VTPBiS Coordinators as Coaches Learning & Networking Workshop Presented by VTPBiS State Team Sherry

Agenda Definition, roles, and functions of coaching Coaching within the context of Systems, Data, and Practices Networking activity Introducing the Tiered Fidelity Inventory Resources Next Steps Sherry

Amy What one word comes to mind when you hear "PBIS"? https://www.polleverywhere.com/free_text_polls/ixncg7vpVESYhqU

Amy What's one word that describes your role as a PBIS Coordinator or Coach? https://www.polleverywhere.com/free_text_polls/Xn0nU40TLfsXuAP

Amy Name one strength you bring to your role as coordinator. https://www.polleverywhere.com/free_text_polls/IFGrCodbalimnm5

Amy What is one word that describes your greatest challenge in your role as PBIS Coordinator? https://www.polleverywhere.com/free_text_polls/XNXD18L4mRwR2hX

What is a Coach? Nicole

What is Coaching? Coaching is done Coaching is the active and iterative delivery of: (a) prompts that increase successful behavior, and (b) corrections that decrease unsuccessful behavior. Coaching is done by someone with credibility and experience with the target skill(s) on-site, in real time after initial training repeatedly (e.g. monthly) By adjusting the intensity according to need Horner (2009) Nicole Support leadership teams to implement with fidelity following Universal, Targeted or Intensive level trainings; Analyze and provide feedback about student outcomes and PBIS fidelity data; Support leadership teams in correcting implementation dips determined by fidelity assessments (BoQ, BAT, SAS, TFI); Provide onsite professional learning opportunities in revitalizing VTPBiS Features

Why is Coaching Important? Nicole

Why is Coaching Important? Training Outcomes Related to Training Components Training Outcomes Training Components Knowledge of Content Skill Implementation Classroom Application Presentation/ Lecture Plus Demonstration Practice Plus Coaching/ Admin Support Data Feedback 10% 5% 0% Nicole 30% 20% 0% 60% 60% 5% 95% 95% 95% Joyce & Showers, 2002

Outcomes of Coaching Fluency with trained skills Adaptation of trained concepts/skills to local contexts and challenges And new challenges that arise Rapid redirection from miss-applications Increased fidelity of overall implementation Improved sustainability Most often due to ability to increase coaching intensity at critical points in time. Nicole George & Barrett (2011)

Coaching Functions Within Tiers Intensive: Ensure FBA/BSP capacity Liaison with student teams and systems teams Targeted: Meet with student team Facilitate progress monitoring Liaison with systems teams Use CICO data Universal: Facilitate monthly meetings Support implementation Organize materials Liaison with SU/SD/State Complete assessments Use student outcome data Nicole What else?

Professional Development Coaching Domains Professional Development Leadership Support Problem-Solving Facilitation Skills Content Knowledge Sherry 4 Domains in a conceptual-based hierarchical relationship: Problem-Solving Facilitation Skills + Content Knowledge help to inform and support skill development of leadership team members. In turn, the leadership team develops a plan of action for implementing MTSS and works to incorporate it into their school improvement efforts annually. PD would be one major mechanism for ensuring sustainability of what works (introducing more complex or needed improvements over time regarding staff knowledge and skills: to increase efficiency and effectiveness of data-based decision making, instructional planning and evaluating student success) Primary responsibility for guiding and monitoring implementation and sustainability of MTSS over time would be expected to fall on the leadership team. Problem-Solving facilitation skills and content knowledge among Leadership Team members would be expected to build over time through support of a coach or collective supports among members of the team as a foundation for empowering the leadership team to then provide guidance and support to all staff towards full implementation of MTSS. PD for staff and lead team (or self) would be considered a core mechanism for ensuring an evolving examination of effectivess towards sustainability of what works over time.

Coaching within Data, Systems & Practices Sherry PRACTICES

Coaching within Systems, Data & Practices Referral processes/procedures Effective PBIS team meetings Communication to staff/students/families Securing resources Promoting the vision Professional development Sherry What else is missing? Using data for planning & decision making Aligning with academic MTSS Guidance for team startup

Activity: Systems What do you do to help your PBIS system function? What challenges/barriers do you face? What are some strategies? Sherry

Coaching within Systems, Data & Practices Support for data Input Celebrating Data analysis Reporting Sherry Problem solving Evaluating Decision making

Activity: Data What do you do to help your PBIS team effectively work with data? What challenges/barriers do you face? What are some strategies? Sherry

Coaching within Systems, Data & Practices Guiding implementation Securing professional development Ensuring fidelity of implementation Developing content knowledge Building behavior capacity Sherry Assessing need for new evidence-based practices

Activity: Practices What do you do to help your PBIS practices succeed? What challenges/barriers do you face? What are some strategies Sherry

Vermont PBIS System of Support FEEDBACK LOOPS SUPPORT LOOPS School Level: School Coordinators SU/SD Level: SU/SD Coordinators State Level: TAs Trainers Coaches Leadership Teams at ALL Levels of Support Amy We’ve learned the importance of identifying a contact at each level of the cascade. We’ve learned that the beauty of a healthy cascade is that it will continue to sustain if one piece is missing….

