SWPBS

: C

oaching

George Sugai OSEP Center on PBIS University of Connecticut February 13, 2007 [email protected]

www.PBIS.org www.SWIS.org

Purpose

• Discuss importance capacity of coaching • Review coaching basics • Provide guidelines coaching for effective • Discuss your coaching experiences teams with

Agenda

• Coaching Reports – Successes/Accomplishments – Roadblocks/Challenges • “What is Coaching?” • Review of what we hope to accomplish in first year • Strategies for coaching with teams

Problem Statement

“We give schools strategies & systems for developing more positive, effective, & caring school & classroom climates, but implementation is not accurate, consistent, or durable . Schools & teams need more than training.”

Quotable Fixsen

•

“ Policy is

• –

allocation of limited resources for unlimited needs”

–

Opportunity, not guarantee, for good action” “ Training does not predict action ”

•

“Manualized treatments have created overly rigid (& rapid) applications”

Professional Development “ Train & Hope ”

WAIT for New Problem REACT to Problem Behavior Expect, But HOPE for Implementation Hire EXPERT to Train Practice Select & ADD Practice

Adopt systems perspective

Systems Perspective • Organization do not “behave” … individuals behave • “Organization is group of individuals who behave together to achieve a common goal ” • “ Systems are needed to support collective use of best practices by individuals in an organization” (Horner, 2001) Schools as Systems • • • Goal to create communities that for all its members have common Vision Language, & Experience Biglan, 1995; Horner, 2002

PBS Systems Implementation Logic

Funding Visibility Political Support Active Leadership Team Coordination Training Coaching Evaluation Local School Teams & Demonstrations

Coaching (why?)

• Team start-up support • Team sustainability/accountability – Technical assistance/problem solving – Positive reinforcement – Prompts (“positive nags”) • Public relations/communications • • Support network across schools Link among leadership, trainers, & teams • Local facilitation • Increased behavioral capacity

What is “Coaching Capacity?”

• Personnel & resources organized to facilitate, assist, maintain, & adapt local school training implementation efforts • Coaching is set of responsibilities, actions, & activities ….not person

Guiding Principles (“Requirements”)

• 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 problem solving, etc.

for prompting, celebrating,

1-Minute Coaching Reports

• 1-2 Successes/Accomplishments • 1-2 Roadblocks/Challenges

Coaching Challenges

• <80% staff commitment & agreement • Lack of/too much administrative support • Too many/too few meetings • Conflicting perspective • Kids/families responsibility • No/bad data • In-/out-house coaching • Inefficient meetings • Competing initiatives • Shifting responsibilities • ……….

Competing, Inter-related National Goals

• Improve literacy, math, geography, science, etc.

• Make schools safe, caring, & focused on teaching & learning • Improve student character & citizenship • Eliminate bullying • Prevent drug use • Prepare for postsecondary education • Provide a free & appropriate education for all • Prepare viable workforce • Affect rates of high risk, antisocial behavior • Leave no child behind • Etc….

Review of SWPBS “Big Ideas”

Coaching Perspective

4 PBS Elements Supporting Social Competence & Academic Achievement OUTCOMES Supporting Staff Behavior Supporting Decision Making PRACTICES Supporting Student Behavior

PBS Foundations Behaviorism ABA

• Behavior & physiology • Learned behavior • Behavior & environment • Behavior lawfulness • Observable behavior • Socially important questions • Applied settings • Functional relationship

PBS

3-Tiered Prevention Logic Primary Prevention: School-/Classroom Wide Systems for All Students, Staff, & Settings ~5% ~15% Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~80% of Students

Designing School-Wide Systems for Student Success Academic Systems Behavioral Systems

Intensive, Individual Interventions •Individual Students •Assessment-based •High Intensity Targeted Group Interventions •Some students (at-risk) •High efficiency •Rapid response 5-10% 1-5% 1-5% 5-10% Intensive, Individual Interventions •Individual Students •Assessment-based •Intense, durable procedures Targeted Group Interventions •Some students (at-risk) •High efficiency •Rapid response Universal Interventions •All students •Preventive, proactive 80-90% 80-90% Universal Interventions •All settings, all students •Preventive, proactive

Main Messages

Good Teaching

STUDENT ACHIEVEMENT

Behavior Management Increasing District & State Competency and Capacity Investing in Outcomes, Data, Practices, and Systems

Classroom Setting Systems School-wide Positive Behavior Support Systems School-wide Systems

• Contextual adaptation • Self-assessment

IMPLEMENTATION

• Continuous progress monitoring

R

• Local capacity

E

• Priority

S P R A E A

To

C T R C H I C E

Evaluation Efficacy Effectiveness

School-wide Systems 1. Common purpose & approach to discipline 2. Clear set of positive expectations & behaviors 3. Procedures for teaching expected behavior 4. Continuum of procedures for encouraging expected behavior 5. Continuum of procedures for discouraging inappropriate behavior 6. Procedures for on-going monitoring & evaluation

