Coaching School-Wide Positive Behavioral Interventions and Supports (SWPBIS) Northeast PBIS (NEPBIS) Coaches Training Coaching Day 5 INSERT TRAINER NAMES with support from Brandi Simonsen, Jen Freeman, Susannah Everett, & George Sugai

Advance Organizer Introduction and Focus on Coaching Quick Review and Focus on Coaching Class-wide PBIS Coaching Self-Assessment and Reports Re-introduce Yourself and Your school Advanced Skill Building Using Data to Drive Decision Making for Classrooms Preparation for Next Training Event

Main Coaching Objectives 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. –…Problem solve roadblocks in coaching –…Facilitate your team’s activities at the next SWPBS team training.

T RAINING E XPECTATIONS : RESPECT…

nepbis.org pbis.org Evaluation Plan Coaching SWPBIS Workbook and Appendices Action Plan Tools!

New Content Guidelines Training Organization Review +Ex-Ex Activity Legend

Chapter Header (e.g., I) Section Header (I.A)

Advance Organizer Introduction and Focus on Coaching Quick Review and Focus on Coaching Class-wide PBIS Coaching Self-Assessment and Reports Re-introduce Yourself and Your school Advanced Skill Building Using Data to Drive Decision Making for Classrooms Preparation for Next Training Event

OVERVIEW OF COACHING IN SWPBIS (CHAPTER I)

I.A.ii How is it going with your various roles?  Share advanced content with team  Share information at faculty meetings  Local PBS expert  Positive “nag”  Link to resources (e.g., nepbis.org,  Team meetings  Activities at training events  Implementation

BASICS OF SWPBIS FOR COACHES (CHAPTER II)

I.C Critical Features of PBIS (Vincent, Randal, Cartledge, Tobin, & Swain- Bradway, 2011; Sugai, O’Keefe, & Fallon 2012 ab) SYSTEMS PRACTICES DATA Supporting Culturally Knowledgeable Staff Behavior Supporting Culturally Relevant Evidence-based Interventions OUTCOMES Supporting Culturally Equitable Social Competence & Academic Achievement Supporting Culturally Valid Decision Making

COACHING TEAM MEETINGS (CHAPTER III)

Facilitating Effective Team Meetings (see details in Coaches’ Workbook) 1.Be prepared and expect others to be as well 2.Begin on time by reviewing agenda and outcomes 3.Involve everyone 4.Use data to clearly and quickly define a problem before beginning problem solving 5.Create an action plan 6.At the end of the meeting debrief 7.After the meeting, electronically publish meeting minutes III.A.i

III.A.ii Using Data Effectively (see details in Coaches’ Workbook) 1.Collect appropriate and relevant data 2.Organize the data in a user-friendly manner that aides comprehension 3.Review and analyze the data at least monthly to guide decision- making 4.Make data available to all stakeholders 5.Provide staff development to all staff to use data to inform decision making 6.Use data analysis to inform decisions related to school-wide programs, classroom-based instructional practices, and student- specific interventions 7.Review data collection procedures and practices to ensure that data accurately reflect school events 8.Collect data on extent to which practice or intervention is being implemented accurately and fluently (implementation fidelity)

Advance Organizer Introduction and Focus on Coaching Quick Review and Focus on Coaching Class-wide PBIS Coaching Self-Assessment and Reports Re-introduce Yourself and Your school Advanced Skill Building Using Data to Drive Decision Making for Classrooms Preparation for Next Training Event

Work individually (or with partner coach) for 15 min Activity: Coaching Self-Assessment Review and Update Coaching Self- Assessment Develop an Action Plan to address areas for growth from your self assessment Present 1-2 “strengths” and 1-2 “concerns or challenges” (1 min. reports)

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

Coaching Reports ( + or Δ) 1-2 Details to introduce yourself 1-2 Strengths (with respect to coaching) 1-2 Concerns or challenges (with respect to coaching)

