1 Tier 1 Effective Coaching Overview Monthly Coaching Meeting 2011 Module B DC Name and Date Here

2 Objectives Participants will be able to… Define coaching Name the 3 primary skill sets needed for effective coaching List two ways to facilitate effective teaming Name 3 RtI principles Describe the 4-step problem solving process

3 Coaching Overview Coaching: an essential element for the successful implementation of PBS/RtI:B efforts a set of skills necessary to facilitate change within a multi- tiered system of supports (Tiers 1, 2, and 3) not a person helps ensure fidelity of intervention implementation One person may not possess all the skill sets necessary to support a school-based team across all the tiers of supports. It may be necessary to identify several people within your school with the necessary skills to support the school-based RtI:B team.

4 Coaching at the School Level Coaching A set of activities that provide facilitative support to build the capacity of school-based leadership teams to implement Multi-Tiered Systems of Support (MTSS) to enhance student outcomes. Name some Tier 1 activities you have engaged in that provide support or help build capacity of your school-based leadership team?

5 Tier 1 RtI:B - Coaching Skill Sets Collaborative Problem-Solving Skills Content Knowledge Skills Facilitation Skills Coaching A set of activities… 1. Problem Identification 2. Problem Analysis 3. Intervention Design 4. Evaluation 1. Positive Behavior Support 2. Response to Intervention 3. Basic Behavior Principles 4. Data and Progress Monitoring 1. Teaming 2. Action Plan Development and Implementation 3. Communication

6 Coaching Facilitation Skills Tier 1: Facilitation Skills for Collaborative Action Planning: 1.Effective Teaming 2.Tier 1 Core Curriculum Action Plan Development and Implementation 3.Effective Communication Facilitation Skills

7 1. Effective Teaming Ground Rules Established (3 to 5 maximum) Examples: Be on time All phones on silent Everyone actively participates Everyone volunteers to assist with tasks Share other ground rules you have found helpful to facilitating effective meetings. Active Listening Ask open-ended questions Paraphrase, summarize, synthesize Group Dynamics Observe and understand group behavior Provide positive, supportive feedback Refocus discussion Provide motivation Share other facilitation strategies you have found to be effective.

8 Effective Teaming Consensus Building: Review and discuss data Brainstorm ideas based on the data Clarify all ideas/suggestions Prioritize suggestions generated by team members Determine ‘next’ steps Obtain verbal agreement from all team members Team decisions are supported by all team members The team presents a “united front” outside of meetings

9 Effective Teaming Group Discussion: During the past two meetings, one of the PBS/RtI:B team members has been constantly complaining about how much work she has to do for the “team”. She specifically said she does not feel the process is worth all the time and energy and is not seeing any significant changes in behavior in spite of all the additional work. Recently, she was overheard sharing these thoughts and feelings with a colleague, who is not a member of the team. Brainstorm ideas about how to address this situation using effective teaming strategies.

10 Effective Teaming: Possible Strategies Actively listen to her concerns –open-ended questions, paraphrase and summarize concerns Brainstorm ideas, as a team, to address her specific issues about too much additional work Seek Administrative support and input Assess overall faculty buy-in –Conduct staff surveys, provide feedback Review and analyze the behavioral data to determine if interventions are being effective Are problem behavior actually decreasing? Brainstorm additional solutions

11 2. Effective Action Plan Development Designing and Running Effective Meetings: Agenda: Prepared by team leader. Delivered in advance Data Review: who, what, where, when, sub-groups of students Problem-Analysis and Problem-Solving What is the problem and why is it occurring Determine interventions and implementation procedures Tools and resources Developing an Action Plan Address follow-up items from previous meeting Develop/update activities and products to ensure fidelity Review implementation strategies/steps Note items to address next meeting Celebrate accomplishments Sample Meeting Agenda:

12 Effective Action Plan Implementation Determine a schedule for implementing PBS/RtI:B activities: When and where will monthly team meetings take place? When and who will share PBS data with staff ? How will staff feedback be obtained and who will gather the data? When will the team roll out and/or review each critical element? Expectations and rules Discipline procedures Rewards/recognition process Teaching each element When will reward/recognition events occur? Who will be responsible for coordinating the events?

13 Effective Action Plan Implementation Intervention Design and Implementation: How will interventions be introduced and taught to staff and students? How will intervention implementation be monitored? When will the implementation data be reviewed and analyzed? How will we know the intervention has been successful? How will we determine the need to increase, fade or redesign the intervention?

14 Team Meeting Checklist

15 Team Meeting Evaluation Tool

16 3. Communication Effective Coaching Communication Efforts: Promote, shape, and reinforce PBS/RtI:B efforts with faculty, district personnel, parents, and community Share activities, events, behavior data, progress, and successes Prompt/support the completion of tasks/activities Model positive interactions and reinforces staff and students Conduct and/or assist small group trainings on PBS Attend all meetings and trainings with PBS/RtI:B team Attend coaching meetings facilitated by the DC Attend additional trainings as needed Coaching 101, Problem-Solving, Data-Based Decision-Making, etc. Complete Mid-Year I, Mid-Year II, and End-Year PBSES Reports Coaching Roles & Responsibilities on FLPBS:RtIB website

17 Coaching Facilitation Skills Group Discussion:  Are PBS/RtI:B team meetings relevant and productive?  Does the team review and update the action plan each meeting?  Does the RtI:B team review data each month?  Is consensus gained on all action items?  Do you share data and progress with staff, administrators, parents, and the district on a regular basis?  Do you have the skills to effectively and efficiently help facilitate team meetings?  Do you have the skills to adequately address ‘problem’ situations during the team meetings? Outside of meetings? In what areas would you like additional support?

