1. Michele F. Flowers, Ed.D. Bibb County School District Coaching for Capacity, Fidelity, and Sustainability 2/23/16- District PBIS Leadership Team

2.  Participants will understand:  How to establish a Social Culture  Essential organizational structures to support coaching and implementation fidelity  Understand competencies that lead to effective coaches (internal and external)

3. Turn and Talk  Leaders are responsible directly for the behavior of others because leaders are accountable for the day-in and day-out operating culture of their organization. Leaders may not be able to monitor everything, but it’s a leader’s job to make sure there’s an organizational culture in place that assures that what happens on their watch is consistent with their intent.  AS DISTRICT LEADERS WHAT ARE YOUR THOUGHTS?  5 minutes

4. Establishing a Social Culture Common Vision/Values Common Language Common Experience MEMBERSHIP

5.  In Schein’s book, Organizational Culture and Leadership, he states that leaders both embed and transmit the culture. That is, leaders articulate the culture, make it real, and transfer it throughout the organization.Organizational Culture and Leadership

6. DLT Challenges  1. Articulate a District core cultural statement surrounding PBIS  Develop a PBIS vocabulary  Model PBIS  Avoid cultural drift

7. Cultural Statement  A core cultural statement is not distinct from an operational mission statement, rather it is embedded in the operational mission statement. When we say we want to be the “best PBIS school district in Georgia, "expand on this operational mission statement and elaborate on what type of relationships and behaviors do we expect to help our district achieve this goal.

8. Common Language/Vocabulary  How will we describe our cultural statement? PBIS framework? Ask yourself what reinforcing words, adjectives, and nouns can best reflect our core cultural statement.  You may not always be able to repeat verbatim the core cultural statement, but we can use appropriate vocabulary to reinforce it. Make a list of words that transmit the essence of our culture/ PBIS and use them.

9. Model the Behavior  Leaders are always reminded how important it is to practice what we preach. With culture, modeling behavior is particularly important. Specifically, if we want others to own the culture, you have to act in such a manner that shows others that we live the culture.  The culture must be reflected in your behavior in a natural, consistent, and unobtrusive way so the modeling is authentic. It may be a mundane truism, but the role of leadership is to model.  HOW CAN WE MODEL PBIS in BIBB?

10. Cultural Drift  While it’s easy to achieve agreement on the core cultural statement, there is a tendency over time to ignore them and lose focus. A drift sets in and the core culture is supported by token gestures. There is a tendency to overlook the importance of an organization’s core culture.  What can we do as a district to maintain sustainability and not drift?

11.  If school leadership teams are to be successful, structures and routines must be in place to assist, prompt, encourage, and monitor their progress as they develop, implement, and evaluate their school-wide PBIS system. Anne Todd

12.  Ability to organize people and resources to support local implementation efforts.  Emphasis on roles, responsibilities, and activities  Efficiencies are achieved by integrating the coaching functions into job descriptions of as many existing school personnel as possible (e.g., school psychologist, behavior specialist, social worker, school counselor, administrators).

13. State District School Classroom Student

14. Advisory Committee Leadership Team State Coordinator Regional Consultants / Coordinators LEA PBIS Coordinator External Coaches Internal Coaches/Team Leaders STATE LEVEL REGIONAL LEVEL DISTRICT LEVEL Building Effective Coaches Networks

15. Leadership Team Funding Visibility Political Support TrainingCoaching Evaluation Active Coordination Local School Teams / Demonstrations PBIS Systems Implementation Logic

16. Data PracticesSystems Outcomes

17. Linda Curry /Lara Sims- MGRESA Consultants

18.  Provide regional PBIS awareness training  Coordinate regional PBIS training  Assist with planning and presentation of PBIS presentations  Conduct regional meetings and trainings for school team and districts  Provide technical assistance and support  Assist with data collection

19.  monitor accuracy and consistency of implementation  maximize targeted outcomes  increase implementation efficiency  acknowledge progress and outcomes  communicate progress to state leadership  facilitate review of data and district action plan enhancement

20. District Coordinator ExternalInternal ExternalInternal ExternalInternal

21. District Coordinator ExternalInternal ExternalInternal ExternalInternal

22.  Coordinate with State /Regional PBIS Leaders  Chair District PBIS Leadership Team  Funding, Political Support, Visibility  Manage District PBIS Action Plan  Budget Management  Coordinate data collection and evaluation systems  Coordinate district PBIS training and related professional development  Coordinate with other district initiatives  Stay informed and communicate current national PBIS research

23.  Provide PBIS technical assistance in district  Host district-wide meetings for implementing schools  Visit implementing schools  Work with PBIS external coaches, internal coaches, trainers and PBIS team chairs  Assist external coaches and teams to understand and use data

24. Qualifications, roles and responsibilities District Coordinator ExternalInternal ExternalInternal ExternalInternal

25. High SchoolMiddle SchoolElementaryPre-School

26. North Region South Region East Region West Region High SchoolMiddle SchoolElementaryPre-SchoolHigh SchoolMiddle SchoolElementaryPre-SchoolHigh SchoolMiddle SchoolElementaryPre-SchoolHigh SchoolMiddle SchoolElementaryPre-School

27.  Attend PBIS Coach meetings and trainings  Attend District Leadership Team meetings  Coordinate and submit building data to coordinator

28.  Assist with meetings and trainings for Internal PBIS Coaches  Assist with agenda and data analysis  Attend PBIS team meetings  Coordinate data collection  Complete SET for each school  Assist schools with action planning  Provide on-site coaching

29.  Provide PBIS awareness presentations in district  Provide support across the continuum of supports – universal, secondary, tertiary.