Advance Organizer Introduction and Focus on Coaching Quick Review and Focus on Coaching Class-wide PBIS Coaching Self-Assessment and Reports Re-introduce Yourself and Your school Advanced Skill Building Supporting and Responding to Behavior in Classrooms Preparation for Next Training Event

I.A.ii What roles do coaches play?  Share advanced content with team  Share information at faculty meetings  Local PBS expert  Positive “nag”  Link to resources (e.g., nepbis.org,  Team meetings  Activities at training events  Implementation

Last time we met, we discussed where school-wide data fit into these roles. Recognizing and communicating changes in staff behavior that should be celebrated/reinforced (e.g., school-wide roll out!) Encouraging team to identify their accomplishments and plan for reinforcement Providing specific, descriptive feedback on progress towards goals and other successes Pinpointing specific targets of opportunity for growth, developing specific action plans, updating progress along the way Ensuring that both program quality/fidelity data and student outcome data are used for problem solving and decision making adapted from: Today, we will focus on diving into your data to consider supports for classrooms.

Identify problems with precision Establish goal(s) Develop solution(s) Implement solution(s) with integrity and fidelity Monitor outcomes and compare to goal(s) Reassess and revise solution(s) as needed

Identify problems with precision

Data-Driven Problem Solving for Classrooms We are about to engage in a series of activities that require you to review and use your school’s data on pbisapps.org –Log on to pbisapps.org –Go to closed survey windows –Choose a survey (e.g., Self Assessment Survey, Team Checklist) –Choose View Reports Remember different types of reports (total, subscale, subsubscale, item reports)

Staff Input: Self-Assessment Survey Results for Classroom Current Status and Improvement Priority Classroom

Work individually (or with partner coach) for 15 min Activity: Review Your School’s Self-Assessment Survey Follow directions to log-on to pbisapps.org and retrieve Self- Assessment Survey (SAS) data. Review your school’s SAS data for classrooms. –Identify 1-2 key strengths and 1-2 need areas –Review your plan for administering this survey again this year (note intended timeline on evaluation plan) Share 1 min reports (strengths, need areas, and questions for classrooms).

SWIS Data: Referrals By Location Classroom

Drill Down: Referrals by Problem Behavior in the Classroom Classroom

Drill Down: Inappropriate Language in the Classroom by Perceived Motivation Classroom

Work individually (or with partner coach) for 15 min Activity: Review Your Office Discipline Referrals (ODRs) D Log-on to pbisapps.org (or appropriate site) to review your school’s ODR data. Review your school’s ODR data for classrooms. –Identify 1-2 improvements relative to last year or observations –Identify and precisely define 1-2 problems related to ODR data –Review your plan for using ODR data to monitor progress Share 1 min reports (strengths, need areas, and questions for classrooms). If you do not presently have ODR data to review, use this time to develop an action plan to secure a user-friendly interface.

Fidelity Review: SWPBIS Tiered Fidelity Inventory Classroom

Example: Team Implementation Checklist Subscale Report focus on Classroom Classroom

Work individually (or with partner coach) for 30 min Activity: Review Your School’s Fidelity Data (TIC/TFI) Log-on to pbisapps.org. Review your school’s fidelity data (TIC and/or TFI) for classrooms. –Identify 1-2 key strengths and 1-2 need areas –Precisely define problem statements –Review your plan for administering this survey again this year (note intended timeline on evaluation plan) Share 1 min reports (strengths, need areas, and questions for classrooms).

Identify problems with precision Establish goal(s) Develop solution(s)

A new and useful resource from OSEP and pbis.org

Interactive Map of Core Features

Self-Assessment

Decision Making Chart

Tables with Definitions, Examples, Non- Examples, and Resources

Additional Tools

Scenarios to illustrate implementation

Work individually (or with partner coach) for 20 min Activity: Supporting and Responding to Behavior Review the “Supporting and Responding” to Behavior resource on pbis.org Based on your data, consider where your school has the greatest needs (and opportunities for growth). Be prepared to share the data and your thoughts about a potential plan during team training, as they’ll have a similar activity. Update your coaching action plan to reflect needed supports for you in this area.