Classroom Setting Systems • Classroom-wide positive expectations encouraged taught & • Teaching classroom routines & cues taught & encouraged • • • • • Ratio of 6-8 positive to 1 negative interaction adult-student Active supervision Redirections for minor , infrequent behavior errors Frequent precorrections for chronic errors Effective academic instruction & curriculum

Nonclassroom Setting Systems

• Positive expectations & routines taught & encouraged • Active supervision by all staff

– Scan, move, interact

• Precorrections & reminders • Positive reinforcement

Individual Student Systems • • • Behavioral competence at school & district levels Function-based behavior support planning Team- & data-based decision making • Comprehensive person-centered wraparound processes planning & • Targeted social skills & self-management instruction • Individualized instructional & curricular accommodations

“SW-PBS Monthly Planning Guide”

(Sugai Draft May 2006) What should SWPBS teams/schools look like in 1-2 years?

Purpose

• Give SWPBS leadership teams extra organizational tool for reviewing & planning their current & future implementation activities • Use self-assessment their action planning to guide teams in • “Ending & Beginning School Year”

• • • • • •

Guidelines

Work as school-wide leadership

team

.

Begin by reviewing current behavioral

data

Link all activities to measurable action plan

outcomes

& objectives.

Use “

effectiveness, efficiency, & relevance

” to judge whether activity can be implemented w/ accuracy & sustained.

Use, review, & update this planning guide at

monthly team meetings

.

Plan activities

12 months

out.

Monthly Activity Schedule

Monthly

 

Month: _________ SWPBS Team Activities to Support…..

All Students/Staff (“Green”)

Conduct SWPBS leadership team meeting to review data and progress on action plan activities, and plan new activities, as needed.

Report to staff on status of SWPBS.



Students w/PBS Needs (“Yellow/Red”)

Report to staff on status of students on secondary and tertiary behavioral intervention plans.

  

Review progress of students on secondary and tertiary intervention plans Nominate/review new students who might need individualized PBS Send parents progress report

Weekly Daily

Planning Guide Self-Assessment

Highlights essential SWPBS practices & systems for years 1-2 implementation

F = fully in place (e.g., >80%) P = partially in place N = not in place/don’t know

“STAFF”

1.

2.

3.

4.

5.

6.

7.

State definition of SWPBS ?

State purpose of SWPBS team ?

State SW positive expectations ?

Actively supervise settings?

in non-classroom Agree to support SWPBS action plan ?

Have more positive than negative interactions with students?

daily Have opportunities to be recognized their SWPBS efforts?

for

“STUDENTS”

8.

State SW positive expectations & give contextually appropriate behavior examples?

9.

Received daily positive academic &/or social acknowledgement ?

10. Have 0-1 major office discipline referrals for year?

11. Have secondary/tertiary behavior intervention plans if >5 major office referrals?

“TEAM”

12.

Representative membership?

13. At least monthly meetings ?

14. Active administrator participation?

15. Active & current action plan ?

16. Designated coaching/facilitation support

LEADERSHIP TEAM

Enhanced PBS Implementation Logic Establish measurable outcome Build Data System Collect, analyze, & prioritize data Monitor implementation & progress Select evidence-based practice Ensure efficient, accurate, & durable implementation Implement

SCHOOL-WIDE

“DATA”

17. Measurable behavioral definitions rule violations?

for 18. Discipline referral or behavior incident recording form that is efficient & relevant?

19.

Clear steps for processing, storing, summarizing, analyzing, & reporting data?

20.

Schedule for monthly review of school-wide data?

100 50 40 30 20 10 0 100 90 80 70 60 50 60 ExDf H.S. Sept 2006 ExTa 67 Rew 75 Viol 75 94 Mon Man Dist 74 Tot

“SW POSITIVE EXPECTATIONS” 21. Agreed to 3-5 positively stated SW expectations?

22. Complete (behaviors, context, examples) lesson plan or matrix for teaching expectations?

23. Schedule for teaching expectations in context to all students?

24. Schedule for practice/review/boosters of SW expectations?

“ENCOURAGING/ ACKNOWLEDGING EXPECTATIONS” 25.

Continuum or array of positive consequences?

26. At least daily opportunities to be acknowledged ?

27. At least weekly feedback/acknowledgement ?

Are “Rewards” Dangerous?

“…our research team has conducted a series of reviews and analysis of (the reward) literature; our conclusion is that there is no inherent negative property of reward. Our analyses indicate that the argument against the use of rewards is an overgeneralization based on a narrow set of circumstances.” – Cameron, 2002 • Cameron & Pierce, 1994, 2002 • Cameron, Banko & Pierce, 2001

“RULE VIOLATIONS” 28.

