Maryland State Coaches’ Meeting AM Session Participants will: Share and review experiences with teams with classroom strategies to improve behaviors Review Basic Behavior Principles Participate in analysis of coaching issues

General Considerations Who’s coaching? Who’s being coached? Who directly & indirectly benefits from coaching? What is being coached? Where does coaching occur? How are coaches prepared? Who coaches the coaches? How is coaching provided? How is coaching implementation fidelity evaluated? How is coaching effectiveness evaluated? Are practice implementation benefits meaningful?

Planning Questions 1. What elements, structures, activities, etc. define implementation approach of your organization? 2. What is purpose of coaching in implementation approach of your organization? 3. How are coaching functions or activities conducted within your implementation approach? 4. Who engages in above coaching functions within your implementation approach? 5. What are expected outcomes of effective coaching for your organization? 6. How does your organization evaluate implementation integrity of your coaching approach? 7. What resources are needed to implement sustainable & scalable coaching capacity?

Other implementation supports or drivers? 2. What is purpose of coaching in implementation approach of your organization? Who is “coached?” Why needed? Other implementation supports or drivers?

Coaching or Facilitation System capacity to organize personnel & resources to enhance….. Implementation approach Progress through implementation stages Implementation fidelity Student outcomes

Coaching Set of responsibilities, actions, activities …..not person Bridge between training & implementation ……not administrative accountability Positive & supportive resource & facilitation ….not nagging

3. How are coaching functions or activities conducted within your implementation approach? Internal v. external coaching Classroom Grade School District Regional State Continuum of intensity based on responsiveness Data-based, reporting, decision making, evaluation

COACHING FUNCTIONS(enabling) Guidance for team startup Technical assistance Resource access Problem solving Data-based decision making Positive reinforcement Prompting & reminding Communications network

23 ALL SOME FEW Tertiary Prevention: Specialized CONTINUUM OF Individualized Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT FEW ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% SOME Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings 23 ALL ~80% of Students

23 Continuum of Support for ALL Intensive Few Targeted Some Universal NOTICE GREEN GOES IS FOR “ALL” All Dec 7, 2007

Continuum of Support for ALL Universal Targeted Intensive Math Science Spanish Reading Soc skills NOTICE GREEN GOES IS FOR “ALL” Soc Studies Basketball Label behavior…not people Dec 7, 2007

Continuum of Support for ALL Universal Targeted Intensive Anger man. Prob Sol. Ind. play Adult rel. Attend. NOTICE GREEN GOES IS FOR “ALL” Baker, 2005 JPBI Coop play Peer interac Label behavior…not people Dec 7, 2007

ESTABLISHING CONTINUUM of SWPBS TERTIARY PREVENTION TERTIARY PREVENTION Function-based support Wraparound Person-centered planning ~5% ~15% SECONDARY PREVENTION Check in/out Targeted social skills instruction Peer-based supports Social skills club SECONDARY PREVENTION PRIMARY PREVENTION Teach SW expectations Proactive SW discipline Positive reinforcement Effective instruction Parent engagement PRIMARY PREVENTION ~80% of Students

4. Who engages in above coaching functions within your implementation approach? Content fluency Experience w/ practice implementation On going coaching opportunities Established engagement skills

Continuum of Coaching Functions * SchPsy * SW * SCoun * SpEd * Admin * BehSpc * Anyone w/ opportunity to coach State District School Classroom Student

5. What are expected outcomes of effective coaching for your organization? Implementation accuracy & fluency of evidence-based practice Maximum student outcomes Durable & generalizable implementation Implementaiton-outcome accountability

“Easier to coach what you know & have experienced.” Coaching linked to implementation team Coaching training linked with team training Coaches participate in team training New teams added with increased coaching fluency Coaching capacity integrated into existing personnel Supervisor approved & endorsed District agreements & support given Coaches experienced with team implementation District-wide coordination provided Regularly meetings for prompting celebrating, problem solving etc.

6. How does your organization evaluate implementation integrity of your coaching approach? Specified outcomes Formative self-assessments & checklists Data-based supervision & integrated professional development Reporting, monitoring, performance feedback

7. What resources are needed to implement sustainable & scalable coaching capacity? Professional development Supervision & coordination Time & scheduling Performance monitoring & informative feedback