1. Coaching School-Wide Positive Behavioral Interventions and Supports (SWPBIS) Northeast PBIS (NEPBIS) Coaches Training Coaching Day 6 INSERT TRAINER NAMES with support from Brandi Simonsen, Jen Freeman, Susannah Everett, & George Sugai

2. Advance Organizer Introduction and Focus on Coaching Quick Review and Focus on Using Data to Drive Decisions Coaching Self-Assessment and Reports Re-introduce Yourself and Your school Advanced Skill Building Engaging Families in All Tiers of PBIS Preparation for Next Training Event

3. 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.

4. T RAINING E XPECTATIONS : RESPECT…

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

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

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

8. Advance Organizer Introduction and Focus on Coaching Quick Review and Focus on Using Data to Drive Decisions Coaching Self-Assessment and Reports Re-introduce Yourself and Your school Advanced Skill Building Engaging Families in All Tiers of PBIS Preparation for Next Training Event

9. OVERVIEW OF COACHING IN SWPBIS (CHAPTER I)

10. 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, www.pbis.org)  Team meetings  Activities at training events  Implementation

11. BASICS OF SWPBIS FOR COACHES (CHAPTER II)

12. 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

13. COACHING TEAM MEETINGS (CHAPTER III)

14. 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

15. 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)

16. A new and useful resource from OSEP and pbis.org

17. Advance Organizer Introduction and Focus on Coaching Quick Review and Focus on Using Data to Drive Decisions Coaching Self-Assessment and Reports Re-introduce Yourself and Your school Advanced Skill Building Engaging Families in All Tiers of PBIS Preparation for Next Training Event

18. 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)

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

20. 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)

21. Advance Organizer Introduction and Focus on Coaching Quick Review and Focus on Using Data to Drive Decisions Coaching Self-Assessment and Reports Re-introduce Yourself and Your school Advanced Skill Building Engaging Families in All Tiers of PBIS Preparation for Next Training Event

22. Why engage families? Families are experts of their kids, their culture, and their context Family engagement is a focus of PBIS practices and systems and it is emphasized among the strategies to promote culturally and contextually relevant implementation. Across tiers, family engagement may enhance student outcomes. How do we engage families?

23. I.C Critical Features of PBIS: Emphasizing Family Engagement (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

24. Critical Features of PBIS: Emphasizing Family Engagement 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

25. Focus on Practices PRACTICES What practices do we emphasize to engage with and support families? I.C.iii

26. Classroom Non-classroomFamily Student School-wide SWPBIS Practices I.C.iii

27. Continuum of positive behavior support for all families Frequent, regular, and positive contacts, communications, and acknowledgements Formal and active participation and involvement as equal partners Access to system of integrated school and community resources Behavioral Interventions and Practices in… Family Systems

28. Critical Features of PBIS 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

29. Focus on Systems SYSTEMS How are families part of PBIS systems? I.C.iv

30. EvaluationImplementation Data-based Action Plan Agreements Team GENERAL IMPLEMENTATION PROCESS I.C.iv

31. Team Composition Administrator Grade/Department Representation Specialized Support –Special Educator, Counselor, School Psychologist, Social Worker, etc. Support Staff –Office, Supervisory, Custodial, Bus, Security, etc. Parent Community –Mental Health, Business Student

32. Cultural and Contextual Fit Culture & Context How do you ensure cultural and contextual fit?

33. Guidelines for Culture & Context For each item in your action plan, ensure:  Involve staff, students, & families in development  Contextually/culturally appropriate (e.g., age, level, language)  Examine disaggregated data to ensure implementation of each feature works for all subgroups of students I.C.v Culture & Context

34. Discuss as a small or large group (~15 min) Activity: Group Discussion: Engaging Families Does your school-wide PBIS team include family members? If yes, are they actively engaged on your team? Do you recruit family input/feedback as you select, develop, implement, and evaluate PBIS practices or systems? Do you have any recommended practices in place to support families? What else are you doing to engage or support families in your school?

35. How have other schools engaged families? School Events Positive Communications Meaningful Participation

36. Where can I find more info? Start with family “click” on pbis.org. Then read FAQ’s. Scroll down to see additional resources.

