1. Coaching Your PBIS Team
Coaches Training
Fall 2017

2. Who is Here? What else do you do at school
Did you volunteer or were you ‘assigned’
Are you new at this or a veteran
Is your team new, or veteran

3. Coaching Defined Coaching = active and interactive delivery of:
(a) prompts that increase successful behavior, and
(b) corrections that decrease unsuccessful behavior.
Who? When? Where?
Coaching is done by someone with credibility and experience with the target skill(s)
Coaching is done on-site, in real time
Coaching is done after initial training
Coaching is done repeatedly (e.g. monthly)
Coaching intensity is adjusted to need

4. Coaching Goals: Two Big Ideas
PBIS Outcomes: Academic & Social Competence
Practices
Systems
Data
The basic framework for effective coaching is to assist schools in truly understanding and structuring their PBIS implementation efforts around these two “big ideas.”

5. Tiered Instructional and Positive Behavioral Interventions and Supports (PBIS) Framework
Academic Systems
Behavioral Systems
Intensive, Individually Designed Interventions
Address individual needs of student
Assessment-based
High Intensity
Intensive, Individually Designed Interventions
Strategies to address needs of individual students with intensive needs
Function-based assessments
Intense, durable strategies
1-5%
1-5%
Targeted, Group Interventions
Small, needs-based groups for
at risk students who do not respond
to universal strategies
High efficiency
Rapid response
5-10%
5-10%
Targeted, Group Interventions
Small, needs-based groups for at-risk students who do not respond to universal strategies
High efficiency/ Rapid response
Function-based logic
Core Curriculum and
Differentiated Instruction
All students
Preventive, proactive
School-wide or classroom
systems for ALL students
80-90%
Core Curriculum and
Universal Interventions
All settings, all students
Preventive, proactive
School-wide or classroom systems for ALL students and staff
80-90% 5

6. Coaches Self Assessment
Data
Practices
System
3 = Fluent/Mastered
2 = Building Skills, but not fluent
1 = Still learning

7. Coaches Assessment Are our meeting effective?
Is our data collection effective?
Is our data analysis productive?
Is our teaching practices effective?
Is our reinforcement system effective?
Are we prepared to self-assess on implementation?

8. Reinforcement System Effectiveness
Are all students accessing the system?
Are all staff using the system?
Do they understand why?
Do you have buy-in from staff
Do they know how to give effective feedback?
Is it easy to use?
Is the system equitable?

9. Implementation Evaluation
Tiered Fidelity Inventory
New Schools (2 times/year)
Returning Schools (1 time/year-Spring)
ODRs (Submitted to Google form)
School Climate Survey
Tier 2 schools: Progress Monitoring Data (de-identified for purposes of evaluation)

10. School-Wide Systems for School Improvement Success
Academic Practices
Behavior Practices
Tier 3/Tertiary Interventions %
_____________________
1-5% Tier 3/Tertiary Interventions
___________________________
Tier 2/Secondary Interventions %
___________________________
5-15% Tier 2/Secondary Interventions
____________________________
Use secretively at first, and share with school when they are ready.
Tier 1/Universal Interventions %
________________________
80-90% Tier 1/Universal Interventions
____________________________
Illinois PBIS Network, Revised May 15, Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at 10

11. PBIS Outcomes: Social and Academic Competencies
Supporting
Decision
Making
Supporting
Staff Behavior
SYSTEMS
DATA
PRACTICES
Supporting
Student Behavior

12. Tier 1 – TFI: DATA DATA 1.19 – Feedback and Acknowledgement
1.12 – Discipline Data
1.13 – Data Based Decision Making
Fidelity Data
1.15 – Annual Evaluation
DATA

13. Tier 2 – TFI: DATA Level of use Student performance data
How many are utilizing Tier II services
Using a progress monitoring tool
Student performance data
% of students meeting their goals
Tracking tool, progress monitoring
Daily/Weekly progress report sheets
Team reviews data monthly