Advance Organizer Introduction and Focus on Coaching Quick Review and Focus on Coaching Class-wide PBIS Coaching Self-Assessment and Reports Re-introduce Yourself and Your school Advanced Skill Building Using Data to Drive Decision Making for Classrooms Preparation for Next Training Event

Quick Recap of Day 7 Training Celebrate Accomplishments Tier 1: Class-Wide PBIS –Focus on practices –Focus on Systems Action Planning Topics to Be Covered on Day 8

Work as team for 10 min Activity: Show, Tell, and Ask Review your action plan and identify –1-2 accomplishments –1-2 questions or concerns shared by most members of team You’ll have 5 min to show, tell, and ask!

Class-Wide PBIS: Focus on Practices

Evidence Based Practices in Classroom Management 1.Maximize structure in your classroom. 2.Post, teach, review, monitor, and reinforce a small number of positively stated expectations. 3.Actively engage students in observable ways. 4.Establish a continuum of strategies to acknowledge appropriate behavior. 5.Establish a continuum of strategies to respond to inappropriate behavior. (Simonsen, Fairbanks, Briesch, Myers, & Sugai, 2008)

1. Maximize structure in your classroom. Develop Predictable Routines –Teacher routines –Student routines Design environment to (a) elicit appropriate behavior and (b) minimize crowding and distraction: –Arrange furniture to allow easy traffic flow. –Ensure adequate supervision of all areas. –Designate staff & student areas. –Seating arrangements (groups, carpet, etc.)

2. Post, Teach, Review, Monitor, and reinforce a small number of positively stated expectations.

3. Actively engage students in observable ways. Provide high rates of opportunities to respond Consider various observable ways to engage students Link engagement with outcome objectives

4. Establish a continuum of strategies to acknowledge appropriate behavior. Specific and Contingent Praise Group Contingencies Behavior Contracts Token Economies

Error Corrections Differential Reinforcement Planned ignoring Response Cost Time out from reinforcement 5. Establish a continuum of strategies to respond to inappropriate behavior.

Evidence-Based Practices in Classroom Management 1.Minimize crowding & distraction 2.Maximize structure & predictability 3.State, review, & reinforce positively stated expectations. 4.Provide more acknowledgement for appropriate than inappropriate behaviors. 5.Maximize varied opportunities to respond. 6.Maximize active engagement. 7.Actively & continuously supervise. 8.Respond to inappropriate behaviors quickly, positively, & directly. 9.Establish multiple strategies for acknowledging appropriate behavior. 10.Generally provide specific feedback for errors & corrects. IV.B

Another useful resource from OSEP and pbis.org

Work as team for 15 min Activity: Discussion on Class-Wide PBIS Review “Supporting and Responding to Behavior” on pbis.org Discuss the extent to which you believe all/most teachers are implementing all/most of the evidence-based critical features of classroom management. What are biggest challenges? Prepare to present 1 “big idea” from your group.

Class-Wide PBIS: Focus on Systems To Support Implementation

Implementation is “…specified set of activities designed to put into practice an activity or program of known dimensions” (Fixsen, Naoom, Blasé, Friedman, & Wallace, 2005, p. 5 ) It’s what we do. Implementation outcomes include “changes in… –“…adult professional behavior” –“…organizational structures and cultures…to support the changes in adult professional behavior” –“…relationships to consumers, stakeholders, …and systems partners” (Fixsen et al., 2005, p. 12 ) What is implementation?

