SCTG COACHES WEBINAR November 3, 2015 December 1, 2015 January 5, 2016 February 2, 2016 March 1, 2016 April 5, 2016 May 3, 2016

OBJECTIVES Participants will understand goals for grant Participants will define and state the purpose of coaching Participants will review coaching competencies and complete self- assessment

2 OVERARCHING GOALS

Develop, enhance, or expand statewide systems of support for, and technical assistance to LEAs and schools implementing an evidence-based, multi-tiered behavioral framework for improving behavioral outcomes and learning conditions for all students

Coordinate with related activities that are funded through other available resources to enhance the overall impact of the multi-tiered behavioral frameworks (Mental Health grant).

DEVELOPING STATEWIDE MTSS INTERCONNECTING MH/PBIS

SEA GOAL: ALIGNMENT WITH MTSS-ACADEMIC ESSENTIAL COMPONENTSACADEMICBEHAVIOR UNIVERSAL INSTRUCTIONIowa CoreCore components of PBIS DEVELOP SEL STANDARDS UNIVERSAL SCREENINGFAST, IGDI’SODR’S, Student Data IDENTIFY BEHAVIOR SCREENING TOOL EVIDENCE-BASED INTERVENTIONS AT TIERS 2/3 Currently being documented in TIERS database Check in – Check out Brief FBA/BIP Social/Academic Groups Check and Connect Functional Behavior Assessment/BIP School-based Wraparound PROGRESS MONITORINGTools adopted and onlineDaily Progress Reports DATABASED DECISION MAKINGTIERSWIS Other ISIS SIMEO – Wraparound PBIS-IA Data Collection Survey DATA SYSTEMS ALIGNED WITH SWIS/TIERS

FIRST FOCUS: ENHANCING THE FRAMEWORK Tier 1: Prevention and Awareness Safe, healthy, caring learning environments Core features of PBIS Positive adult-student relationships Staff awareness of student risks (YMHFA)

RATIONALE “20% of children and youth have a clearly identified need for mental health service but only about one- third of these children receive any help at all.” “School is the ideal environment for implementing universal interventions aimed at promoting protective factors associated with resilience and positive emotional development.” Albert J. Duchnowski, Clinical Psychologist, Child and Family Studies, University of South Florida

LEA OBJECTIVES GOALS Coordinate LEA efforts with appropriate federal (Project Aware), state (PBIS) and local resources PERFORMANCE MEASURES 100% of LEAs will implement PBIS and embedded EBPs with fidelity as measure by the TFI (TFI Enhanced – in development) 100% of secondary schools will develop YLT 100% of MS/HSs (gr. 6 – 12) will increase Adult- Student Relationships Index ACTIVITIES Interconnect Mental Health with the PBIS framework Youth Leadership teams (secondary) Youth Mental Health First Aid training Conditions for Learning Student Survey

LEA OBJECTIVES CONTINUED GOALS Enhance behavioral expertise at school level PERFORMANCE MEASURES 100% of schools will implement PBIS and embedded EBPs with fidelity as measure by the TFI 100% of all schools will receive 5 or more hours of coaching per month # of trainings, % of increase of trained schools, report of training increasing knowledge of PBIS ACTIVITIES Diagnosis and implementation plan (action plan) Enhanced training across continuum Increased coaching opportunities

EVALUATIONS AI/viewformhttps://docs.google.com/forms/d/1IwsI3flYTR58oZnstdCyYLeEPCZAPhZOnDFLJ4Osv AI/viewform

LEA OBJECTIVES CONTINUED GOALS Enhance data based decision making expertise at the school and district levels PERFORMANCE MEASURES The % of students who meet Tier2/3 behavior goals will increase 10% each year 100% of schools will decrease ODR and suspensions 100% of school based teams will use identified data audit tool (In development) ACTIVITIES DE enhancement of ISIS/TIER ODR Redesign TFI progress monitoring Student outcome progress monitoring Training and coaching

LEA OBJECTIVES GOALS Develop coaching cadre PERFORMANCE MEASURES 80% of coaches participating will improve skills as measured by pre/post self-assessment ACTIVITIES Self-Assessment District meetings State webinars monthly (1 st Tues.) Coaches Connection (Day Conf.) PBIS-IA Conferences

“Expanding an effective program or implementation requires an economy of scale that only becomes possible if the training, coaching and data systems needed for implementation are indigenous to the district.” Rob Horner, et al.

BUILDING COACHING CAPACITY Bridging the gap between team training and school implementation

DEFINITION Coaching capacity refers to the system’s ability and capacity to organize personnel and resources for enhancing: Implementation fidelity and durability Student academic and social behavior achievement Acquisition and transfer of training Local implementation capacity

TYPES OF COACHING Internal Knowledge of staffing, operational procedures, organization Established staff relationships Regular access External Independent relationship with staff Outside perspective and examples Multiple school access AEA support necessary

RESPONSIBILITIES Coordinate with District Coordinator and External Coach Attend PBIS meetings and trainings Schedule and facilitate school-based PBIS Team meetings Coordinate team roles and tasks Coordinate data collection and share with staff/families/students/ external coach/district coordinator/district leadership team/state Manage school action plan

OUTCOMES OF COACHING Helps team with: MTSS Fluency Rapid redirection from misapplications Fidelity of overall implementation Sustainability overtime

COMPETENCIESCOMPETENCIES BASED ON WORK OF GEORGE SUGAI Describe and promote the features of school-wide PBIS Describe and promote the practices and systems of school-wide PBIS Describe the logic and application of 3 tiered prevention logic and continuum of behavior support Describe and promote the components and operations of a proactive school- wide discipline system Describe and promote fundamental strategies and systems of classroom management Describe and promote fundamental strategies of active supervision Describe and apply school-based data management and data-based decision makingdata-based decision making

COMPETENCIESCOMPETENCIES Guide strategic data-based action planning with school teams Facilitate strategic problem solving with school teams Facilitate the effectiveness, efficiency, and relevance of school team meetings Facilitate effective communication between school leadership team and school and community stakeholders Positively report, promote, shape and reinforce school team progress and products Describe and promote features of behavior support for individual students Link school teams to supporting resources

SELF-ASSESSMENT Click Here

THANK YOU Susan Bruce, Iowa Department of Education Technical Assistance/Coaching Coordinator – School Climate Transformation Grant Office Cell Project Director – School Climate Transformation Grant Please access a brief evaluation here.here.