14. DATA: Roles of a Coach DATA
Guide schools in the use of multiple data collection systems (ODR, TFI, Surveys, achievement)
Assist schools to collect other data as needed
(e.g., mini surveys, positive v. negative ratio counts, “gotcha’s by grade level, …)
Teach & support team in using data to guide the decision-making [and assess effectiveness of interventions]
( ref. Decision-making Guide & problem-solving process)
DATA

15. Tier 1: DATA DATA Is there a data collection system?
A form
A place to collect data
Access to graphed versions of data
Looking at Fidelity Data
Looking at Evaluation Data
Integrating Academic and Behavior Data
DATA

16. Tier 1 DATA should indicate…
Are 80% or more successful
Are less that 15% in need of Tier 2
Are less than 5% in need of Tier 3
Are 80% or more staff practicing?
Are all students accessing reinforcement
Are we collecting the Big 5?
Are we collecting minor data?
DATA

17. Identifying the Priority
Tier 2 Data Collection & Analysis
DATA

18. Tier 2: DATA DATA Do we have less than 15% in need of Tier 2
Do we know how many students are inappropriately referred to Tier 2?
Are we using data to determine:
Primary priority?
Function
Intervention
Success of intervention
How are students responding to Tier 2?
Do we have data to tell us if we are doing it right?

19. Student Data DATA Summarize behavior data Summarize attendance data
Summarize Math academic data
SB results
School assessment results (NWEA/AIMS/other)
Classroom formative assessment results
Summarize ELA academic data
School assessment results (NWEA, AIMS, DIBELS, other)
Summarize behavior data
ODRs: major & minor
How often, where, when, what & why
Screening data (social emotional screening)
Teacher nomination/concern
Summarize attendance data
Daily attendance
Tardy
ISS/OSS
Nurse visit
Student name/grade

20. Intervention planning based on quadrants
Chicken or the egg situations?
Poor math, poor reading, poor attendance & poor behavior?
Great math, good reading, poor attendance, poor behavior?
Good math, good reading, great attendance, poor behavior?
Poor math, poor reading, great attendance, poor behavior?
DATA

21. Tier 2 Intervention Check
DATA

22. DATA

23. Self Check! As a coach, is your team a:
0 – we need A LOT of work in Data
1 – we have some stuff in place but still need to work on Data
2 – We are killing it with Data!
What might you do first to move the dial with Data?

24. PBIS Outcomes: Academic and Social Competence
Supporting
Decision
Making
Supporting
Staff Behavior
SYSTEMS
DATA
PRACTICES
Supporting
Student Behavior

25. Tier 1 – TFI: PRACTICES 1.1 Team Composition 1.2 Team Op. Procedures
1.3 Behavioral Expectations
1.4 Teaching Expectations
1.8 Classroom Procedures
PRACTICES

26. PRACTICES: Roles of a Coach
Guide schools in implementation of critical features of school-wide PBIS (attend mtgs., ref. TFI, take “show me” stance, review “big ideas” periodically, distribute “timely” information)
Provide schools with models and examples of other schools implementing PBIS (Ref. Coaches’ Toolkit, cross-school networking, Illinois PBIS Network)
Guide schools in adopting evidence-based practices (Define e-b practice, contextual fit w/school)
TIC = light wand of Coaching
E-b practice =
PRACTICES

27. PRACTICES: Roles of the Coach (2)
Advise schools in strategies for increasing appropriate behavior and decreasing inappropriate behavior
Guide schools in basic principles of applied behavior analysis (i.e. reinforcement, punishment, stimulus control, A-B-C, etc.)
Provide info. re: effective classroom instruction and management (as needed)
“Principals of behavior management”/”science of behavior” applied to student body or building at large.
Define, teach, practice, monitor, reinforce (to increase); define, ignore, consequent, consistent response
PRACTICES

28. PRACTICES: Tier 1 Instruction
Are expectations/rules posted
Are expectations/rules taught in context
Are appropriate behaviors reinforced
Are routines in place
Are high ratios of interaction in place
Are minor misbehaviors managed effectively and consistently
Are classroom data collected, shared and analyzed
PRACTICES

