CT PBS Coaches’ Meeting Coaching SWPBS Basics December 9, 2008 Brandi Simonsen, Kari Sassu, & George Sugai

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

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.”

Problem Statement 2 ( Fixen, Naoom, Blasé, Friedman, & Wallace, 2005, p. 39) “training by itself does not result in positive implementation outcomes (changes in practitioner behavior in the clinical setting) or intervention outcomes (benefits to consumers)”

Avoid “Train & Hope”!

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 Communicate Content Knowledge Facilitate Coaching Roles Share advanced content with team Share information at faculty meetings Local PBS expert Positive “nag” Link to resources (e.g., Team meetings Activities at training events Implementation

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

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

Implementation Guidelines Coaches’ Implementation Guidelines Review

CoachingSelf-Assessment 11

Coaching Self-Assessment Coaches’ Self- Assessment Review

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

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

Chapter 2 Basics of SWPBS for Coaching

Rationale and Definition of SWPBS Basics for Coaches 19

To set the stage… Remember when I talked about the tatoos???

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

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

Continuum of School-Wide Instructional & Positive Behavior Support 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%

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

EvaluationImplementation Data-based Action Plan Agreements Team GENERAL IMPLEMENTATION PROCESS

Leadership Team Funding Visibility Political Support TrainingCoachingEvaluation Active Coordination Local School Teams/Demonstrations PBS Systems Implementation Logic

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

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 Behavioral Interventions and Practices in… School-wide Systems

Classroom Non-classroomFamily Student School-wide SWPBS Practices

 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. Behavioral Interventions and Practices in… Classroom Systems

Classroom Non-classroomFamily Student School-wide SWPBS Practices

Positive expectations & routines taught & encouraged Active supervision by all staff –Scan, –Move, –Interact Pre-corrections & reminders Positive reinforcement Behavioral Interventions and Practices in… Nonclassroom Systems

Classroom Non-classroomFamily Student School-wide SWPBS Practices

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 Behavioral Interventions and Practices for… Individual Students

Classroom Non-classroomFamily Student School-wide SWPBS Practices

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 Behavioral Interventions and Practices in… Family Systems

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

Implementation Guidelines Applying the Basics of SWPBS Review

Locating Resources for SWPBS Basics 23

Recall two of the main functions: 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

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

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

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 SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Student Behavior OUTCOMES Supporting Social Competence & Academic Achievement Supporting Decision Making 4 PBS Elements School Systems SWPBS Non-classroom Setting Systems Classroom Setting Systems Individual Student Systems School-wide Systems 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%

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