Coaching 101: The Basics PBIS Maryland State-wide Coaches Meeting December 8, 2009 Sharon Conley, Ed.S., NCSP School Psychologist WCPS PBIS Facilitator & Coach.
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Coaching 101: The Basics PBIS Maryland State-wide Coaches Meeting December 8, 2009 Sharon Conley, Ed.S., NCSP School Psychologist WCPS PBIS Facilitator & Coach Who is Here? “Real job” – Titles and Other Roles “Very New” v. “Slightly Used” Coaching schools that are New v. Veteran Internal v. External model A Quick Review of New Coaches Training July 2009 Woah, woah, woah, WOOOAH! Coaching Defined Coaching = active and interactive delivery of: (a) prompts that increase successful behavior, and (b) corrections that decrease unsuccessful behavior. Who? When? Where? Coaching is done by someone with credibility and experience with the target skill(s) Coaching is done on-site, in real time Coaching is done after initial training Coaching is done repeatedly (e.g. monthly) Coaching intensity is adjusted to need Coaching Goals: Two Big Ideas CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT ~5% ~15% Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior PBIS Outcomes: Academic & Social Competence Data Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Primary Prevention: School-/ClassroomWide Systems for All Students, Staff, & Settings ~80% of Students Systems Practices The basic framework for effective coaching is to assist schools in truly understanding and structuring their PBIS implementation efforts around these two “big ideas.” Maryland’s Tiered Instructional and Positive Behavioral Interventions and Supports (PBIS) Framework Academic Systems Behavioral Systems Intensive, Individually Designed Interventions • Address individual needs of student • Assessment-based • High Intensity Targeted, Group Interventions • Small, needs-based groups for at risk students who do not respond to universal strategies • High efficiency • Rapid response Core Curriculum and Differentiated Instruction • All students • Preventive, proactive •School-wide or classroom systems for ALL students 1-5% 5-10% 1-5% Intensive, Individually Designed Interventions • Strategies to address needs of individual students with intensive needs • Function-based assessments • Intense, durable strategies 5-10% Targeted, Group Interventions • Small, needs-based groups for atrisk students who do not respond to universal strategies • High efficiency/ Rapid response • Function-based logic 80-90% 80-90% Core Curriculum and Universal Interventions • All settings, all students • Preventive, proactive • School-wide or classroom systems for ALL students and staff “Grow the Green” Tools to Help (AKA: “Lightwands”) 1. BOQ (Benchmarks of Quality) 2. IPI (Implementation Phases Inventory) 3. TIC (Form A: Team Implementation Checklist) (Note: SET = School-wide Evaluation Tool) BOQ: Benchmarks of Quality IPI: Implementation Phase Inventory ►Enter one of the codes to the right in the red boxes below 0 = Not 1 = Partial 2 = Full Preparation Phase *1 District supports and is invested in PBIS. A point of contact has been identified; time is allocated for coaching and training; release time for meetings and planning. *2 School-level administrators support and are invested in PBIS. Active involvement in process; funding allocated for support; time on agenda; integrated with multiple initiatives. *3 Staff support and are invested in PBIS. 80% staff buy-in and participation. *4 PBIS team has been established. Representative of staff; protected meeting schedule. *5 PBIS team has been sufficiently trained. Team attends Summer Institute; builds an action plan. *6 School has an identified coach. *7 Coach has been sufficiently trained. Coach participates in summer training; attends coaches and regional meetings; knowledgeable about PBIS, behavioral theory, and data-based decision making; skilled in group dynamics, facilitation, and public speaking. FALL SPRING *15 System for rewarding students has been developed. Written documentation necessary for full criteria. *16 A strategy for collecting discipline data has been developed. *17 Behavior expectations are posted throughout the buildings. At least one posting per classroom; postings in non-classroom settings (e.g., hallways, cafeteria). 18 Coach has established a working relationship and good communication with the school and PBIS team. 19 A strategy for collecting positive behavior data has been developed. 20 New and returning personnel have been oriented to PBIS. 21 A system for identifying students in yellow and red zone has been developed. 22 Staff and administrators are clear about which behavior problems are handled in the classroom vs. those handled by the administration. 