CT PBS Coaches Meeting Coaching SWPBS Basics

1
CT PBS Coaches MeetingCoaching SWPBS Basics

• December 9, 2008
• Brandi Simonsen, Kari Sassu,
• George Sugai

2
Advance Organizer

• Overview of Coaching SWPBS (Chapter 1)
• Lecture
• Activity
• Brief Break
• Basics of SWPBS for Coaches (Chapter 2)
• Lecture
• Activity
• Wrap-up

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Objectives for Coaches

• By the end of todays meeting, you will be able
  to
• Describe your role as a coach.
• Articulate the basic elements of SWPBS
• Identify resources for SWPBS
• Facilitate your teams activities at the first
  SWPBS team training (next week).

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Chapter 1 Overview of Coaching in SWPBS
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Rationale and Definition of Coaching
6
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Why Coaching?

• The old models are not as effective.

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Problem Statement 1
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.
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Problem Statement 2
training by itself does not result in positive
implementation outcomes (changes in practitioner
behavior in the clinical setting) or intervention
outcomes (benefits to consumers)

• ( Fixen, Naoom, Blasé, Friedman, Wallace,
  2005, p. 39)

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Avoid Train Hope!
10
Important Functions of Coaches

• Coaches provide team start-up support
• Coaches facilitate team sustainability and
  accountability
• Coaches provide technical assistance and problem
  solving
• Coaches provide positive reinforcement to team
  members
• Coaches deliver prompts (i.e., function as
  positive nags)
• Coaches improve and increase public relations and
  communications
• Coaches are linked to a support network across
  schools
• Coaches are linked to leadership, trainers and
  teams
• Coaches allow for local facilitation
• As coaches build their own skills, they provide
  increased behavioral capacity

11
Who are Coaches?

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

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Roles of a Coach

• Team meetings
• Activities at training events
• Implementation

• Share advanced content with team
• Share information at faculty meetings

• Local PBS expert
• Positive nag
• Link to resources (e.g., www.pbis.org)

13
A reminder youll see throughoutto help us
remember the role.
14
Guiding Principles for Coaching SWPBS
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15
Guiding Principles (Requirements)

• School-level coaching
• Coaching capacity integrated into existing
  personnel
• Supervisor approval given
• District support and agreements are given
• District/state coordination provided
• Coaching linked with school team
• Coaching training linked with team training
• Coaches participate in team training
• Coaches meet regularly for prompting,
  celebrating, problem solving, etc.
• District-level coaching
• Coaches experienced with school team
  implementation
• New teams added with increased fluency (at
  district level)

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Implementation Guidelines for Coaching SWPBS
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17
Implementation Guidelines
Coaches Implementation Guidelines
Review
18
Coaching Self-Assessment
11
19
Coaching Self-Assessment
Coaches Self- Assessment
Review
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ActivityCoaching Self-Assessment
1 minute reports from each team (new
spokesperson)

• 15 minutes

• Complete Coaching Self-Assessment (pp. 11-16)
• Develop an Action Plan to address areas for
  growth from your self assessment (p. 17)
• Present 1-2 strengths and 1-2 concerns or
  challenges (1 min. reports)

Attention Please
1 Minute PROMPT ?
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Coaching Reports ( or ?)
1-2 Details to introduce yourself 1-2
Strengths (with respect to coaching) 1-2
Concerns or challenges (with respect to
coaching)
Thumbs up for data-based statements!
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Chapter 2 Basics of SWPBS for Coaching
23
Rationale and Definition of SWPBS Basics for
Coaches
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24
To set the stage
Remember when I talked about the tatoos???
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Main Message
STUDENT ACHIEVEMENT
Good Teaching
Behavior Management
Increasing District State Competency and
Capacity
Investing in Outcomes, Data, Practices, and
Systems
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Supporting Social Competence Academic
Achievement
4 PBS Elements
OUTCOMES
Supporting Decision Making
DATA
Supporting Staff Behavior
SYSTEMS
PRACTICES
Supporting Student Behavior
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Continuum of School-Wide Instructional
Positive Behavior Support
Tertiary Prevention Specialized
Individualized Systems for Students with
High-Risk Behavior
5
Primary Prevention School-/Classroom- Wide
Systems for All Students, Staff, Settings
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Secondary Prevention Specialized Group Systems
for Students with At-Risk Behavior
80 of Students
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Designing School-Wide Systems for Student Success
1-5
1-5
5-10
5-10
80-90
80-90
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GENERAL IMPLEMENTATION PROCESS
Team
Agreements
Data-based Action Plan
Evaluation
Implementation
30
PBS Systems Implementation Logic
Visibility
Political Support
Funding
Leadership Team
Active Coordination
Training
Coaching
Evaluation
Local School Teams/Demonstrations
31
SWPBS Practices
School-wide

