PBIS Coaches Network pbis.sccoe.org *

PBIS Coaches Network Meeting Agenda Welcome Introductions OUR NORMS Confidentiality * Active participation * Professional use of technology * Assume best intentions Meeting Agenda Welcome Introductions Grounding Activity Starting the Year Positive! Coaching PD What’s New in PBIS? District PBIS Leadership Teams Coaches Month to Month – “Year at a glance” District Practices and Action Planning Setting Coaching Goals through Shared Leadership Voices from the Field Shared Leadership within the Region/Network Next Steps *

Purpose of PBIS Coaches Network This network works to continue building local capacity within districts for successful PBIS implementation. We will collaborate on strategies and solutions to on-going implementation needs, and share resources and the latest PBIS tools. Some topics: Coaching and facilitation Monitoring the district action plan Providing on-going PBIS professional development Calibration of evaluation and assessment tools *

Find Your Sole Mate! Find the person with the matching pair of soles with yours. Share with your sole mate the information below. Name Position District and School Site How many years have you been a PBIS Coach or Coordinator? What was your journey to becoming a PBIS Coach/Coordinator? Introduce your Sole Mate! *

Starting the year positive!

PBIS Kickoffs *

Networking time…. Join a group of coaches you don’t know…4-5 per table Choose a Facilitator/Recorder Share some successes and challenges of PBIS and start of the year? Common themes or what stood out for your group Share out *

Many Visions / Definitions of Coaching

Coach returns from leave Example of the Impact of Coaching on Student Outcomes: Average Major Discipline Referrals per Day per Month Coach returns from leave Coach goes on leave From Steve Goodman, Michigan

Role of District PBIS Coach Support effective, sustained implementation of SW-PBIS in schools Make it as easy as possible for schools to be successful with implementation Maximize benefits of training/professional development efforts

Coaching Competencies Who should be a coach? Coaching Competencies Necessary Preferred Participate in team training Able to attend team meetings at least monthly Effective working with adults Knowledgeable about school operating systems Professional Commitment Knowledge about SWPBIS Knowledge about behavior support practices (targeted, individual) Skilled in collection and use of data for decision-making.

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.

Main Message: Build Capacity Schools Implement with high fidelity at all three tiers Expect more from your districts and states District/ Region Build Training, Coaching, Evaluation and Technical Expertise needed Build capacity to sustain PBIS Adapt to geography and size States Provide functional leadership Implement with a full “slice” of the educational system Align initiatives Provide the data systems, training, coaching and evaluation needed

Three Distinctions Coaching versus Training “Actions” rather than “Role” Functions of Coaching What is done and what is accomplished from effective coaching Skills /Attributes of Excellent Coaches Knowledge of core content (PBIS Teaching Matrix) Time Communication skills Building professional relationships and trust Knowledge of organizational context

Coaching versus Training Training is the presentation of material to develop new knowledge and /or skill Coaching is the on-site support needed to use new knowledge and/or skills under typical conditions.

Coaching Functions Prompting Bring newly trained skills under stimulus control of natural stimuli Fluency Building Repeated opportunities to use new skills … preferably soon after training Performance Feedback Feedback on accuracy and shaping of trained skills Adaptation Modify trained skills to fit to local culture and context Suggest and /or encourage adaptations

A “New Role” for Coaches “School improvement will fail if the work of coaches remains at the one-to-one level. Coaches are systems leaders. They need development as change agents at both the instructional level and the level of organizational and system change. It’s time to recast their role as integral to whole-system reform.” ~Michael Fullan & Jim Knight (2011)

Networking time…. Join a group with coaches you don’t know….4-5 per table Choose a Facilitator/Recorder Share/discuss Do you see your current role as a coach as a systems leader? Has your role as a coach changed from past years to more of a systems leader? If so, how? If not, what are some of the challenges? *

What’s New in PBIS? Funding Control Language for $10 Million to Implement MTSS Strategies SB 77 Omnibus Trailer Bill 2015-16 Budget (a) The sum of ten million dollars ($10,000,000) is hereby appropriated from the General Fund to the Superintendent of Public Instruction on a one-time basis to apportion to a designated county office of education or two designated county offices of education applying jointly to provide technical assistance and to develop and disseminate statewide resources that encourage and assist local educational agencies and charter schools in establishing and aligning school-wide, data-driven systems of learning and behavioral supports for the purpose of meeting the needs of California’s diverse learners in the most inclusive environments possible.

