1. PBIS Coaches Network pbis.sccoe.org*

2. PBIS Coaches Network Meeting Agenda Welcome Introductions
OUR NORMS
Confidentiality * Active participation * Professional use of technology * Assume best intentions
Meeting Agenda
Welcome
Introductions
Connecting Activity
Creating PBIS Systems – Coaching Supports
Coaching PD
What’s New?
Scale Up MTSS Statewide (SUMS)
Coaching Discussion Tool and Service Delivery Plan
District Leadership Team
Kahoots!
Voices from the Field
Next Steps – Regional Coaches Training with Susan Barrett *

3. Purpose of PBIS Coaches Network
This network works to continue building local capacity within districts for successful PBIS implementation. We will collaborate on strategies and solutions to on-going implementation needs, and share resources and the latest PBIS tools.
Some topics:
Coaching and facilitation
Monitoring the district action plan
Providing on-going PBIS professional development
Calibration of evaluation and assessment tools *

4. Draw one picture in each box
Consider each box a separate picture (boxes should not connect)
3 minutes – or 20 seconds per picture

5. Your view of spirituality
How you view yourself
How you view others
Your view of spirituality
The way you regard death
Gift to yourself
Your idea of love
How you see yourself in relation to your surroundings
Your idea of security
How you regard your surroundings

6. Turn to your elbow partner to discuss….Any surprises?
Be prepared to share out

7. Creating PBIS Systems – Coaching Supports

8. Coaches Month to Month “Year at a Glance”*

9. Start of the Year! *

10. Networking time…. Join a group of coaches you don’t know…4-5 per table
Choose a Facilitator/Recorder
Share and chart systems that you have implemented in your district to support your PBIS efforts at the start of the year?
Choose two systems to share out with the group. *

11. California Scale Up MTSS Statewide (SUMS) ​

12. OCDE MTSS Video: https://vimeo.com/153404505

13. Vision
The California SUMS Transformation team utilizes Universal Design for Learning (UDL), Implementation Science, and the Whole Child model as a conceptual framework to provide professional learning and technical assistance for schools and districts to develop, enhance, and align their multi-tiered system of supports (MTSS) to improve the academic, behavior, and social emotional outcomes for all students.
Mission
Every student in California will have access to a dynamic and comprehensive education in an equitable, personalized learning environment facilitated by a multi-tiered system of support.

15. Implementation Science Universal Design for Learning
Whole Child Framework
Implementation Science
Universal Design for Learning

16. Schoolwide Integrated Framework For Transformation
SWIFT is a national technical assistance center that works to build school capacity to provide academic and behavioral support to improve outcomes for all students.

18. Rural California

19. SUMS Trainer of Trainers Scale-Up Infrastructure
Build State-wide capacity in a unified MTSS Framework

20. Networking time…. Get into your team or partner with another coach
Share/discuss
What is your understanding of MTSS?
How will your current PBIS practices and systems support district implementation of MTSS?
What questions do you have?
Share out *

22. Investing in Coaching
Ensure Evidence Based Practice (EBP) Intervention Fidelity
Ensure Implementation (process) Fidelity
Develop Organizational Systems to Promote Professional Judgment and Sustainability

23. Designing Systems Change

24. System Change
“For every increment of performance I demand from you, I have an equal responsibility to provide you with the capacity to meet that expectation”
(R. Elmore, 2002)
Elmore, R. (2002). Bridging the gap between standards and achievement: The imperative for professional development in education. Washington, DC: The Albert Shanker Institute.

25. Training Outcomes Related to Training Components
Knowledge of Content
Skill Implementation
Classroom
Application
Presentation/ Lecture
Plus
Demonstration
Practice
Plus Coaching/ Admin Support
Data Feedback
10% % %
30% % %
60% % %
95% % %
Joyce & Showers, 2002

26. Coaching Defined “Goal is to give skills away”
Coaching is the active and iterative delivery of:
(a) prompts that increase successful behavior, and
(b) corrections that decrease unsuccessful behavior.
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

27. Coaching: an activity that helps others achieve their goals
Content Expert
Mastering the “What”
and the “How”
Adjusting as needed
Evaluation
Clearly defined Goals
Monitor and Adjust
Check for Impact
“Process” Training
Application of knowledge in real life situations
Relationship
Support, Reinforce and Communicate
Enablement
Remove barriers
Foster pathways
Streamline and integrate

28. Coaching Cascade Building Capacity and Sustainability
Executive State Leadership Team
State Implementation Team
Regional Executive Team and Implementation Team
District Coordinators
Coaches
We will be working through exploration to build this system of support
Team Leaders
Problem-Solving Teams
School Staff, Families, Transportation, Communities

29. State and District
Principal
Building Leadership Team
Tier 2 Systems Planning Team

30. Clarify Roles/Functions District Based vs Building Based
Keep in mind that it is important to know each others roles
There is cross-over between the “coaching” roles
Identify areas of overlap
“Coaching Matrix”

31. How do we develop systems that support coaching?
Coaching across levels of Implementation
Creating pathways to develop workforce
What does the state, regional, district do to support coaching?
Job Descriptions
Selection and Recruitment
Training and Support
Evaluate fidelity and impact

32. Outcomes of Coaching Competencies
Fluency with trained skills
Adaptation of trained concepts/skills to local contexts and challenges
And new challenges that arise
Rapid redirection from miss-applications
Increased fidelity of overall implementation
Improved sustainability
Most often due to ability to increase coaching intensity at critical points in time.

