1. Northeast PBIS (NEPBIS) Coaches Training
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
Add trainer names for your event

2. 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

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. Training Expectations:
RESPECT…
Self-monitor (Are you participating? Engaged as a learner? Talking during allotted times?)
Stretch, break, stand as needed
SELF
Cell phones (inaudible): Converse in lobbies and breaks
Work as a team: Room for every voice, reinforce participation
OTHERS
Recycle
Maintain neat working area
ENVIRONMENT

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

6. Activity: Coaches Please Enter Attendance
Coaches 1 min
Coaches, please login on nepbis.org, go to the coaches’ tab, and click on the Team Training Attendance Link. Follow prompts to enter team attendance.

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

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

9. 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

10. Overview of Coaching in swpbis (Chapter i)

11. How is it going with your various roles?
Coaching Roles
Facilitate
Content Knowledge
Communicate
Team meetings
Activities at training events
Implementation
Local PBS expert
Positive “nag”
Link to resources (e.g., nepbis.org,
Share advanced content with team
Share information at faculty meetings
Move quickly through review content (just hit the highlights). Then, for each item, ask questions about how its going and use this to reinforce, correct, or problem solve as appropriate.
I.A.ii

12. Basics of swpbis for coaches (Chapter Ii)

13. Critical Features of PBIS
Supporting Culturally Equitable
Social Competence & Academic Achievement
OUTCOMES
Supporting
Culturally
Knowledgeable
Staff Behavior
Supporting
Culturally Valid
Decision
Making
DATA
SYSTEMS
(Vincent, Randal, Cartledge, Tobin, & Swain-Bradway, 2011; Sugai, O’Keefe, & Fallon 2012 ab)
Move quickly through review content (just hit the highlights). Then, for each item, ask questions about how its going and use this to reinforce, correct, or problem solve as appropriate.
I.C
PRACTICES
Supporting Culturally Relevant
Evidence-based Interventions

14. coaching team meetings (Chapter iII)

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

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

17. 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

18. Activity: Coaching Self-Assessment
Work individually (or with partner coach) for 15 min
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.
Coach

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

21. 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

22. What roles do coaches play?
Coaching Roles
Facilitate
Content Knowledge
Communicate
Team meetings
Activities at training events
Implementation
Local PBS expert
Positive “nag”
Link to resources (e.g., nepbis.org,
Share advanced content with team
Share information at faculty meetings
Move quickly through review content (just hit the highlights). Then, for each item, ask questions about how its going and use this to reinforce, correct, or problem solve as appropriate.
I.A.ii

23. 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
Today, we will focus on diving into your data to consider supports for classrooms.
adapted from:

24. Continuous Quality Improvement
Reassess and revise solution(s) as needed
Identify problems with precision
Monitor outcomes and compare
to goal(s)
Establish goal(s)
DATA
Trainer Note: We want to interrupt the traditional cycle of admiring the problem, by talking and talking about the problem before quickly launching into determining solutions.
We can do this by building a system for improved decision making.
Develop solution(s)
Implement solution(s) with integrity and fidelity

25. Identify problems with precision
Let’s get started…
Identify problems with precision
DATA
Trainer Note: We want to interrupt the traditional cycle of admiring the problem, by talking and talking about the problem before quickly launching into determining solutions.
We can do this by building a system for improved decision making.

26. 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)

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

28. Activity: Review Your School’s Self-Assessment Survey
Work individually (or with partner coach) for 15 min
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).

29. SWIS Data: Referrals By Location
Classroom

30. Drill Down: Referrals by Problem Behavior in the Classroom

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

32. Activity: Review Your Office Discipline Referrals (ODRs) D
Work individually (or with partner coach) for 15 min
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.

33. Fidelity Review: SWPBIS Tiered Fidelity Inventory
Classroom
Classroom

34. Example: Team Implementation Checklist Subscale Report focus on Classroom

35. Activity: Review Your School’s Fidelity Data (TIC/TFI)
Work individually (or with partner coach) for 30 min
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).

36. Identify problems with precision
Let’s begin to plan
Identify problems with precision
Establish goal(s)
DATA
Trainer Note: We want to interrupt the traditional cycle of admiring the problem, by talking and talking about the problem before quickly launching into determining solutions.
We can do this by building a system for improved decision making.
Develop solution(s)

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

38. Interactive Map of Core Features

39. Self-Assessment

40. Decision Making Chart

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

42. Additional Tools

43. Scenarios to illustrate implementation

44. Activity: Supporting and Responding to Behavior
Work individually (or with partner coach) for 20 min
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.

45. 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

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

47. Activity: Show, Tell, and Ask
Work as team for 10 min
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!

48. Class-Wide PBIS:
Focus on Practices

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

50. 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.)

