Adapted from Brandi Simonsen, Kari Sassu,& George Sugai, 2008 Coaching: The Basics Adapted from Brandi Simonsen, Kari Sassu,& George Sugai, 2008

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

Objectives for Coaches By the end of today’s meeting, you will be able to… …Describe your role as a coach. …Articulate the basic elements of SWPBS …Identify resources for SWPBS …Facilitate your team’s activities at the first SWPBS team training (next week).

Chapter 1 Overview of Coaching in SWPBS

Rationale and Definition of Coaching 6

The old models are not as effective. Why Coaching? The old models are not as effective.

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.”-G. Sugai

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

Avoid “Train & Hope”! 1. React to Problem Behavior 2. Select and Add Practice 3. Hire Expert to Train Practice 4. Expect (Hope) for Implemen-tation 5. Wait for new problem 9

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

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

Roles of a Coach Coaching Roles Communicate Content Knowledge Facilitate Coaching Roles 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

A reminder you’ll see throughout to help us remember the role. Coach

Guiding Principles for Coaching SWPBS 8

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)

Implementation Guidelines for Coaching SWPBS 9

Coaching Self-Assessment 11

Activity: Coaching Self-Assessment 1 minute reports from each team (new spokesperson) ~ 15 minutes 1 Minute PROMPT  Attention Please 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)

Coaching Reports (+ or Δ) 1-2 Details to introduce yourself 1-2 Strengths (with respect to coaching) 1-2 Concerns or challenges Thumbs up for data-based statements!

Chapter 2 Basics of SWPBS for Coaching

Rationale and Definition of SWPBS Basics for Coaches 19

Main Message STUDENT ACHIEVEMENT Good Teaching Behavior Management Increasing District & State Competency and Capacity Investing in Outcomes, Data, Practices, and Systems

Supporting Social Competence & Academic Achievement 4 PBS Elements OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

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 ~15% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~80% of Students

Designing School-Wide Systems for Student Success Academic Systems Behavioral Systems Intensive, Individual Interventions Individual Students Assessment-based High Intensity Intensive, Individual Interventions Individual Students Assessment-based Intense, durable procedures 1-5% 1-5% Targeted Group Interventions Some students (at-risk) High efficiency Rapid response 5-10% 5-10% Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Universal Interventions All students Preventive, proactive 80-90% Universal Interventions All settings, all students Preventive, proactive 80-90%

GENERAL IMPLEMENTATION PROCESS Team GENERAL IMPLEMENTATION PROCESS Agreements Data-based Action Plan SAY: In general, the implementation of a school-wide PBS approach at the school level is built around five main implementation steps. Evaluation Implementation

PBS Systems Implementation Logic Visibility Political Support Funding Leadership Team Active Coordination Skip this one for school team training….we use this for district and state leadership teams. Training Coaching Evaluation Local School Teams/Demonstrations

Biggest, durable effect SWPBS Practices School-wide Smallest # Evidence-based Biggest, durable effect Classroom Non-classroom Family Student

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 SAY: Although most schools have a written conduct of conduct or discipline policy which is important, it tends to focus on procedures for processing rule violations (5.). Effective school-wide discipline systems have a matching and strong proactive component that teaches and encourages prosocial behavior, and provides an on-going progress monitoring system. The remaining five items are important but difficult to sustain without clear school-wide investments and structures in place.

SWPBS Practices School-wide Classroom Non-classroom Family Student

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. SAY: Effective classroom environment is important because well-organized and managed classrooms provide opportunities for teachers to teach and students to learn both academic and social skills. If you were to visit these classrooms, you would see these practices on a daily basis. The “Classroom Practices Self-Assessment” in Appendix 5 can be used by educational leaders, teams, or facilitators to assist staff in reflecting on their own teaching practices and to develop individual or group action plans for professional development.

SWPBS Practices School-wide Classroom Non-classroom Family Student

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

SWPBS Practices School-wide Classroom Non-classroom Family Student

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 SAY: If we are successful in establishing effective school-wide, classroom, and nonclassroom practices and systems, we can support a majority of students and staff. However, some students will require more specialized, intensive, and possibly individualized PBS. To be effective in supporting high-need students, behavior specialists must have access to and fluent knowledge about tertiary level interventions and systems as characterized by these 6 sample items. They also must be fluent in the use and facilitation of these skills. One of the main objectives of school-wide PBS is to facilitate the accurate and sustained implementation of tertiary level interventions with student who display the most challenging problem behaviors. An important element of individual student systems is adopting a “function-based approach” which generally means using information about what triggers and maintains problem behaviors to build effective behavior intervention plans. Functional behavioral assessments are conducted to build and serve as the backbone of these plans. Two checklists can be used to validate the completeness and accuracy of functional behavioral assessments and behavior intervention plans (see Appendices 7 & 8, respectively).

SWPBS Practices School-wide Classroom Non-classroom Family Student

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

Invest in systems to ensure sustained implementation with fidelity. Coach TAKE AWAY MESSAGE Use data to (a) identify outcomes and (b) select evidence-based practices. Invest in systems to ensure sustained implementation with fidelity.

Implementation Guidelines for Coaching SWPBS Basics 22

Locating Resources for SWPBS Basics 23

Recall two of the main functions: Coach 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

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 Coach

In addition to the resources in your notebook, remember www.pbis.org 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 Coach

Activity: Locating Resources 1 minute reports from each team (new spokesperson) ~ 15 minutes 1 Minute PROMPT  Attention Please 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)

www.pbis.org

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 team’s activities at the first SWPBS team training (next week).

Your Tatoos 4 PBS Elements School Systems SWPBS PRACTICES DATA Supporting Staff Behavior Student Behavior OUTCOMES Supporting Social Competence & Academic Achievement Decision Making Non-classroom Setting Systems Classroom Individual Student Systems School-wide SWPBS Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~80% of Students ~15% ~5%

TAKE AWAY MESSAGE You’re a coach! Prepare for training events, and use your resources to guide your team’s activities (both at training and at school).