Transcript www.pbismaryland.org Organizing Your Life as a Coach New Coach Training October 23, 2008

www.pbismaryland.org
Organizing Your Life as a Coach
New Coach Training
October 23, 2008
www.pbismaryland.org
Outcomes
• Gain knowledge about coaching
• Acquire tips for effective coaching
• Learn strategies to enhance coaching
efficiency
PBIS in MD: “A Plane Built in Flight”
Expectations
• Communicate with team (phone calls, emails,
attend team meetings)
• Ensure that team has agenda, data, IPI,
Benchmarks of Quality, action plan)
• Ensure team communicates to staff (Marketing)
• Provide awareness presentations (Marketing)
• Make connections-school to school etc
• Communicate with local coordinator, point of
contact- Forms Matrix
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Roles of a Coach
1.) “Positively Nag” and “Cheerlead”
2.) Empower the Team Leader
3.) Be a resource for information and a liaison
4.) Facilitate Data-Based Decision-Making
5.) Facilitate PBIS Implementation at School
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“Positively Nag” and Cheerlead
• Provide frequent, positive communication
• Find positives in school data
• Provide edible reinforcers, thank you’s, other
kudos
• Celebrate successes
– Cc-ing key people, PR contact, presentations
• Encourage positive behavior by administrator
• Maintain coaches’ school binder
– Means of documenting efforts and celebrating success
• Encourage team’s documentation of programming
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Empower the Team Leader
• Meet with TL outside of scheduled
meetings
– Work “behind the scenes”
– Establish rapport, encouragement, guidance
• Foster the image of the TL
– Within Team meetings and School system
• Encourage independence with website
• Offer tools from toolkit and other resources
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Facilitating vs. Leading
Facilitator
Team Leader
Ensures the team meets regularly
Sets the dates for meetings
Offers tools to assist in record
keeping, team evaluations, etc.
Checks accuracy of records, directs
team in evaluation
Ensures equal distribution of roles
and responsibilities
Assumes the role of leader,
delegates, assigns tasks
Ensures the team is using data for
decision making
Refers the team to the data during
team meetings
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Be a resource for information
and a liaison
• Multiple levels
– School(s), LSS coordinator, MSDE
• Attend coaches’ meetings and other training
opportunities
• Collect data for state or LSS Coordinator
– Forms
• Distribute information (“timing is everything”)
– “Toolkit”
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Information resource and Liaison
• Stay Sane (i.e., organization)
– Electronic Notebook System
• #1: School notebook
• #2: Toolkit
• #3: Accessing Technical Information
– Monthly Form Requirements
– Access to resources (website)
– Readily-Available Contact Information
• School’s Team “Group Contact” for email
• Seek out answers/support as needed
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Facilitate Data-Based DecisionMaking
• Use data to measure outcomes
• Refer to the “general data-based decisionmaking rules” (front pocket of tool kit)
• SWIS access
– Consult with SWIS Facilitator as needed
– Obtain “Read-only” passwords and use as
needed
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Facilitate PBIS Implementation
at the School Level
• Attend team meetings and trainings regularly
• Refer to IPI and BOQ
– “Light Wand” image
– Guiding principles and monitoring tool
• Take the “Show me…” stance
– Outcomes of implementation steps
– Presence of critical features
• Provide periodic review of “Big Ideas”
Effective Teaming
Activity #1: Team Meetings
• What has worked or went well?
• What are some struggles your team is
having?