29. PRACTICES

30. Hattie & Yates, 2014 Teacher as Activator d Teacher as facilitator
PRACTICES
Teacher as Activator d
Teacher as facilitator
Teaching students self-verbalization
.76
Inductive teaching
.33
Teacher clarity
.75
Simulation and gaming
.32
Reciprocal teaching
.74
Inquiry-based teaching
.21
Feedback
Smaller classes
Metacognitive Strategies
.67
Individualized instruction
.22
Direct Instruction
.59
Web-based learning
.18
Mastery Learning
.57
Problem-based learning
.15
Providing worked examples
Discovery method in math instruction
.11
Providing goals
.50
Whole language
.06
Frequent effects of testing
.46
Student control overlearning
.04
Behavioral organizers
.41
Average activator
.61
Average facilitator
.19

31. Explicit Instruction Strategies
Anita Archer
16 critical content pieces
Effective instruction limits behavioral incidents
Active participation
PRACTICES

32. Video Clip Watch the video
Record the # of and variety of opportunities to respond
PRACTICES

33. Self Check! As a coach, is your team a:
0 – we need A LOT of work in PRACTICES
1 – we have some stuff in place but still need to work on PRACTICES
2 – We are killing it with PRACTICES!
What might you do first to move the dial with PRACTICES?

34. PBIS Outcomes: Academic & Social Competence
Supporting
Decision
Making
Supporting
Staff Behavior
SYSTEMS
DATA
PRACTICES
Supporting
Student Behavior

35. Tier 1 TFI: SYSTEMS 1.5 Problem Behavior Definitions
1.6 Discipline Policies
1.7 Professional Development
1.8 Classroom Procedures
1.9 Feedback and Acknowledgement
1.15 Annual Evaluation
SYSTEMS

36. Tier 2 TFI - SYSTEMS Screening – using multiple data sources
ODRs
Academic progress
Attendance
Teacher nominations (classroom tracking)
Using a decision rubric
Will discuss in a bit (WIS)
To score a 2: need written policy
Multiple data sources
Notify family
SYSTEMS

37. Tier 2 TFI: SYSTEMS Professional Development Tier 2 Meetings
Behavior Screening
Staff Reinforcement
Action Planning

38. SYSTEMS: Roles of the Coach
Support effective team meetings
Provide consultation and technical assistance to teams
Promote the use of clear, identified and communicated processes
Communicate effectively within/across schools
Assist schools in establishing systems that support staff (reinforcement systems, PD, effective communication, documentation of PBIS practices)
Encourage team to document school’s PBIS elements (handbook)
Word-smithing: “facilitate” v. “support”
Training keeps Coaches one step ahead of schools; Coaches maintain focus on “big ideas”; use Coach resources
Staff systems = staff incentives, admin. walk-throughs, mentoring, monitoring, team representation, PD, data at faculty mtgs.
SYSTEMS

39. Tier 2 TFI: SYSTEMS Professional development Staff handbook
Lesson plans for teachers
TAT process, using daily progress report, delivering feedback, monitoring student progress
SYSTEMS

40. TIER 2 TFI: SYSTEMS Do you have Tier II meetings?
How do you conduct your Tier II meetings?
Monthly
Agenda and minutes
Appropriate people
Current action plan
Are you getting where you need to get?
SYSTEMS

41. Do you have a Flow Chart? SYSTEMS
How do you know if a student needs Tier 2 support?
What data are used?
Who “says” when a student enters?
How long does this take to start?
When are parents contacted? By whom?
How is the intervention monitored? By whom
What happens if the intervention works?
What happens if it doesn't?

