Coaching for Change Utilizing practice based coaching in Pyramid Model Implementation Julie Betchkal, Pyramid Model Training and Coaching Coordinator Lana Nenide, Pyramid Model State Coordinator Peg Mazeika, Wisconsin RtI Center, PBIS TAC Julie Zinda, 4K Teacher/ Internal Coach Wausau School District

Child behavior problems at home Discipline Difficulties Age 2 Non pervasive Behavior problems at school or child care Continued home behavior problems Ages 3-6 Parent Discouragement & Isolation from School Peer Rejection Ineffective Teaching Practice Antisocial Behavior And Academic Failure Ages 7-8 Pervasive Negative reputation of child within community of parents Parent isolation and depression Poor home school connections Child depression Peer selection sustains challenging behavior Negative reputation at school School expulsion Joseph, G. (2008) Challenging Behavior at Preschool and Early Intervention Settings: Developing Universal Interventions

Why worry about pre school behavior? Preschool expulsion rates are 3 times higher than K-12 expulsion rates. Boys are 4.5 times more likely than girls to be expelled. African American children are twice as likely to be expelled than white or Latino children and 5 times more likely than Asian American children. Expulsion rates for 5 year olds are double rates for 4 year olds.

Preschool expulsion: Wisconsin Data In WI, over two-thirds of child care providers reported that they had expelled a child from their care at some point in their career 52% asked a family to leave within the past two years Child and family behavior were among the leading causes of expulsion in both group and family child care settings 1 in 5 providers reported that they had little or no confidence in their ability to deal with challenging behaviors Irvin-Vitela, L. (2010). Child Retention in Wisconsin Child Care Settings, Supporting Families Together Association.

Unique challenges to coaching in preschools Children are at acquisition learning “Uniquely preschool”- reactive thinkers vs. “learning on demand” Play based learning Facilitative learning vs. overdirection Schools “share” preschool instruction Variance in preschool specific pre-service training Typical developmental variance in preschoolers

Coaching for fidelity 2 hour observation plus interview Trained observer TPOT measures 14 Key Practices 17 Red Flag Items 3 Essential Responses to Challenging Behavior

Figure 1. Mean Teaching Pyramid Observation Tool Total number of TPOT indicators = 108. Wave 4 [t(40.03)=6.80, p<.001, Cohen’s d=2.6) Figure 2. Mean frequency of positive social interactions during 60 min observation session across waves for Cohort 1 target children Teacher ImplementationChild Social Interactions

Components of Practice Based Coaching

Practice-based coaching occurs in the context of a collaborative partnership Shared understanding about the goals of coaching Posture of support Rapport and trust Choice Ongoing communication and support Celebrations

Shared goals and Action Planning Assess current practices and needs Set goals for coaching Create an road map for coaching Content Strategies

Focused Observation Gather information through observation Video Live observations Goal is to understand the teacher’s classroom and practice Implement coaching strategies during observation as appropriate and in agreement with teacher

Reflection and feedback Focused on shared goals and action plan steps Discuss and reflect on observation and progress Share and consider feedback Use support strategies (e.g., problem solving conversations, review video examples) open the provide supportive performance feedback provide corrective performance feedback provide targeted support support planned actions end the

Cyclical Process

implementing PBC Where? On site Distance How Live Technology Combined By Whom? Peer Expert Self

Putting it into Practice Wausau School District Julie Zinda (with Deb Albee)

Key practices: Implementation Checklists Engaging with Children Talking with Children Designing and Communicating Schedules and Routines Promoting Expectations and Rules Descriptive Feedback Guidance for Responding to Challenging Behavior in Young Children