District PBIS Leadership Teams

Main Messages Sustained and High Fidelity Implementation of SWPBIS requires active District Support. Especially for Tiers II and III ----------------------------------------------------------- Student = unit of impact Schools = unit of analysis District = unit of implementation

Purpose/ Role Lead implementation and adaptation of a multi-tiered behavior support framework that improves the social, academic and behavioral outcomes for students. Provide clarity of purpose throughout the district Ensure alignment of programs/initiatives that will be incorporated. Formal policies (LAUSD, Michigan, Chicago) Develop and manage implementation plan Provide staff development, training, coaching and support to implement multi-tiered behavior support framework Collect fidelity and impact data, and use the data both for on-going problem solving and regular evaluation summaries.

Local School/District Teams/Demonstrations Visibility Political Support Funding Policy Leadership Team Active Coordination Training Coaching Behavioral Expertise Evaluation Local School/District Teams/Demonstrations Sugai et al., www.pbis.org

Districts District Implementation Team Right People (5-10) Adequate authority (schedule, funds, personnel, policy) Meeting schedule (monthly) Adequate coordination support Measures of impact Coherent District Policy Social behavior is a priority in district improvement plan (e.g. LCAP) District commitment to selecting practices that are evidence-based District process for aligning multiple initiatives.

District Leadership Team Evaluation Capacity Data systems that inform decision-making and provide policy feedback ** Fidelity and Impact Recruitment, Hiring, Evaluation “Preference will be given to individuals with knowledge and experience in implementation of multi-tiered academic and behavior supports.”

Districts Annual Faculty/Staff Orientation Defines PBIS as a priority HOW Drivers Annual Faculty/Staff Orientation Defines PBIS as a priority Defines what to expect in a school using PBIS. 30-60 min of annual orientation Professional Development (Training) PD is always tied to core improvement goals PD typically involves distributed training (multiple events) PD is always linked to on-site coaching. PD is always linked to a fidelity measure Coaching Prompting, Fluency Building, Performance Feedback, Adaptation

Districts Annual Faculty and Staff Evaluations Staff evaluations include assessment of whether multi-tiered systems of support are implemented (e.g. OTISS) Development of Targeted Expertise Schools have access to individuals with the skills to perform, train, coach and support Tier II and Tier III supports. This expertise may be within the district, or from a regional support entity. Development of Exemplar Sites

DISTRICT CAPACITY ASSESSMENT (DCA)

What is the DCA? Action Assessment Measures a district’s capacity for effective and sustained implementation of innovations (Evidenced Based Practices – PBIS) “Capacity” Systems, practices, processes, and policies for intended outcomes for students.

Purpose of the DCA Assists to implement effective innovations that benefit students. Action Planning Structured information and data

DCA - Roles DCA Roles DCA Administrator Facilitator Note Taker A trained individual responsible for leading the discussion and adhering to the DCA Administration Protocol.  This individual is preferably external to the district team. Facilitator An individual who has a relationship with the respondents and experience in the district and who supports the Administrator by helping to contextualize items for respondents or provide examples of work in which the district has engaged.   Note Taker Records ideas shared for action planning and any adaptive issues that are raised during administration.  Respondents Respondents are knowledgeable raters including District Implementation Team (DIT) members and other staff intentionally selected for their implementation knowledge, experience with the innovation being used, and leadership in the district. Observer Observers are invited with permission of the district team to learn about the DCA process or the activities in the district. 

DCA – Administration Process System Alignment Action Planning Find lower scores Next Steps

Networking time…. Get into your team or partner with another coach Share/discuss Do you currently have a district leadership team?   If yes, how did you get it started? If no, what have been the challenges? Review Qs 1-3 on the DCA and begin identifying members for your District PBIS Leadership Team *

Coaches Month to Month “Year at a Glance” *

Preparing for the school year! Attend training with team (initial – SW summer, SWIS, and on-going Targeted Group, Individual, Classroom, SW follow-up) Attend team meetings Monitor team progress (implementation, use of database, communication with faculty, etc…) Report to district coordinator Attend district level meetings/trainings (when applicable) Attend regional/state level meetings/trainings Submit completed Coaches Reports Bi-annually Staff Satisfaction Assessment (description for each school) Assist with dissemination (orientation presentations, articles for newsletters, etc…) Co-train with PBIS

Networking time…. Get into your team or partner with another coach Choose a Facilitator/Recorder Share/discuss How have you prepared for the rest of the year? Organize for the year Integration with other initiatives, teams, committees (ie. working smarter matrix) Preparing for PBIS Assessments Facilitator/Lead meetings Support to schools (ie. Attending meetings, etc) *

Coaches Self-Assessment and SMART Goals *

Individual/Networking time…. Complete the Coaches Self Assessment Develop 2 to 3 SMART goals Find a partner when done Share your goals Choose 1 goal to share with the group *

Are you ready to be an agent of CHANGE? *

Rebecca Mendiola, Ed.D. Director, Safe and Healthy Schools rebecca_mendiola@sccoe.org *