18 Content Knowledge Skills Areas of Knowledge: 1.Positive Behavior Support (PBS) 2.Response to Intervention (RtI:B) 3.Basic Behavior Principles Antecedents, Behavior, Consequences Functions of behavior 4.Data and Progress Monitoring School-wide behavior discipline system PBS Evaluation System Content Knowledge Skills

19 1. School-Wide PBS Critical Elements: Teaming Expectations and rules Effective reward/recognition program Effective discipline process and procedures Teaching behavior, consequences, and rewards Implementation process Faculty commitment and buy-in Classroom PBS Systems Data analysis and evaluation

20 2. Response to Intervention Principles: Multi-tiered system of supports; continuum of services Collaborative, structured problem-solving process Evidence-based instruction and interventions Integrated data system for data-based decision- making Progress monitoring and evaluation View RtI:B DVD :

21 3. Basic Principles of Behavior Antecedents event and/or stimulus that occurs before the behavior Behavior observable and measurable actions Consequences what occurs after the behavior that serves to maintain, increase, or decrease the frequency of behavior

22 Functions of Behavior ATTENTION (adult, peer) TANGIBLE (object, task, activity) SENSORY STIMULATION AVOID/ ESCAPE GET/OBTAIN

23 4. Data and Progress Monitoring Data Sources: PBS Evaluation Data PBS Implementation Checklist (PIC) Benchmarks of Quality (BoQ) – Tier 1 Benchmark for Advanced Tiers (BAT) – Tiers 2 and 3 RtI:B Walkthrough Outcome Summary Data School-Wide Discipline Data Office Discipline Referrals In-School and Out-of-School Suspensions Attendance, grades. etc. What other data have you used to monitoring PBS implementation and student outcomes?

24 Content Tools and Resources Coaches’ CD and/or wristband (flash drive) Team Meeting Agenda/Minutes PBS Team Meeting Evaluation PBS/RtI:B Coach Evaluation Coaching Report (Monthly Coaches’ meetings) Coaches’ Corner Stages of Team Development Characteristics of Successful Teams Consensus Decision-Making and Consensus Ladder Coaches’ Strategies Meeting Monsters

25 Content Resources Websites Association for Positive Behavior Support Florida’s Positive Behavior Support Project National Positive Behavior Interventions and Support University of Connecticut University of Oregon

26 Content Knowledge Skills Group Discussion: Do you understand the SWPBS process and procedures? Critical elements, implementation, progress monitoring Do you understand RtI principles? Multi-tiered system of supports, evidence-based interventions, data-based decision making Do you have the skills to effectively address behavioral issues? Antecedents, functions of behavior, consequences, fidelity Do you know the data sources for Tier 1 and how to use them to monitor progress and make decisions? What additional knowledge and/or skills do you need in these areas in order to successfully engage in coaching activities?

27 Collaborative Problem Solving Skills Step 1: Problem Identification Step 2: Problem Analysis Step 3: Intervention Design Step 4: Response to Intervention Why is it occurring? What’s the problem? What are we going to do about it? Is it working? Collaborative Problem-Solving Skills

28 Problem-Solving Process Step 1: Identify the Problem – What is the problem? ABCs of Behavior: What problem behaviors are occurring most often? When are the problem behaviors occurring? Where are the problem behaviors occurring? Who is involved (students/staff)? Step 2: Problem Analysis - ‘Why’ are the problem behaviors occurring? Function of Behavior Developing an hypothesis

29 Problem-Solving Process Step 3: Designing Interventions – What are we going to do about the problem? Match interventions to function of behavior Select evidenced-based strategies Address the ABCs of behavior Antecedents = Prevention: –Alter the environment (systems changes) Behavior = Teaching new skills –Replacement behaviors Consequences = Rewards – Appropriate behaviors (new skills) effectively rewarded

30 Problem-Solving Process Step 4: Evaluation: Response to Intervention – Are the interventions working? Monitor Progress: Collect and review data to monitor implementation fidelity and student outcomes. Data: –What data will be gathered? –When will the data be collected? –Who will collect the data? –Was the intervention implemented with fidelity? –How often will the data be reviewed? Outcomes: –What worked? –What did not work? –What needs to be modified or changed?

31 Collaborative Problem Solving Group Discussion: Do you know what data to review to identify problem behavior? Do you understand how to develop an hypothesis based on the data? Do you know how to select evidence-based interventions? Do you know what data to review to monitor implementation fidelity and student outcomes? Do you feel competent implementing the 4-step problem solving process? What additional knowledge and/or skills might you need to engage in collaborative problem-solving?

32 Wrap-Up Questions? Comments? Need for additional support or training?