Leveled definitions of problem behavior?

29. Procedures for responding to minor violations?

30. Procedures for responding to major non referrable violations?

31. Procedures for responding to major office referrable violations ?

32. Procedures for preventing major violations ?

33.

Quarterly review of effectiveness of SW consequences for rule violations

“NONCLASSROOM SETTINGS” 34.

Active supervision by all staff across all settings?

35. Daily positive student acknowledgements ?

“CLASSROOM SETTINGS” 36. Agreement about classroom & nonclassroom managed problem behaviors?

37. Linkage between SW & classroom expected behaviors?

positive 38. High rates of academic success students?

for all 39. Typical classrooms routines regularly acknowledged?

directly taught & 40. Higher rates of positive than negative social interactions between teacher & students?

41. Students w/ PBS support needs receiving individualized academic & social assistance ?

  

DESIRED STUDENT OUTCOMES

Academic achievement Social skill development (character education) MESSAGE:

To maximize, achievement, need both good instruction & behavior

    High rates of active engagement High rates of correct responding High number of opportunities to respond High rates of task & socially appropriate behavior

INDICATORS OF GOOD TEACHING

     

Instructional Management

Outcome based Evidence-based curriculum Well designed lessons Expert presentation of lessons On going progress monitoring

Good behavior management

   

Behavior Management

Expected behavior & routines taught & practiced High rates of acknowledgements for rule following behavior High rates of positive & active supervision

Good instructional teaching

“STUDENTS W/ PROBLEM BEHAVIORS” 42.

Regular meeting schedule support team?

for behavior 43.

Behavioral expertise/competence team?

on 44.

Function-based approach?

45.

District/community support?

46. SW procedures for secondary prevention/intervention strategies?

47. SW procedures for tertiary prevention/intervention strategies?

Behavior Support Elements *Response class *Routine analysis *Hypothesis statement *Function Problem Behavior *Alternative behaviors *Competing behavior analysis *Contextual fit *Strengths, preferences, & lifestyle outcomes *Evidence-based interventions Functional Assessment Intervention & Support Plan *Implementation support *Data plan *Continuous improvement *Sustainability plan Fidelity of Implementation

•

Team-based • Behavior competence Impact on Behavior & Lifestyle

Monthly Activity Schedule

Monthly

 

Month: _________ SWPBS Team Activities to Support…..

All Students/Staff (“Green”)

Conduct SWPBS leadership team meeting to review data and progress on action plan activities, and plan new activities, as needed.

Report to staff on status of SWPBS.



Students w/PBS Needs (“Yellow/Red”)

Report to staff on status of students on secondary and tertiary behavioral intervention plans.

  

Review progress of students on secondary and tertiary intervention plans Nominate/review new students who might need individualized PBS Send parents progress report

Weekly Daily

Before Team Training

1. Review

Coaching Implementation Checklist

2. Verify coaching role with Coordinator 3. Review coaching role with Principal 4. Review status of team : principal, grade level representatives, special educator, counselor, parent, classified staff members (Committee Review

)

5. Ask team to bring discipline data , behavior incident reports, ODR forms , school discipline policy , procedures for teaching SW behavior expectations , procedures for encouraging SW expectations , etc.

6. Review tools:

Team Implementation Checklist, EBS Self-Assessment Survey, Committee Review, Action Planning

During Team Training

1. Remind team of coaching role 2. Let team lead process 3. Document agreements 4. Keep team on task & reinforce progress 5. Remind team of big ideas (“refrigerator magnets”) from presentations 6. Remind team to include all staff 7. Prompt outcomes:

Team Implementation Checklist, Team Action Plan, Committee Review, EBS Self-assessment Survey

1.

2.

3.

4.

5.

6.

7.

After Team Training

Acknowledge/reinforce principal & team for progress at training – – – – Prompt team to Meet & review PBS purpose & action plan with staff Collect school data Meet w/in 1 month Complete

Team Implementation Checklist

1 month later – – Contact team leader 2x in first month & ask What is planned if assistance needed Set schedule to attend team meeting 1x month Monitor & assist in development & completion of team action plan Review/complete

Coaches Implementation Checklist

Document team & coaching accomplishments, speed bumps, challenges, solutions

Challenges/Guidelines

Challenges

• <80% staff commitment & agreement • Lack of/too much administrative support • Too many/too few meetings • Conflicting perspective • Kids/families responsibility • No/bad data • In-/out-house coaching • Inefficient meetings • Competing initiatives • • • • • • • •

Guidelines

Use data Acknowledge/reinforce approximations Focus on team Provide/use exemplars Conduct functional assessment Contextualize evidence based practice Consult with coordinator &/or state leadership team Model desired practice