Isn’t there science to guide implementation? (Fixsen, Naoom, Blasé, Friedman, & Wallace, 2005, p.12 ) Translated into our language (based on theirs)… Begin with an “it” (evidence-based practice [EBP] or program; aka “source” or “best example”) Identify the “who” (individuals who work to implement with fidelity; aka “purveyors”) Identify the “where” (individuals and organizations that will adopt the EBP; aka “destination”) Determine “how”: train, prompt, and use data (performance feedback; aka “feedback mechanism” or information flow) Consider context (aka “influence”)

Context Isn’t there science to guide implementation? (Fixsen, Naoom, Blasé, Friedman, & Wallace, 2005, p.12 ) “Old Way”“New Way”

Context This is one way to start organizing our implementation supports (Adapted from Fixsen, Naoom, Blasé, Friedman, & Wallace, 2005, p.12 ) Expert Peer Self How often? On what? Who needs what? We know what these are! We know where! But… ??

Didactic training + reminders + periodic check-ins We can’t afford to do everything, but we can’t afford to do nothing... We think there’s a lot in between! No Training or Support Provided Every teacher receives coaching and performance feedback “Sit and Get” training delivered in isolation EVERYTHING NOTHING Didactic training + reminders PLUS Self-management supports BUT, how do we organize all of this?

(adapted from Simonsen, MasSuga, Briere, Freeman, Myers, Scott, & Sugai, 2013) Multi-tiered Framework of Professional Development Support

64 Bottom line… “training by itself does not result in positive implementation…or intervention outcomes” (Fixen, Naoom, Blasé, Friedman, & Wallace, 2005, pp ) So, what do we do?

One approach: Self- Management Across multiple studies, we’ve found that self- management with coaching prompts resulted in desired initial increases in specific classroom management skills across teachers. We are still working to enhance maintenance and generalization of effects. (Simonsen, Freeman, Dooley, Maddock, & Kern, under review; Simonsen Freeman, Dooley, Kern, & Maddock, in preparation) Teachers… Set a goal (criterion for self- reinforcement) Self-monitored daily Entered data into an Excel Spreadsheet, which automatically graphed daily skillrates relative to goal Self-evaluated and self-reinforced Received weekly prompts to use skill and submit data Teachers… Set a goal (criterion for self- reinforcement) Self-monitored daily Entered data into an Excel Spreadsheet, which automatically graphed daily skillrates relative to goal Self-evaluated and self-reinforced Received weekly prompts to use skill and submit data

66 Strategies…What do you do? One shot in-service? On-going training? Mentoring? Coaching? Performance feedback? _____________________

Work as team for 15 min Activity: Jigsaw Class-Wide PBIS Systems Brainstorm ideas for improving classroom management at your school Count off and share ideas with individuals from other schools to refine/expand your ideas. Return to your school team, debrief, and add relevant action steps to your action plan. Prepare to present 1 “big idea” from your group. Jigsaw for min Return to school team and share 10 min

SWPBIS Action Planning

Work as team for 75 min Activity: Action Planning Complete the Team Implementation Checklist Return to your Action Plan Identify relevant resources and steps to help move your school forward. In particular, make sure you have completed all of the steps in getting started (review your notebook). Present 2-3 “big ideas” from your group (1 min. reports)

Work with partner coach for 15 min Activity: Getting Ready for Team Training Review implementation guidelines and preview slides just presented. Discuss above with a partner –Is there content you’d like re-explained? –What key questions do you have? –What questions/challenges do you anticipate from your team members? Share key highlights (1 min. reports)

Review of Coaching SWPBIS

Main Coaching Objectives 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. –…Problem solve roadblocks in coaching –…Facilitate your team’s activities at the next SWPBS team training.

I.A.ii What roles do coaches play?  Share advanced content with team  Share information at faculty meetings  Local PBS expert  Positive “nag”  Link to resources (e.g., nepbis.org,  Team meetings  Activities at training events  Implementation

Identify problems with precision Establish goal(s) Develop solution(s) Implement solution(s) with integrity and fidelity Monitor outcomes and compare to goal(s) Reassess and revise solution(s) as needed

A new and useful resource from OSEP and pbis.org

Consider Tattoos! SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Student Behavior OUTCOMES Supporting Social Competence & Academic Achievement Supporting Decision Making 4 PBIS Elements School Systems SWPBIS 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% Classroom Non-classroomFamily Student School-wide

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