SWPBS Coaching: Functions & Fidelity of Implementation George Sugai OSEP Center on PBIS University of Connecticut July 9, 2007 [email protected] www.PBIS.org www.SWIS.org.
Download ReportTranscript SWPBS Coaching: Functions & Fidelity of Implementation George Sugai OSEP Center on PBIS University of Connecticut July 9, 2007 [email protected] www.PBIS.org www.SWIS.org.
SWPBS Coaching: Functions & Fidelity of Implementation George Sugai OSEP Center on PBIS University of Connecticut July 9, 2007 [email protected] www.PBIS.org www.SWIS.org Purpose • Importance of establishing coaching capacity • Coaching basics • Coaching to support fidelity of SWPBS implementation 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 Expect, But HOPE for Implementation Hire EXPERT to Train Practice REACT to Problem Behavior 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 School Team Implementation Fidelity • • • • • • • • Administrative support Skill & knowledge fluency Integrated initiatives Data-based, outcome-oriented Contextual relevance Institutionalized routines Efficient, regular team meetings Regular meaningful acknowledgements PBS Systems Implementation Logic Funding Visibility Political Support Active Leadership Team Coordination Training Coaching Evaluation Local School Teams & Demonstrations 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 for prompting, celebrating, problem solving, etc. Review of SWPBS “Big Ideas” Coaching Perspective Supporting Social Competence & Academic Achievement 4 PBS Elements OUTCOMES Supporting Decision Making Supporting Staff Behavior PRACTICES Supporting Student Behavior 3-Tiered Prevention Logic ~5% ~15% Primary Prevention: School-/ClassroomWide Systems for All Students, Staff, & Settings ~80% of Students Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Designing School-Wide Systems for Student Success Academic Systems Behavioral Systems Intensive, Individual Interventions •Individual Students •Assessment-based •High Intensity 1-5% Targeted Group Interventions •Some students (at-risk) •High efficiency •Rapid response Universal Interventions •All students •Preventive, proactive 5-10% 80-90% 1-5% Intensive, Individual Interventions •Individual Students •Assessment-based •Intense, durable procedures 5-10% Targeted Group Interventions •Some students (at-risk) •High efficiency •Rapid response 80-90% Universal Interventions •All settings, all students •Preventive, proactive What is RtI? EVIDENCE-BASED INTERVENTIONS DATA-BASED DECISION MAKING & PROBLEM SOLVING STUDENT PERFORMANCE CONTINUOUS PROGRESS MONITORING RtI Logic Modify & specialize for non-responders Screen universally & frequently Teach w/ best curriculum & instruction Intervene early at all levels Use student behavior as progress indicator RtI Demonstrations EARLY READING/LITERACY SOCIAL BEHAVIOR TEAM General educator, special educator, reading specialist, Title 1, school psychologist, etc. General educator, special educator, behavior specialist, Title 1, school psychologist, etc. UNIVERSAL SCREENING Curriculum based measurement SSBD, ODR PROGRESS MONITORING Curriculum based measurement ODR EFFECTIVE INTERVENTIONS 5-specific reading skills: phonemic awareness, phonics, fluency, vocabulary, comprehension Teaching & encouraging social behavior directly DECISION MAKING RULES Quantitative benchmarks: Core, strategic, intensive Primary, secondary, tertiary tiers Main Messages STUDENT ACHIEVEMENT Good Teaching Behavior Management Increasing District & State Competency and Capacity Investing in Outcomes, Data, Practices, and Systems School-wide Positive Behavior Support Systems Classroom Setting Systems School-wide Systems GENERAL IMPLEMENTATION PROCESS: “Getting Started” Team Agreements Data-based Action Plan Evaluation Implementation How do I keep track of all this stuff? Useful Tools • Coaches’ Implementation Checklist (Form C) • Team Implementation Checklist – Rev (Form A) • Implementation Phases Inventory (IPI) • School-wide Evaluation Tool (SET) MD Team Implementation Checklist (Rev Form A) Establish Commitment 1. Administrator support & active involvement – Attends meetings 90% of time – Provides funding for PBIS activities – Puts time on staff agenda for PBIS updates – Actively promotes PBIS as priority, integrates with other initiatives/improvement activities 2. Faculty/Staff support (One of top 3 goals, 80% of faculty document support, 3 year timeline) – Climate/Discipline one of top 3 school improvement goals – Faculty feedback is obtained throughout year – Faculty involved in some decision making/establishing goals – Admin/faculty commits to PBIS for at least 3 years Establish & Maintain Team 3. Team established (representative) – Includes: grade level teachers, special area, paraprofessionals, parents, special ed, school counselor, non classroom monitors, – Has established a clear mission/purpose 4. Team has regular meeting schedule, effective operating procedures – Agenda is used, coach is notified of meeting time, admin present to approve activities/decisions 5. Committee/Workgroup review completed/updated annually – PBIS team has clearly defined objectives/outcomes LEADERSHIP TEAM Establish measurable outcome Enhanced PBS Implementation Logic Build Data System Collect, analyze, & prioritize data Select evidence-based practice Monitor implementation & progress Ensure efficient, accurate, & durable implementation Implement SCHOOL-WIDE •Working Smarter Initiative, Project, Committee Attendance Committee Character Education Safety Committee School Spirit Committee Discipline Committee DARE Committee EBS Work Group Purpose Outcome Target Group Staff Involved SIP/SID/e tc •Sample Teaming Matrix Initiative, Committee Purpose Outcome Target Group Staff Involved SIP/SID Attendance Committee Increase attendance Increase % of students attending daily All students Eric, Ellen, Marlee Goal #2 Character Education Improve character Improve character All students Marlee, J.S., Ellen Goal #3 Safety Committee Improve safety Predictable response to threat/crisis Dangerous students Has not met Goal #3 School Spirit Committee Enhance school spirit Improve morale All students Has not met Discipline Committee Improve behavior Decrease office referrals Bullies, antisocial students, repeat offenders Ellen, Eric, Marlee, Otis DARE Committee Prevent drug use High/at-risk drug users Don EBS Work Group Implement 3-tier model All students Eric, Ellen, Marlee, Otis, Emma Decrease office referrals, increase attendance, enhance academic engagement, improve grades Goal #3 Goal #2 Goal #3 Self-Assessment 6. Team/faculty complete PBIS survey (completed annually) – Self Assessment is used to write annual action plan – Results are shared with staff. 7. Team summarizes existing school discipline data. 8. Strengths, areas of immediate focus & action plan are identified. – Schedule/plans for teaching staff discipline & data system are developed – Team makes it easy for staff to implement & responds to feedback – Schedule for rewards/incentives for the year is planned – Plans for orienting incoming staff & students are developed – Plans for involving families & community are developed Establish School-wide Expectations 9. 3-5 school-wide behavior expectations are defined & posted in all areas of building. – Expectations apply to both staff & students – Posters are similar, paired with icon & highly visible 10. School-wide teaching matrix developed. – Rules developed for specific settings – Rules are linked to expectations School-Wide Expectations - continued 11. Teaching plans for school-wide expectations are developed. – A behavioral curriculum includes concept & skill level instruction – Lessons include examples & non-examples – Strategies for use by families/community are developed – Faculty/staff & students are involved in development 12. School-wide behavioral expectations taught directly & formally. – Lessons are embedded into subject area curriculum – Schedule/plans for teaching staff lesson plans for students are developed – Booster sessions for students & staff are scheduled/planned Establish On-Going System for Rewarding Behavioral Expectations 13. System for rewarding student behavior is established. – Rewards are linked to expectations – Rewards are varied to maintain student interest – System includes opportunities for naturally occurring reinforcement – Ratios of reinforcement to corrections are high – Students are involved in identifying/developing incentives – The system includes incentives for staff/faculty. Establish System for Responding to Behavioral Violations 14. Staff & administration agree on what problems are office managed & what problems are staff managed. – Behaviors defined – Clearly identified major/minor behaviors – Suggested array of appropriate responses to minor (classroom managed behaviors) – Suggested array of appropriate responses to major (office managed) behaviors – Clearly defined & consistent consequences & procedures for undesirable behaviors are developed – Process includes documentation procedures Establish Information System 15. Discipline data are gathered, summarized, reported to staff, & used to make decisions. – Data collection is easy, efficient, relevant – Add’l data collected (attendance, grades, faculty attendance, surveys) – Data entered weekly (minimum) – Data analyzed monthly (minimum) – Data shared with team & faculty monthly (minimum) – Office referral form lists: (a) student/grade, (b) date/time, (c) referring staff, (d) problem behavior, (e) location, (f) persons involved, (g) probable motivation, & (h) consequences Build Capacity for Function-based Support 16. Personnel with behavioral expertise are identified & involved. – At least one individual on the PBIS team who has training or experience in behavior support including practical foundations, data collection & analysis, design & implement