Effective Teaming
• Challenges faced by the 2nd year team:
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Lost our purpose
Staff/Team Member/Administrative turnover
Reenergizing
What data to share at the beginning of the year
Training for new staff and students without
being redundant for returning staff and students
Effective Team Functioning:
Group vs. Team
• Group
• Team
– Comes together for
common purpose
– Members may not be sure
or their role
– Some may not know what
to expect
– Some groups continual
cycle organizereorganize-organize
Stan Paprocki, 2003
– Knows why it exists
– Create environment where issues
resolved & tasks accomplished
– Acceptable ways make decisions
– Each member contributes to
function & purpose of team
– Members effectively
communicate
– Conflicts are managed & serve as
source for problem-solving
– Assess function & progress on
regular basis
Effective Team Functioning:
A group becomes a team when…
Reestablish your purpose at the first meeting for the new
year:
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Define team purpose
Be ready to accommodate membership changes
Have resources available to familiarize new members
Review how members interact (ground rules, role &
responsibilities, conflict & conflict resolution,)
– Review how decisions are made
– Review team’s structure (regularly scheduled meetings,
agendas that are time limited)
• A team focuses on both tasks and group process
• Team members are equal
Effective Team Functioning:
Team Member Turnover
• Establish process for members who leave & new
members join team
– Identify new team members to replace members who left
– Best if done before school starts
– Best to pick new members who have a vested interest in
improving climate across campus
– Be ready to share Action Plan, Team Minutes, Training
Materials…
• Establish process for change in administration
– Who is responsible for talking to new administrator about PBS
– Share Action Plan, Meeting Schedule, Training Materials…
Effective Team Functioning:
Effective meetings to keep you
energized
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Regularly scheduled meetings (scheduled in advance)
Purpose of meeting clearly stated
Agenda for meeting is time-framed
Meeting place is quiet & free from distractions
Ground rules established & followed (attendance,
participation, equality, decision-making)
• Team Goals or priorities are established with correlating
timeline
Effective Team Functioning:
Effective meetings to keep you
energized
• Identify a process for team maintenance
– No one person is responsible for team’s success
– Incentives for team members
– Ways to maintain high moral
• System:
– Manage conflict in place & followed
– Manage other team inhibitors (off-subject talk, lack of
agreement)
– For decision-making in place & followed (participative,
consensus)
• Evaluating the meeting and overall team function
Activity #2
• Check where your team is and what you
would like to work on next
• Draft a timeline
Keeping your Process New,
Creative and Interesting
• If your district is doing a PBS newsletter share an
article, borrow ideas from other schools
• Contact your PBS Coordinator if you want to
share something with the PBS Outlook Newsletter
• Have team leaders in your same county share
email address so that they can share ideas, add
them to your email list so they get your team
meeting minutes
• Go back and look at your old Action Plans and
Activities from the School-wide Training you
might find some ideas you forgot about
•
Effective Team Functioning:
Sharing
Data
With team: (should be done at initial team meeting)
– Share end of the year data (Discipline, Attendance,
…)
– Share team evaluations
– Share results of Benchmarks of Quality
– Share results of Staff and/or Student Climate Surveys
• With entire faculty: (should be done at faculty kickoff)
– Share end of the year discipline data
– Share results of Staff and/or Students Climate
Surveys and proposed changes as a result
Using Data to Make Necessary
Changes in Procedures and
Systems
• Notice trends & peaks: (see Predictable
Problems Summary Handout)
– Identify students who will need more support
– When to do booster trainings for staff?
Students?
– What expectations need to be focused on at
beginning of year? Mid year? End of Year?
– Are there new settings that need rules?
– When settings need a refresher training?
– Are we ready to move to the next level?
•
Effective Team Functioning:
Refreshers at the beginning of the
For Students:
year
– Review Expectations and Rules for each established
setting
– Review Rewards and Consequence procedures
•
Effective Team Functioning:
Refreshers at the beginning of the
For All Staff
year
– Beginning of Year
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Expectations, Rules
Definitions of Problem Behavior
Referral Form
Minors vs. Major
Referral Process
Rewards
Consequences
Changes Made Based on Survey Results
– Mid-Year
• Topics based on data
• Topics selected based on input from staff and administration
Effective Team Functioning:
Refreshers at the beginning of the
year
• Make sure all staff have resources from year
1:
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Poster of expectations and rules
Discipline Process Flowchart
Referral Forms and Minor Infraction Sheets
Lesson Plans
• New Staff
– New Teacher Meetings
– Mentor
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PBIS Outcomes
Supporting
Decision
Making
Supporting
Staff Behavior
SYSTEMS
PRACTICES
Supporting
Student Behavior
DATA
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Continuum of Effective Student Support
Students with
Chronic/Intense
Problem Behavior
(1-7%)
Students At-Risk
for Problem
Behavior
Specialized Individual
Interventions (Individual
Student System)
Specialized Group
Interventions (At-Risk
System)
(5-15%)
Universal Interventions
(School-Wide Systems
Classroom Systems)
Students without
Serious Problem
Behaviors
(80-90%)
All Students in School
Q&A