51. 2. Post, Teach, Review, Monitor, and reinforce a small number of positively stated expectations.
Establish
Teach
Prompt
Monitor
Evaluate
Sarah

52. 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

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

54. Differential Reinforcement
Establish a continuum of strategies to respond to inappropriate behavior.
Error Corrections
Differential Reinforcement
Planned ignoring
Response Cost
Time out from reinforcement
Emphasize that consequences to decrease behavior should still have an instructional focus and increase the likelihood that students can be successful the next time. (That doesn’t happen through punishment alone.)
Also encourage people to use caution if the elect to use Response Cost and Time Out from Reinforcement as part of their continuum (there are caution symbols on the detail slides). I always share that I directed a school with students with significant behavioral issues, and we did not employ either of these strategies…and we successfully managed intense behavior.

55. Evidence-Based Practices in Classroom Management
Minimize crowding & distraction
Maximize structure & predictability
State, review, & reinforce positively stated expectations.
Provide more acknowledgement for appropriate than inappropriate behaviors.
Maximize varied opportunities to respond.
Maximize active engagement.
Actively & continuously supervise.
Respond to inappropriate behaviors quickly, positively, & directly.
Establish multiple strategies for acknowledging appropriate behavior.
Generally provide specific feedback for errors & corrects.
Annimation is out of order on this slide- I fixed on my computer but check on yours
IV.B

56. Another useful resource from OSEP and pbis.org

57. Activity: Discussion on Class-Wide PBIS
Work as team for 15 min
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.

58. Class-Wide PBIS:
Focus on Systems
To Support
Implementation

59. What is 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)
Fixsen, D. L., Naoom, S. F., Blase, K. A., Friedman, R. M. & Wallace, F. (2005). Implementation Research: A Synthesis of the Literature. Tampa, FL: University
of South Florida, Louis de la Parte Florida Mental Health Institute, The National Implementation Research Network (FMHI Publication #231).

60. Isn’t there science to guide implementation?
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”)
Fixsen, D. L., Naoom, S. F., Blase, K. A., Friedman, R. M. & Wallace, F. (2005). Implementation Research: A Synthesis of the Literature. Tampa, FL: University
of South Florida, Louis de la Parte Florida Mental Health Institute, The National Implementation Research Network (FMHI Publication #231).
(Fixsen, Naoom, Blasé, Friedman, & Wallace, 2005, p.12)

61. Isn’t there science to guide implementation?
Context
It:
EBP
Who:
Implementation “Supporters”
How:
Train, prompt, use data
Where:
Teacher / Classroom
“New Way”
“Old Way”
Fixsen, D. L., Naoom, S. F., Blase, K. A., Friedman, R. M. & Wallace, F. (2005). Implementation Research: A Synthesis of the Literature. Tampa, FL: University
of South Florida, Louis de la Parte Florida Mental Health Institute, The National Implementation Research Network (FMHI Publication #231).
(Fixsen, Naoom, Blasé, Friedman, & Wallace, 2005, p.12)

62. This is one way to start organizing our implementation supports
Context
It:
EBP
Who:
Implementation “Supporters”
How:
Train, prompt, use data
Where:
Teacher / Classroom
We know what these are!
We know where!
But…
Fixsen, D. L., Naoom, S. F., Blase, K. A., Friedman, R. M. & Wallace, F. (2005). Implementation Research: A Synthesis of the Literature. Tampa, FL: University
of South Florida, Louis de la Parte Florida Mental Health Institute, The National Implementation Research Network (FMHI Publication #231). ? ?
Expert
Self
How often?
Who needs what?
Peer
On what?
(Adapted from Fixsen, Naoom, Blasé, Friedman, & Wallace, 2005, p.12)

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

64. Multi-tiered Framework of Professional Development Support
Intensive PD: Data-driven Consultation
Tier 2
Targeted PD: Self-Management with Peer or Coaching Supports
Tier 1
Universal PD: Training & Self-Management
Progress Monitoring
Walk-through, Student Data Review, Teacher Collected Data
Universal Screening
Walk-through & Student Data Review
(adapted from Simonsen, MasSuga, Briere, Freeman, Myers, Scott, & Sugai, 2013)

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

66. 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

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

68. Activity: Jigsaw Class-Wide PBIS Systems
Work as team for 15 min
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

69. SWPBIS Action Planning

70. Activity: Action Planning
Work as team for 75 min
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)

71. Activity: Getting Ready for Team Training
Work with partner coach for 15 min
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)

72. Review of
Coaching SWPBIS

73. 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.

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

75. Continuous Quality Improvement
Reassess and revise solution(s) as needed
Identify problems with precision
Monitor outcomes and compare
to goal(s)
Establish goal(s)
DATA
Trainer Note: We want to interrupt the traditional cycle of admiring the problem, by talking and talking about the problem before quickly launching into determining solutions.
We can do this by building a system for improved decision making.
Develop solution(s)
Implement solution(s) with integrity and fidelity

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

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

78. TAKE AWAY MESSAGE
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).