Organizing Your Life as a Coach New Coach Training October 23,

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

Expectations Communicate with team (phone calls, s, attend team meetings) Ensure that team has agenda, data, IPI, Benchmarks of Quality, action plan) Ensure team communicates to staff (Marketing) Provide awareness presentations (Marketing) Make connections-school to school etc Communicate with local coordinator, point of contact- Forms Matrix

Roles of a Coach 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

“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

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

Facilitating vs. Leading FacilitatorTeam Leader Ensures the team meets regularlySets 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

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”

Information resource and Liaison Stay Sane (i.e., organization) –Electronic Notebook System #1: School notebook #2: Toolkit #3: Accessing Technical Information –Monthly Form Requirements –Access to resources (website) –Readily-Available Contact Information School’s Team “Group Contact” for Seek out answers/support as needed

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

Facilitate PBIS Implementation at the School Level Attend team meetings and trainings regularly Refer to IPI and BOQ –“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”

Effective Teaming

Activity #1: Team Meetings What has worked or went well? What are some struggles your team is having?

Effective Teaming Challenges faced by the 2 nd year team: –Lost our purpose –Staff/Team Member/Administrative turnover –Reenergizing –What data to share at the beginning of the year –Training for new staff and students without being redundant for returning staff and students

Effective Team Functioning: Group vs. Team Group –Comes together for common purpose –Members may not be sure or their role –Some may not know what to expect –Some groups continual cycle organize- reorganize-organize Team – Knows why it exists – Create environment where issues resolved & tasks accomplished – Acceptable ways make decisions – Each member contributes to function & purpose of team – Members effectively communicate – Conflicts are managed & serve as source for problem-solving – Assess function & progress on regular basis Stan Paprocki, 2003

Effective Team Functioning: A group becomes a team when… Reestablish your purpose at the first meeting for the new year: –Define team purpose –Be ready to accommodate membership changes –Have resources available to familiarize new members –Review how members interact (ground rules, role & responsibilities, conflict & conflict resolution,) –Review how decisions are made –Review team’s structure (regularly scheduled meetings, agendas that are time limited) A team focuses on both tasks and group process Team members are equal

Effective Team Functioning: Team Member Turnover Establish process for members who leave & new members join team –Identify new team members to replace members who left –Best if done before school starts –Best to pick new members who have a vested interest in improving climate across campus –Be ready to share Action Plan, Team Minutes, Training Materials… Establish process for change in administration –Who is responsible for talking to new administrator about PBS –Share Action Plan, Meeting Schedule, Training Materials…

Effective Team Functioning: Effective meetings to keep you energized Regularly scheduled meetings (scheduled in advance) Purpose of meeting clearly stated Agenda for meeting is time-framed Meeting place is quiet & free from distractions Ground rules established & followed (attendance, participation, equality, decision-making) Team Goals or priorities are established with correlating timeline

Effective Team Functioning: Effective meetings to keep you energized Identify a process for team maintenance –No one person is responsible for team’s success –Incentives for team members –Ways to maintain high moral System: –Manage conflict in place & followed –Manage other team inhibitors (off-subject talk, lack of agreement) –For decision-making in place & followed (participative, consensus) Evaluating the meeting and overall team function

Activity #2 Check where your team is and what you would like to work on next Draft a timeline

Keeping your Process New, Creative and Interesting If your district is doing a PBS newsletter share an article, borrow ideas from other schools Contact your PBS Coordinator if you want to share something with the PBS Outlook Newsletter Have team leaders in your same county share address so that they can share ideas, add them to your list so they get your team meeting minutes Go back and look at your old Action Plans and Activities from the School-wide Training you might find some ideas you forgot about

Effective Team Functioning: Sharing Data With team: (should be done at initial team meeting) –Share end of the year data (Discipline, Attendance, …) –Share team evaluations –Share results of Benchmarks of Quality –Share results of Staff and/or Student Climate Surveys With entire faculty: (should be done at faculty kick- off) –Share end of the year discipline data –Share results of Staff and/or Students Climate Surveys and proposed changes as a result

Using Data to Make Necessary Changes in Procedures and Systems Notice trends & peaks: (see Predictable Problems Summary Handout) –Identify students who will need more support –When to do booster trainings for staff? Students? –What expectations need to be focused on at beginning of year? Mid year? End of Year? –Are there new settings that need rules? –When settings need a refresher training? –Are we ready to move to the next level?

Effective Team Functioning: Refreshers at the beginning of the year For Students: –Review Expectations and Rules for each established setting –Review Rewards and Consequence procedures

Effective Team Functioning: Refreshers at the beginning of the year For All Staff –Beginning of Year Expectations, Rules Definitions of Problem Behavior Referral Form Minors vs. Major Referral Process Rewards Consequences Changes Made Based on Survey Results –Mid-Year Topics based on data Topics selected based on input from staff and administration

Effective Team Functioning: Refreshers at the beginning of the year Make sure all staff have resources from year 1: –Poster of expectations and rules –Discipline Process Flowchart –Referral Forms and Minor Infraction Sheets –Lesson Plans New Staff –New Teacher Meetings –Mentor –PBS Manual or Video Tape

SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Decision Making Supporting Student Behavior PBIS Outcomes

Continuum of Effective Student Support Specialized Individual Interventions (Individual Student System) Specialized Group Interventions (At-Risk System) Universal Interventions (School-Wide Systems Classroom Systems) Students with Chronic/Intense Problem Behavior (1-7%) Students At-Risk for Problem Behavior (5-15%) Students without Serious Problem Behaviors (80-90%) All Students in School

Q & A