One person may not possess all the skill sets necessary to support
a school-based team across all the tiers of supports.
• It may be necessary to identify several people within your school
with the necessary skills to support the school-based RtI:B team.
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Coaching at the School Level
Coaching
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A set of activities that provide facilitative support to
build the capacity of school-based leadership
teams to implement Multi-Tiered Systems of
Support (MTSS) to enhance student outcomes.
Name some Tier 1 activities you have engaged in that
provide support or help build capacity of your
school-based leadership team?
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Tier 1 RtI:B - Coaching Skill Sets
1. Teaming
2. Action Plan Development
and Implementation
3. Communication
1. Problem Identification
2. Problem Analysis
3. Intervention Design
4. Evaluation
Facilitation
Skills
1. Positive Behavior Support
2. Response to Intervention
3. Basic Behavior Principles
4. Data and Progress Monitoring
Coaching
A set of activities…
Collaborative
Problem-Solving
Skills
Content
Knowledge
Skills
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Coaching Facilitation Skills
Tier 1: Facilitation Skills for Collaborative
Action Planning:
1. Effective Teaming
2. Tier 1 Core Curriculum Action Plan Development
and Implementation
3. Effective Communication
Facilitation
Skills
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1. Effective Teaming
Ground Rules Established
(3 to 5 maximum)
• Examples:
• Be on time
• All phones on silent
• Everyone actively
participates
• Everyone volunteers to
assist with tasks
Share other ground rules you
have found helpful to facilitating
effective meetings.
Active Listening
• Ask open-ended questions
• Paraphrase, summarize,
synthesize
Group Dynamics
• Observe and understand group
behavior
• Provide positive, supportive
feedback
• Refocus discussion
• Provide motivation
Share other facilitation strategies
you have found to be effective.
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Effective Teaming
Consensus Building:
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Review and discuss 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 Teaming
Group Discussion:
• During the past two meetings, one of the PBS/RtI:B team
members has been constantly complaining about how much
work she has to do for the “team”. She specifically said she
does not feel the process is worth all the time and energy
and is not seeing any significant changes in behavior in
spite of all the additional work. Recently, she was overheard
sharing these thoughts and feelings with a colleague, who
is not a member of the team.
Brainstorm ideas about how to address this situation
using effective teaming strategies.
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Effective Teaming:
Possible Strategies
• Actively listen to her concerns
– open-ended questions, paraphrase and summarize concerns
• Brainstorm ideas, as a team, to address her specific
issues about too much additional work
• Seek Administrative support and input
• Assess overall faculty buy-in
– Conduct staff surveys, provide feedback
• Review and analyze the behavioral data to determine if
interventions are being effective
• Are problem behavior actually decreasing?
• Brainstorm additional solutions
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2. Effective Action Plan Development
Designing and Running Effective Meetings:
• Agenda: Prepared by team leader. Delivered in advance
• Data Review: who, what, where, when, sub-groups of students
• Problem-Analysis and Problem-Solving
• What is the problem and why is it occurring
• Determine interventions and implementation procedures
• Tools and resources
• Developing an Action Plan
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Address follow-up items from previous meeting
Develop/update activities and products to ensure fidelity
Review implementation strategies/steps
Note items to address next meeting
• Celebrate accomplishments
Sample Meeting Agenda: http://flpbs.fmhi.usf.edu/the_team.asp
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Effective Action Plan Implementation
Determine a schedule for implementing PBS/RtI:B activities:
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When and where will monthly team meetings take place?
When and who will share PBS data with staff ?
How will staff feedback be obtained and who will gather the data?
When will the team roll out and/or review each critical element?
• Expectations and rules
• Discipline procedures
• Rewards/recognition process
• Teaching each element
• When will reward/recognition events occur?
• Who will be responsible for coordinating the events?
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Effective Action Plan
Implementation
Intervention Design and Implementation:
• How will interventions be introduced and taught to
staff and students?
• How will intervention implementation be monitored?
• When will the implementation data be reviewed and
analyzed?
• How will we know the intervention has been
successful?
• How will we determine the need to increase, fade or
redesign the intervention?
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Team Meeting Checklist
http://flpbs.fmhi.usf.edu/coachescorner.asp
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Team Meeting Evaluation Tool
http://flpbs.fmhi.usf.edu/the_team.asp
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3. Communication
Effective Coaching Communication Efforts:
• Promote, shape, and reinforce PBS/RtI:B efforts with faculty, district
personnel, parents, and community
• Share activities, events, behavior data, progress, and successes
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Prompt/support the completion of tasks/activities
Model positive interactions and reinforces staff and students
Conduct and/or assist small group trainings on PBS
Attend all meetings and trainings with PBS/RtI:B team
Attend coaching meetings facilitated by the DC
Attend additional trainings as needed
• Coaching 101, Problem-Solving, Data-Based Decision-Making, etc.