• Smallest
• Evidence-based
• Biggest, durable effect

Classroom
Non-classroom
Family
Student
32
Behavioral Interventions and Practices
in 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

33
SWPBS Practices
School-wide
Classroom
Non-classroom
Family
Student
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Behavioral Interventions and Practices
in Classroom Systems

• Maximize structure in your classroom.
• Post, teach, review, monitor, and reinforce a
  small number of positively stated expectations.
• Actively engage students in observable ways.
• Establish a continuum of strategies to
  acknowledge appropriate behavior.
• Establish a continuum of strategies to respond to
  inappropriate behavior.

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SWPBS Practices
School-wide
Classroom
Non-classroom
Family
Student
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Behavioral Interventions and Practices
in Nonclassroom Systems

• Positive expectations routines taught
  encouraged
• Active supervision by all staff
• Scan,
• Move,
• Interact
• Pre-corrections reminders
• Positive reinforcement

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SWPBS Practices
School-wide
Classroom
Non-classroom
Family
Student
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Behavioral Interventions and Practices
for Individual Students

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

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SWPBS Practices
School-wide
Classroom
Non-classroom
Family
Student
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Behavioral Interventions and Practices in Family
Systems

• Continuum of positive behavior support for all
  families
• Frequent, regular, and positive contacts,
  communications, and acknowledgements
• Formal and active participation and involvement
  as equal partners
• Access to system of integrated school and
  community resources

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TAKE AWAY MESSAGE
Use data to (a) identify outcomes and (b) select
evidence-based practices. Invest in systems to
ensure sustained implementation with fidelity.
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Implementation Guidelines for Coaching SWPBS
Basics
22
43
Implementation Guidelines
Applying the Basics of SWPBS
Review
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Locating Resources for SWPBS Basics
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45
Recall two of the main functions

• Content
• Communication

You now have an understanding of basic elements
of SWPBS
Focus on how to access resources to (a) increase
your knowledge/understanding (b) assist you in
communicating your knowledge to your team
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How will you Fill Your Role

• as you are increasing your fluency with the
  content, your team members will still view you as
  an expert
• It would be wise to familiarize yourself with the
  resources available to you and your team

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Identify

• Where do you go to get an overview of all the
  steps involved in implementing SWPBS?
• Which tools will help you establish your team and
  conduct efficient team meetings?
• What tool would you use to survey your school
  staff?
• Where do you go to find supporting evidence for
  implementing SWPBS?

In addition to the resources in your notebook,
remember www.pbis.org
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ActivityLocating Resources
1 minute reports from each team (new
spokesperson)

• 15 minutes

• Complete Locating Resources Activity (p. 23)
• Develop an Action Plan to address specific items
  related to coaching SWPBS basics (p. 24)
• Present 1-2 big ideas (1 min. reports)

Attention Please
1 Minute PROMPT ?
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www.pbis.org
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Big Ideas

• You should now be able to
• Describe your role as a coach.
• Articulate the basic elements of SWPBS
• Identify resources for SWPBS
• Facilitate your teams activities at the first
  SWPBS team training (next week).

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Your Tatoos
4 PBS Elements
School Systems
SWPBS
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TAKE AWAY MESSAGE
Youre a coach! Prepare for training events,
and use your resources to guide your teams
activities (both at training and at school).