VTPBiS State Technical Assistants (TAs) SYSTEMS: Readiness (All Tiers) Resources Finding Coaches DATA: SWIS Assessments Evaluation PRACTICES: Implementation Fidelity Evidence-based Practices Consultation Amy For more information about the VTPBiS System of Support, please visit: http://www.pbisvermont.org/resources/coaches-a-coordinators

Amy Wheeler-Sutton Sherry Schoenberg Your VTPBiS State TA Amy

How to Obtain a VTPBiS State Approved Coach Contact your VTPBiS State TA to review the needs of your SU/SD/School Review the VTPBiS Coach Fees: $62.50/hour, $250/half day or $500/day plus mileage Coordinate with your central office Grants Coordinator to use local funds or to apply for BEST/Act 230 funds: http://education.vermont.gov/educational-support-system Click Here to contact a VTPBiS State Approved Coach

Types of Data to Consider Intensive: TFI SWIS-ISIS EST FBA/BSP Targeted: TFI SWIS-CICO EST FBA/BSP Universal: TFI SAS ODRs Attendance Grades Leadership Team Self-Assessment Amy What else?

Annual VTPBiS Assessments Self-Assessment Survey Tiered Fidelity Inventory Amy The SAS and the TFI are the two fidelity assessments expected of all VTPBiS schools. The SAS is an online assessment that is taken by all school persnnel. It’s about 15 minutes to complete. It provides the Leadership Team with information about the staff perceptions of PBIS features that they perceive are in place, somewhat in place or not in place. Staff also indicate whether they feel that the specific PBIS features are a priority for focus. The SAS is open for two months – January and February. The Tfi is the new tiered fidelity assessment.

TFI Replaces the BoQ & BAT! BoQ (Universal) BAT (Targeted & Intensive) TFI (Universal, Targeted & Intensive) Amy All in One Assessment! Time efficient, effective fidelity assessment.

NEW ASSESSMENT! Tiered Fidelity Inventory (TFI) Provides an efficient and valid index of the extent to which PBIS core features are in place within a school Tier I (Universal PBIS) – 15 Questions Whole School Universal Prevention Tier II (Targeted PBIS)- 13 Questions Secondary, Small Group Prevention Tier III (Intensive PBIS)- 17 Questions Tertiary, Individual Support Prevention About 30 minutes per Tier – at first Amy

Uses of the SWPBIS Tiered Fidelity Inventory Formative Assessment Determine current PBIS practices in place and needed prior to launching implementation Progress monitoring Self-assess PBIS practices by tier to guide implementation efforts, and assess progress by tier Build action plan to focus implementation efforts Annual Self-Assessment Self-assess annually to facilitate sustained implementation of PBIS State Recognition Determine schools warranting recognition for their fidelity of PBIS implementation. Amy

Assesses Implementation at ALL Three Tiers! Amy

Tools & Resources www.pbisapps.org Nicole Raise your hand if you’ve been to this website? This is the portal to access SWIS and PBIS Assessments – BoQ, BAT, SAS, SET

Tools and Resources Nicole

Tools & Resources www.pbisworld.com www.behaviordoctor.org www.pbis.org Nicole Looking for fresh ideas? Check out these websites…..

Important Events! Coordinator as Coaches Learning and Networking Series: January: January 11th (9am-4pm) at the Best Western in South Burlington January 12th (9am-4pm) at the Newsbank Conference Center, Chester May: May 5th (9am-4pm) at the Best Western in South Burlington: May 6th (9am-4pm) at the Franklin Conference Center, Rutland Nicole

Nicole

Tools & Resources www.pbisvermont.org Nicole Where to find the: -Calendar -Resources -Bulletin Board -Contact INFO – Update -Quarterly Newsletters -Updates

Problems become opportunities when the right people join together. Thank you! QUESTIONS? Nicole Problems become opportunities when the right people join together.