PBIS Coaching: Making it “Do-able” www.pbismaryland.org Sharon Conley & Sara McGarvey School Psychologists PBIS Coaches since 2000 Washington and Frederick Counties

PBIS in MD: “A Plane Built in Flight” Outcomes Gain knowledge about coaching Acquire tips for effective coaching Learn strategies to enhance coaching efficiency www.pbismaryland.org PBIS in MD: “A Plane Built in Flight”

Roles of a Coach www.pbismaryland.org 1.) “Positively Nag” and “Cheerlead” 2.) Empower the Team Leader 3.) Be a resource for information and a liaison 4.) Facilitate Data-Based Decision-Making 5.) Facilitate PBIS Implementation at School www.pbismaryland.org

“Positively Nag” and Cheerlead Provide frequent, positive communication Find positives in school data Provide edible reinforcers, thank you’s, other kudos Celebrate successes Cc-ing key people, PR contact, presentations Encourage positive behavior by administrator Maintain coaches’ school binder Means of documenting efforts and celebrating success Encourage team’s documentation of programming www.pbismaryland.org

Empower the Team Leader Meet with TL outside of scheduled meetings Work “behind the scenes” Establish rapport, 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 www.pbismaryland.org

Facilitating vs. Leading Facilitator Team Leader Ensures the team meets regularly Sets the dates for meetings 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 www.pbismaryland.org

Be a resource for information and a liaison Multiple levels School(s), LSS coordinator, MSDE Attend coaches’ meetings and other training opportunities Collect data for state or LSS Coordinator Forms Distribute information (“timing is everything”) Toolkit www.pbismaryland.org

Information resource and Liaison Stay Sane (i.e., organization) Notebook System #1: School notebook #2: Toolkit #3: Accessing Technical Information Monthly Form Requirements Post-it notes vs. PDA (the coaches’ best friends) Readily-Available Contact Information School’s Team “Group Contact” for email Seek out answers/support as needed www.pbismaryland.org

Facilitate Data-Based Decision-Making Use data to measure outcomes Refer to the “general data-based decision-making rules” (front pocket of tool kit) SWIS access Consult with SWIS Facilitator as needed Obtain “Read-only” passwords and use as needed www.pbismaryland.org

Facilitate PBIS Implementation at the School Level Attend team meetings and trainings regularly Refer to Form A (TIC) “Light Wand” image Guiding principles and monitoring tool Take the “Show me…” stance Outcomes of implementation steps Presence of critical features Provide periodic review of “Big Ideas” www.pbismaryland.org

PBIS Outcomes www.pbismaryland.org Supporting Decision Supporting Making Supporting Staff Behavior SYSTEMS DATA www.pbismaryland.org PRACTICES Supporting Student Behavior

Continuum of Effective Student Support Students with Chronic/Intense Problem Behavior (1-7%) Students At-Risk for Problem Behavior (5-15%) Students without Serious Problem Behaviors (80-90%) Specialized Individual Interventions (Individual Student System) Specialized Group Interventions (At-Risk System) Universal Interventions (School-Wide Systems Classroom Systems) www.pbismaryland.org Applicable to all settings Positives: Saves administrator time Increases the amount of time students are available for learning Greater amount of time to devote to red zone students All Students in School

Q & A