• Complete Mid-Year I, Mid-Year II, and End-Year PBSES Reports
Coaching Roles & Responsibilities on FLPBS:RtIB website
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Coaching Facilitation Skills
Group Discussion:
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Are PBS/RtI:B team meetings relevant and productive?
Does the team review and update the action plan each meeting?
Does the RtI:B team review data each month?
Is consensus gained on all action items?
Do you share data and progress with staff, administrators, parents, and
the district on a regular basis?
 Do you have the skills to effectively and efficiently help facilitate
team meetings?
 Do you have the skills to adequately address ‘problem’ situations
during the team meetings? Outside of meetings?
In what areas would you like additional support?
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Content Knowledge Skills
Areas of Knowledge:
1. Positive Behavior Support (PBS)
2. Response to Intervention (RtI:B)
3. Basic Behavior Principles
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Antecedents, Behavior, Consequences
Functions of behavior
4. Data and Progress Monitoring
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School-wide behavior discipline system
PBS Evaluation System
Content
Knowledge
Skills
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1. School-Wide PBS
Critical Elements:
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Teaming
Expectations and rules
Effective reward/recognition program
Effective discipline process and procedures
Teaching behavior, consequences, and rewards
Implementation process
Faculty commitment and buy-in
Classroom PBS Systems
Data analysis and evaluation
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2. Response to Intervention
Principles:
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Multi-tiered system of supports; continuum of services
Collaborative, structured problem-solving process
Evidence-based instruction and interventions
Integrated data system for data-based decisionmaking
• Progress monitoring and evaluation
View RtI:B DVD: http://flpbs.fmhi.usf.edu/PBS_DVD.asp
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3. Basic Principles of Behavior
• Antecedents
• event and/or stimulus that occurs before the behavior
• Behavior
• observable and measurable actions
• 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
(adult, peer)
(object, task, activity)
AVOID/
ESCAPE
SENSORY
STIMULATION
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4. Data and Progress Monitoring
Data Sources:
• 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
• Office Discipline Referrals
• In-School and Out-of-School Suspensions
• Attendance, grades. etc.
What other data have you used to monitoring PBS
implementation and student outcomes?
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Content Tools and Resources
http://flpbs.fmhi.usf.edu
• Coaches’ CD and/or wristband (flash drive)
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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
• Association for Positive Behavior Support
• www.apbs.org
• Florida’s Positive Behavior Support Project
• http://flpbs.fmhi.usf.edu
• http://flpbs.fmhi.usf.edu/requestservices_onlinemodules.asp
• National Positive Behavior Interventions and 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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Content Knowledge Skills
Group Discussion:
• Do you understand the SWPBS process and procedures?
• Critical elements, implementation, progress monitoring
• Do you understand RtI principles?
• Multi-tiered system of supports, evidence-based interventions, data-based
decision making
• Do you have the skills to effectively address behavioral
issues?
• Antecedents, functions of behavior, consequences, fidelity
• Do you know the data sources for Tier 1 and how to use
them to monitor progress and make decisions?
What additional knowledge and/or skills do you need in these areas
in order to successfully engage in coaching activities? 26
Collaborative
Problem Solving Skills
Step 1: Problem Identification
Collaborative
Problem-Solving
Skills
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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Problem-Solving Process
Step 1: Identify the Problem – What is the problem?
• ABCs of Behavior:
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What problem behaviors are occurring most often?
When are the problem behaviors occurring?
Where are the problem behaviors occurring?
Who is involved (students/staff)?
Step 2: Problem Analysis - ‘Why’ are the problem
behaviors occurring?
• Function of Behavior
• Developing an hypothesis
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Problem-Solving Process
Step 3: Designing Interventions – What are we
going to do about the problem?
• Match interventions to function of behavior
• Select evidenced-based strategies
• Address the ABCs of behavior
• Antecedents = Prevention:
– Alter the environment (systems changes)
• Behavior = Teaching new skills
– Replacement behaviors
• Consequences = Rewards
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Appropriate behaviors (new skills) effectively rewarded
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Problem-Solving Process
Step 4: Evaluation: Response to Intervention – Are
the interventions working?
• Monitor Progress: Collect and review data to monitor
implementation fidelity and student outcomes.
• Data:
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What data will be gathered?
When will the data be collected?
Who will collect the data?
Was the intervention implemented with fidelity?
How often will the data be reviewed?
• Outcomes:
– What worked?
– What did not work?
– What needs to be modified or changed?
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Collaborative Problem Solving
Group Discussion:
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Do you know what data to review to identify problem behavior?
Do you understand how to develop an hypothesis based on the
data?
Do you know how to select evidence-based interventions?
Do you know what data to review to monitor implementation fidelity
and student outcomes?
Do you feel competent implementing the 4-step problem solving
process?
What additional knowledge and/or skills might you need to
engage in collaborative problem-solving?
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Wrap-Up
• Questions?
• Comments?
• Need for additional support or training?
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