30. Specific knowledge and skills :  data collection systems  data analysis and decision making  fluency with data collection tools (e.g. SET, PBIS survey)  essential features of school-wide PBIS  analysis of setting events  principles of reinforcement  effective instruction  classroom management  applied behavior analysis  functional assessment  behavior change plans  monitoring interventions

31. Efficiencies are achieved by integrating the coaching functions into job descriptions of existing school personnel:  school psychologist  behavior specialist  social worker  school counselor  Etc.

32. Qualifications, roles and responsibilities District Coordinator ExternalInternal ExternalInternal ExternalInternal

33.  Coordinate with District Coordinator and External Coach  Attend PBIS meetings and trainings  Facilitate PBIS Team meetings  Coordinate team roles and tasks  Coordinate data collection and submission to external coach / district coordinator  Manage school action plan

34. Competency 1  Purpose  Rationale  Implementation Requirements  Systems Processes  Research Describe and promote the features of the school-wide PBIS approach Competencies based on work of George Sugai

35. Competency 2  Outcomes  Data  Practices  Systems Describe and promote the practices and systems of school-wide PBIS approach Systems DataPractices

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39. Competency 3  Primary or universal (tier 1)- All students are exposed to a core social behavior curriculum to prevent the development of problem behavior and to identify students whose behaviors are not responsive to that core.  Secondary or Needs Based Learning (tier 2)- In addition to Tier 1 Supplemental social behavior support is added to reduce the current number and intensity of problem behavior  Tertiary or intensive (Tier 3- SST Driven Learning) Individualized and intensive behavior support is developed to reduce complications, intensity, and/or severity of existing problem behavior.  Specially Designed Learning- (Tier 4)- Special programs and greater frequency of monitoring behavior and response to intervention(s) Describe the logic and application of 4 tiered prevention logic and continuum of behavior support

40. RTI/PBIS District Non- Negotiables

41. Competency 4  Purpose/vision  Small set of positively stated school-wide behavioral expectations and examples  Procedures for teaching school-wide behavioral expectations  Continuum of procedures for encouraging school-wide behavioral expectations  Continuum of procedures for discouraging rule violations and problem behavior  Procedures for monitoring, adapting, and enhancing implementation. Describe and promote the components and operations of a proactive school-wide discipline system

42. Competency 5  Classroom-wide positive expectations taught & encouraged  Teaching classroom routines & cues taught & encouraged  Ratio of 6-8 positive to 1 negative adult-student interaction  Active supervision ▪ Redirections for minor, infrequent behavior errors ▪ Frequent precorrections for chronic errors Describe and promote fundamental strategies and systems of classroom management

43. Competency 6  Nonclassroom settings  Positive expectations and routines taught and encouraged  Active supervision by all staff  Scan, move, interact  Precorrections and reminders  Positive reinforcement Describe and promote fundamental strategies of active supervision

44. Competency 7 Describe and apply school- based data management and data- based decision making

45. Competency 8  Self-assessment and data collection  Data analysis & summarization  Development of data-based action plans  Team-based Action Planning  Organize team  Review data  Analyze, describe, & prioritize problem within context  Specific measurable outcome  Select evidence based practice  Provide supports for accurate sustained adoption & implementation  Monitor practice implementation & progress toward outcome Guide strategic data- based action planning with school teams

46. Competency 9  Problem solving process  Systems analysis Facilitate strategic problem solving with school teams

47. Competency 10  Teaming  Conducting team meetings  Facilitation & Support vs. Running  Self-assess Facilitate the effectiveness, efficiency, and relevance of school team meetings

48. Competency 11  faculty  Students  Staff  Parents  community members Facilitate effective communication between school leadership team and school and community stakeholders

49. Competency 12 Positively report, promote, shape and reinforce school team progress and products

50. Competency 13  Targeted secondary interventions & systems  Intensive tertiary interventions & systems  Function-based approach to behavior intervention planning  Person-centered planning  Enhanced approach  Organize team  Review data  Analyze, describe, & prioritize problem within context  Specific measurable outcome  Select evidence based practice  Provide supports for accurate sustained adoption & implementation  Monitor practice implementation & progress toward outcome Describe and promote features of behavior support for individual students

51. Competency 14  Mental health  Parent/family  Business  Juvenile Justice  Public Health Link school teams to supporting resources