23 Parents have been informed about PBIS. PBIS is described in newsletters to parents; reviewed at parent conferences; covered at PTA meetings. Implementation Phase *24 School-wide behavioral expectations are taught directly and formally to students. Occurs multiple times each year (beginning of school year, after school breaks); integrated into curriculum; common language used across setting and staff. *25 Positive behaviors are rewarded consistently. *26 Office referral forms are completed consistently by staff. FALL SPRING Form A: Team Implementation Checklist Positive Behavioral Interventions and Supports Team Implementation Checklist (MD) Start-Up Activity (Sugai, 11/28/01, RH 10/13/01,SB,JJB 5/25/05) This checklist is designed to be completed monthly (first year) or quarterly by the PBIS team to monitor activities for implementation of PBIS in the school. Fax or email to Behavior Coach School_____________________________ LSS_________________________ Date of Report ___________________ PBIS Team Members__________________________________________________________________ Person(s) Completing Report_________________________________________________ Complete & submit Status: Not Yet Started; In Process; BY THE FIRST OF EACH MONTH. Completed Establish Commitment Admin attends meetings 90% of the time Admin provides funding for PBIS activities Admin puts time on staff agenda for PBIS updates Admin 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) Status 1. Administrator support & active involvement 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) Team includes: grade level teachers, special area, paraprofessionals, parents, special ed, school counselor, non classroom monitors, Team 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 Status 5. Committee/Workgroup review completed/updated annually PBIS team has clearly defined objectives/outcomes Self-Assessment 6. Team/faculty complete PBIS survey (completed annually) Self Assessment is used to write annual action plan Results are shared with staff 8. Strengths, areas of immediate focus & action plan are identified. Implementation Plan developed: Schedule/plans for teaching staff the discipline & data system are developed Team makes it easy for staff to implement and responds to feedback Schedule for rewards/incentives for the year is planned Plans for orienting incoming staff and students are developed Plans for involving families and community are developed Status 7. Team summarizes existing school discipline data. Jun May Apr Mar Feb Jan Dec Nov Oct Sept Date The months below indicate the time period work was completed, not necessarily the month/period this form was completed. “Grow the Green” How do we know when it’s “green enough”? 1. School-specific “Triangle Data” 2. ODR’s (Nat’l Average ODR Per Day Info.) SWIS summary 08-09 (Majors Only) 3,410 schools; 1,737,432 students; 1,500,770 ODRs Grade Range Number of Schools Mean Enrollment per school Mean ODRs per 100 per school day K-6 2,162 450 .34 (sd = .49) 6-9 602 657 .85 (sd = 1.11) 9-12 215 887 1.27 (sd = 2.39) K-(8-12) 431 408 1.06 (sd = 2.60) School-Wide Systems for School Improvement Success Academic Practices Behavior Practices Tier 3/Tertiary Interventions 1-5% 1-5% Tier 3/Tertiary Interventions •_____________________ •_____________________ •_____________________ Tier 2/Secondary Interventions •___________________________ •___________________________ •___________________________ 5-15% 5-15% Tier 2/Secondary Interventions •____________________________ •____________________________ •____________________________ •____________________________ •____________________________ •____________________________ •___________________________ •___________________________ •___________________________ •___________________________ •___________________________ •___________________________ Tier 1/Universal Interventions 80-90% •________________________ •________________________ •________________________ •________________________ •________________________ •________________________ 80-90% Tier 1/Universal Interventions •____________________________ •____________________________ •____________________________ •____________________________ •____________________________ Illinois PBIS Network, Revised May 15, 2008. Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/school-wide.htm PBIS Outcomes: Social and Academic Competencies Supporting Decision Making Supporting Staff Behavior SYSTEMS PRACTICES Supporting Student Behavior DATA Data-based Decision Making: Roles of a Coach Guide schools in the use of multiple data collection systems (ODR, SET, BOQ, IPI, Surveys, achievement) Assist schools to collect other data as needed (e.g., mini surveys, positive v. negative ratio counts, “gotcha’s by grade level, …) Teach & support team in using data to guide the decision-making [and assess effectiveness of interventions] ( ref. Decision-making Guide & problem-solving process) PBIS “3-Circles” Problem-Solving Worksheet Targeted Problem: _______________________ Step 4: What will we do to support staff? _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ SYSTEMS – Support Staff Behavior Step 3: What will we do to support student behavior? ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ DATA – Supports Decision Making PRACTICES – Support Student Behavior Step 1: What does the data say? ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ Step 2: What is the goal? __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ PBIS “3-Circles” Problem-Solving Worksheet Targeted Problem: Behavior in the cafeteria Step 1: What does the data say? Step 4: What will we do to support staff? 