42. Tier 1: Teaching and Recognizing Universal Expectations and RulesNo
Is Tier 1 in place
TFI & <80% less than 2 ODRs
Yes
Referral by Admin/staff
ODRs >1 in a month
(may be adjusted based on school needs)
Universal Screening
(fall and spring)
BIS Data Collection
(ODRs, cumulative review, teacher information, etc., prepare information for Tier 2 team meeting)
Tier 2 Team
(admin., BIS, school psych & other
Is Tier
1 in place in the classroom? Routines, reinforcement, 4/1 Ratio, Active participation
Ensure Tier 1
for student No
SYSTEMS
Yes: go to next page

43. No Yes No yes No Yes No Yes Progress Monitor for 6-8 weeks SYSTEMS
Tier 1: Teaching and recognizing Universal Expectations and Rules
Is Tier 1
in place in the classroom?
Routines, reinforcement, 4/1 Ratio, Active participation
Ensure Tier 1
In the classroom for student No
Yes
Tier 2 team recommends Targeted Function Based Intervention
(BIS obtains parent/guardian consent)
CICO
SIAG Group
Mentor
Other
Progress Monitor for 6-8 weeks
(DPR, ODRs or other) Is
there fidelity
of practice No Is
student making acceptable progress toward goal?
yes
Fade Intervention
& monitor No
Yes
Address fidelity
Continue Intervention
Is beh. escalating No
Yes
SYSTEMS
Modify Intervention & monitor progress
Refer to Tier 3
Individual plan

45. Tier 2 Identification
SYSTEMS

46. “Positively Nag” and Cheerlead
Provide frequent, positive communication
Find positives in school data
Thank you’s, compliments, kudos, & edible reinforcers!
Celebrate successes, however small
Cc-ing key people, PR contact, presentations
Encourage positive behavior by administrator
Maintain coaches’ school binder
Means of documenting efforts and celebrating success
SYSTEMS

47. Self Check! As a coach, is your team a:
0 – we need A LOT of work in SYSTEMS
1 – we have some stuff in place but still need to work on SYSTEMS
2 – We are killing it with SYSTEMS!
What might you do first to move the dial with SYSTEMS?

48. Tell Your Partner
What are the first three things that you identified you might start with?
How will you get going?
Remember to keep it simple and focus on the PROBLEM SOLVING PROCESS

49. An example…

50. PBIS “3-Circles” Problem-Solving Worksheet
Targeted Problem: _______________________
Step 1: What does the data say?
____________________________
Step 4: What will we do to support staff?
______________________________________________________________________________________________________________________________________________________________________________________________________
DATA – Supports Decision Making
SYSTEMS – Support Staff Behavior
Step 2: What is the goal?
______________________________________________________________________________________________________________________________________________________________________________________
Step 3: What will we do to support
student behavior?
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
PRACTICES –
Support Student Behavior

51. PBIS “3-Circles” Problem-Solving Worksheet
Targeted Problem: Behavior in the cafeteria
Step 1: What does the data say?
38% of the ODR’s last month were for disrespect and disruption in the cafeteria.
Step 4: What will we do to support staff?
Train lunchroom staff to teach cafeteria expectations.
Admin. Monitor and demonstrate appropriate use of “gotchas’ for workers.
Admin. provide additional active supervision in café.
Advise teaching staff of new procedures.
Provide data feedback to staff.
DATA – Supports Decision Making
SYSTEMS – Support Staff Behavior
Step 2: What is the goal?
Reduce ODR’s from the cafeteria by 50% (from an average of 19 per month to no more than 9 or 10 per month).
Step 3: What will we do to support student behavior?
Teach “Cafeteria Expectations” in context.
Classroom teachers to provide pre-corrections prior to dismissing class to lunch.
Implement special “gotcha” system by class to earn class-wide recognition & privilege..
Use “stop light” system for monitoring noise level.
Use a “silent table” to isolate chronic rule-violators.
PRACTICES –
Support Student Behavior

52. Focus on a Simple Problem-Solving Model
What data do we have to identify the problem and monitor effectiveness of proposed intervention?
What outcome do you want?
What practice can we put in place to support student behavior?
What system can we put in place to support adult behavior?

53. Evaluation and thanks!