comprehensive plans 17. Plan developed to identify & establish systems for teacher support, functional assessment & support plan development & implementation – Students identified through multiple data sources, teacher/parent request – Teachers feel supported by SW team-response time to request within 24hours – Focus of support is preventative, educative, functional, data based, empirically valid, collaborative and tied to SW, classroom & individual support programs http://rtckids.fmhi.usf.edu Kutash, K., Duchnowski, A. J., & Lynn, N. (2006). Schoolbased mental health: An empirical guide for decision makers. Tampa, FL: University of South Florida. Louis De la Parte Florida Mental Health Institute, Department of Child & Family Studies, Research & Training Center for Children’s Mental Health. http://cfs.fmhi.usf.edu Duchnowski, A. J., Kutash, K., & Romney, S., (2006). Voices from the field: A blueprint for schools to increase involvement of families who have children with emotional disturbances. Tamp, FL: University of South Florida, The Louis de la Parte Florida Mental Health Institute, Department of Child and Family Studies. 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 • Team-based *Implementation support *Data plan *Continuous improvement *Sustainability plan Fidelity of Implementation • Behavior competence Impact on Behavior & Lifestyle Build District Level Support 18. Allocate money for building & maintaining schoolwide behavioral support. – PBIS is high on list of priorities – Activities, printing costs, FTE are funded adequately 19. Identify facilitator (coach) who connects the school with district-wide PBIS efforts, attends team meetings & provides technical assistance. 20. Write professional development plan for increasing technical skills in area of PBS & team-work. – School data drives professional development plan, training topics & schedule is embedded within annual action plan – Other initiatives are integrated with PBIS PBS Systems Implementation Logic Funding Visibility Political Support Active Leadership Team Coordination Training Coaching Evaluation Local School Teams & Demonstrations On-going Activity 1. PBS team has met at least monthly. 2. PBS team has given status report to faculty at least monthly. 3. Activities for PBS action plan implemented 4. Accuracy of implementation of PBS action plan assessed. 5. Effectiveness of PBS action plan implementation assessed. 6. PBS data analyzed & shared with school staff. Office Discipline Referral Information 1. # Office Discipline Referrals (ODR) 2. # Suspensions SWIS.org MD Coaches’ Checklist (Form C) 1. 2. 3. 4. 5. 6. 7. Team Activities Administrator is active & present for meetings. Team is making progress on PBIS “Getting Started” checklist (Form A). Team uses school discipline & related data to discuss monthly progress. Team uses annual action plan to discuss monthly progress Team provides monthly updates/data summaries to entire school staff. Team meetings are effectively run (e.g., clear objectives, tasks, goals). Team activities are coordinated with other school initiatives & committees. Implementation Phases Inventory (IPI) • 2x year to assess PBS implementation • 3 main phases (*critical elements) – Preparation – Initiation – Implementation – Maintenance • Overall implementation score obtained based on total item points (Not, Partial, Full) 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 After Team Training 1. 2. 3. 4. 5. 6. 7. 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 Tools (pbis.org) • EBS Self-assessment • TIC: Team Implementation Checklist • SSS: Safe Schools Survey • SET: Systems School-wide Evaluation Tool • PBS Implementation & Planning Selfassessment • ISSET: Individual Student Systems Evaluation Tool (pilot) • SWIS: School-Wide Information System (swis.org) FRMS Total Office Discipline Referrals Sustained Impact 3000 Total ODRs 2500 2000 1500 1000 500 0 94-95 95-96 96-97 97-98 98-99 99-00 00-01 01-02 02-03 03-04 04-05 05-06 Academic Years SETTING All Settings Hallways Playgrounds Cafeteria Library/ Comput er Lab Assembly Bus Respect Ourselves Be on task. Give your best effort. Be prepare d. Walk. Have a plan. Eat all your food. Select healthy foods. Study, read, comput e. Sit in one spot. Watch for your stop. Respect Others Be kind. Hands/f eet to self. Help/sha re with others. Use normal voice volume. Walk to right. Play safe. Include others. Share equipment. Practice good table manners Whispe r. Return books. Listen/watc h. Use appropriate applause. Use a quiet voice. Stay in your seat. Respect Property Recycle. Clean up after self. Pick up litter. Maintain physical space. Use equipment properly. Put litter in garbage can. Replace trays & utensils. Clean up eating area. Push in chairs. Treat books carefull y. Pick up. Treat chairs appropriate ly. Wipe your feet. Sit appropriat ely. CONTACT INFO [email protected] [email protected] www.pbis.org