1. 2. 3. 4. 5. Train lunchroom staff to teach cafeteria expectations. Admin. Monitor and demonstrate appropriate use of SYSTEMS – “gotchas’ for workers. Support Staff Admin. provide additional Behavior active supervision in café. Advise teaching staff of new procedures. Provide data feedback to staff. 38% of the ODR’s last month were for disrespect and disruption in the cafeteria. DATA – Supports Decision Making Step 3: What will we do to support student behavior? 1. 2. 3. 4. 5. PRACTICES – Teach “Cafeteria Expectations” in Support Student Behavior context. Classroom teachers to provide precorrections prior to dismissing class to lunch. Implement special “gotcha” system by class to earn class-wide recognition & privilege.. Use “stop light” system for monitoring noise level. Use a “silent table” to isolate chronic rule-violators. Step 2: What is the goal? Reduce ODR’s from the cafeteria by 50% (from an average of 19 per month to no more than 9 or 10 per month). Focus on a Simple Problem-Solving Model • • • • What data do we have to identify the problem and monitor effectiveness of proposed intervention? What outcome do you want? What practice can we put in place to support student behavior? What system can we put in place to support adult behavior? PBIS Outcomes: Academic and Social Competence Supporting Decision Making Supporting Staff Behavior SYSTEMS PRACTICES Supporting Student Behavior DATA Practices: Roles of a Coach Guide schools in implementation of critical features of school-wide PBIS (attend mtgs., ref. TIC/IPI/BOQ, take “show me” stance, review “big ideas” periodically, distribute “timely” information) Provide schools with models and examples of other schools implementing PBIS (Ref. Coaches’ Toolkit, www.pbismaryland.org, cross-school networking, Illinois PBIS Network) Guide schools in adopting evidencebased practices (Define e-b practice, contextual fit w/school) Practices: Roles of the Coach (cont.) Advise schools in strategies for increasing appropriate behavior and decreasing inappropriate behavior Guide schools in basic principles of applied behavior analysis (i.e. reinforcement, punishment, stimulus control, A-B-C, etc.) Provide info. re: effective classroom instruction and management (as needed) PBIS Outcomes: Academic & Social Competence Supporting Decision Making Supporting Staff Behavior SYSTEMS PRACTICES Supporting Student Behavior DATA Systems: Roles of the Coach Support effective team meetings Provide consultation and technical assistance to teams Communicate effectively within/across schools Assist schools in establishing systems that support staff (reinforcement systems, PD, effective communication, documentation of PBIS practices) Encourage team to document school’s PBIS elements PBIS Outcomes: Academic & Social Competence Supporting Decision Making Supporting Staff Behavior SYSTEMS PRACTICES Supporting Student Behavior DATA Coaching Strategies Facilitating v. Leading Empower the Team Leader “Positively Nag” and “Cheerlead” Organization Tips Organization Tips 1) 2) 3) 4) “3 Binder System” = School Binder, Toolkit, Accessing Technical Information Form Requirements = put notes on calendar, co-dependent system w/in county Communication w/school = group contact lists for e-mails (“to” and “from”) Readily available contact info. for YOUR resources (Lead Coach, Other County Coaches, Team Leader, School Admin., Jerry Bloom, Milt McKenna, Andrea Alexander, and MD Coaches) Facilitating vs. Leading Facilitator Team Leader Ensures the team meets regularly Sets the dates for meetings Sends out reminders Recognizes and supports effective team meeting processes Develops agenda, arranges for note-taking, ensures data is available, maintains focus, sets time limits, etc. 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 Empower the Team Leader Meet with TL/Admin. outside of scheduled meetings Work “behind the scenes” Establish rapport & provide 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 (using “careful timing”) “Positively Nag” and Cheerlead Provide frequent, positive communication Find positives in school data Thank you’s, compliments, kudos, & edible reinforcers! Celebrate successes, however small Cc-ing key people, PR contact, presentations Encourage positive behavior by administrator Maintain coaches’ school binder Means of documenting efforts and celebrating success Internal v. External Coach Internal Coach External Coach Advantages Knowledge of school Staff relationships Regular access Independent Outside perspective Multiple schools experience Disadvantages Conflicting roles Narrow range of experiences Limited knowledge of school Limited relationships Less frequent access Supporting the Coach Coaches’ self-evaluation forms Lobby for the training you need to be effective Build support systems within your district www.pbismaryland.org Our totally awesome, constantly changing, ever useful, critically needed, overwhelmingly popular, nationally envied WEBSITE! Goals: Review Slow down and take a deep breath Review of the basics, and I mean BASICS Review Roles & Responsibilities Learn practical, applicable tips of the trade Q&A