37. Work individually (or with partner coach) for 20 min Activity: Engaging Families in PBIS Review content on pbis.org related to families. Identify additional resources to enhance your own understanding of strategies to engage and support families. Identify 2-3 strategies to enhance engagement and collaboration with families on your team. Update your coaching action plan to reflect needed supports for you in this area. Be prepared to share updates.

38. Advance Organizer Introduction and Focus on Coaching Quick Review and Focus on Using Data to Drive Decisions Coaching Self-Assessment and Reports Re-introduce Yourself and Your school Advanced Skill Building Engaging Families in All Tiers of PBIS Preparation for Next Training Event

39. Quick Recap of Day 7-8 Training Celebrate Accomplishments Preview of Tiers 2/3 Action Planning Topics to Be Covered on Day 9

40. Preview of Advanced Tiers V See new Chapter 5 in your workbook (download updated version at nepbis.org)

41. Preview of Tier II V.C.i

42. Continuum of School-Wide Instructional and Positive Behavior Support TIER 1: School-/Classroom- Wide Systems for All Students, Staff, & Settings TIER 2: Specialized Group Systems for Students with At-Risk Behavior ~80% of Students ~15%

43. V.C.i SWPBS Systems established, including: School board/district/regional support SWPBS Leadership Team Administrator endorsement and active participation Continuous, data-based professional development (training and coaching) Recognition of staff behavior, contributions, and/or accomplishments School-wide data system SWPBS Practices established, including: 3-5 positively stated and defined school-wide expectations Expectations regularly taught in both classroom and non- classroom settings School-wide reinforcement plan to acknowledge expected behavior Plan and continuum of consequences for rule violations Evidence-based classroom management practices What is needed to consider secondary intervention?

44. Common Secondary Intervention Features Consistent, standardized implementation across students Easily accessible (e.g., within a few days of referral) Continuous availability Implemented by all school staff Consistent with and extra doses of school-wide expectations and interventions Continuous utilization of data for decision-making (e.g., progress monitoring) (Crone, Horner, & Hawken, 2010) V.C.i

45. Specialized Support Team: Roles, Responsibilities, & Functions Provide training and support to school staff regarding the program(s) Provide specialized behavioral assessment strategies, interventions, and supports Meet regularly (e.g., weekly or biweekly) to review the program, monitor individual student progress, and review new referrals Coordinate school-wide implementation of the overall Tier II practices and systems Develop screening procedures and data-based decision rules for referring students to intervention Develop data-based decision rules (including time frames) for placing students, monitoring progress, and fading the intervention Summarize and review data

46. Secondary systems efficiently support a small group of students by increasing prompts, structure, and opportunities for reinforcement.

47. Preview of Tier III V.C.ii

48. Behavioral competence at school & district levels Team- & data-based decision making Targeted social skills & self-management instruction Individualized instructional & curricular accommodations Function-based behavior support planning Comprehensive person-centered planning & wraparound processes Individual Student Systems

49. V.C Behavior Support Elements Problem Behavior Functional Assessment Intervention & Support Plan Fidelity of Implementation Impact on Behavior & Lifestyle *Response class *Routine analysis *Hypothesis statement *Function *Response class *Routine analysis *Hypothesis statement *Function *Alternative behaviors *Competing behavior analysis *Contextual fit *Strengths, preferences, & lifestyle outcomes *Evidence-based interventions *Alternative behaviors *Competing behavior analysis *Contextual fit *Strengths, preferences, & lifestyle outcomes *Evidence-based interventions *Implementation support *Data plan *Implementation support *Data plan *Continuous improvement *Sustainability plan *Continuous improvement *Sustainability plan Team-based Behavior competence Team-based Behavior competence

50. 3 Basic Steps: Developing interventions for Individual Students

51. Tier III Elements Contextually Appropriate Support Testable Hypothesis Function Statement Competing Path Analysis Supporting Data Behavior Intervention Plan Definition of Problem Behavior or Class See Checklists included in Appendices. Appendix G Appendix H

52. Tertiary interventions are intensive, function-based supports for individual students. The focus is on redesigning environments and teaching functional skills.

53. 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)

54. Review of Coaching SWPBIS

55. 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.

56. 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, www.pbis.org)  Team meetings  Activities at training events  Implementation

57. 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

58. 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).