33. Potential “System” Outcomes
Organizational health
Effective use of personnel and resources
Highly effective and efficient PD that yields application of EBP at the school and classroom level
Teacher efficacy
Increased use of EBP
Fidelity of implementation
Progressive Teacher Evaluation System

34. HOW DOES COACH FUNCTION ACROSS CASCADE OF IMPLEMENTATION?
CABINET LEVEL TEAM
Implementation Team
Leadership Team with clear role and function- key stakeholders who have authority to provide funding, visibility, change policy to reflect evidence based practice, and re-write job descriptions that better fit need/function within the district or building,
Implementation Team with clear role and function who have guide the effort day to day through workgroups made up of state, district implementers.
HOW DOES COACH FUNCTION ACROSS CASCADE OF IMPLEMENTATION?
COMMUNICATION AND FEEDBACK LOOPS
AGREED UPON ROLE AND FUNCTION

35. What is the definition of a coach?
What is your definition?
a supporter
a partner with the team and administration
a resource for information
a liaison between team and PBIS Coordinator and/or Point of Contact (POC)
a facilitator with data-based decision making
a facilitator with PBIS implementation and the cultural change in your school
attentive to team action planning progress
Coach/Admin write a definition together.
Have one person at each table share out the definition. Go around room to get a few different definitions.
Click to show bullets. Clarify PBIS Coach expectations.

36. Organizing Coaching Functions
Building Coaching Capacity
Types of Coaching
Coaching Cascade
Phases
New Tools
Practice Profile
Implementation Snapshots

37. Building Coaching Capacity
Occurs at ALL Levels
Systems
Conditions that support skill development
for staff
Policy and Procedures alignment
Budget Re-allocation
Recruitment and Selection of Coaches
Supervision of Coaching within Organization
Training Curriculum and Scope and Sequence
Access to certification
Facilitative Administrator Supports
Practices/Skills
The technical skill set required to achieve fidelity
Problem Solving (Team, Classroom, Staff, Student)
Team Building/Collaboration
Delivering Feedback
Behavioral Consultation
State
Regional
District
Building
Classroom
Staff
Student
Family
Data
Information required to guide skill development process
Action Plan with short/long term measurable goals
Self Assessment
Process Measures/Fidelity Checks
Performance Feedback Measure
Progress Monitoring Tools
Evaluation Tools
Student Outcomes
Data used for continuous regeneration (PEP/PIP) 37

38. Organizing the Work Types of Coaching
Coaching for Team/Group Change:
focus on collaboration and facilitation, group dynamics
Coaching for Individual Change:
focus on skill development, support and performance feedback (content specific: academic, behavior)
Coaching for Systems Change:
focus on organizational change

39. Practices/Skills Systems Data Types of Coaching Individual
The technical skill set required to impact
individual performance
Content Fluent (academic, behavior, mental health)
Data collection
Performance Feedback
Behavioral Consultation
Relationship Skills/Trust
Systems
Conditions that support individual
skill development
Job description match role/function
FTE in budget
Supervision and Support of Coach within Building
Allocation of time and resources for observation,
consultation, data analysis
Link to student outcomes
Link to staff satisfaction, teacher efficacy
and teacher retention
Individual
or Content Coach
Data
Information required to guide skill development process
Action Plan with short/long term measurable goals
Self Assessment
Process Measures/Fidelity Checks
Performance Feedback Measure
Student Outcomes
Data used for continuous regeneration (PEP/PIP)
Teacher efficacy 39

40. Systems Practices/Skills Data Types of Coaching Team or Group
Conditions that support professional
learning communities
Administrative Support and Participation
Link to School Improvement
Clearly defined role and function
with building level authority, leverage
Practices/Skills
The technical skill set required to achieve fidelity
Team Initiated Problem Solving
Team Building/Collaboration
Data Analysis
Team Facilitation
Relationship Skills/Trust
Team or Group
Data
Information required to guide team development process
Action Plan with short/long term measurable goals
Self Assessment
Process Measures/Fidelity Checks
Performance Feedback Measure
Progress Monitoring Tools
Evaluation Tools
Student Outcomes
Data used for continuous regeneration (PEP/PIP)
Describe Coach Cascade 40

41. Systems Practices/Skills Data Types of Coaching Systems
Conditions that support organizational change
Commitment to Continuous Regeneration
Facilitative Administrator Supports
PEP/PIP Cycle
Recruitment and Selection Process
Curriculum Development
Certification Requirements
Practices/Skills
The technical skill set required
Implementation Science
Organizational Behavior Management
Applied Behavior Analysis
Standards of Professional Learning
Systems
Data
Information required to guide change process
Action Plan with short/long term measurable goals
Self Assessment
Process Measures/Fidelity Checks
Performance Feedback Measure
Progress Monitoring Tools
Evaluation Tools
Student Outcomes
Data used for continuous regeneration (PEP/PIP)
Describe Coach Cascade
Talk more about political savvy , sensitivity to language and relationships- mobilizing resources 41

42. DISTRICT CAPACITY ASSESSMENT (DCA)

43. What is the DCA? Action Assessment
Measures a district’s capacity for effective and sustained implementation of innovations (Evidenced Based Practices – PBIS)
“Capacity”
Systems, practices, processes, and policies for intended outcomes for students.

44. Purpose of the DCA
Assists to implement effective innovations that benefit students.
Action Planning
Structured information and data

46. Coaching Inventory Discussion Tool

47. Coaching Service Delivery Plan

48. Coaching Service Delivery Plan
Mutual responsibilities of the Coach and the PBIS Team.
Proactive approach to purposeful and supportive coaching
Specific Coaching Elements
promote quality service delivery
support for the PBIS Team
professional development.
Provide details of responsibilities
Review every 3-4 months first year and annually thereafter
Elements, Frequency, Documentation, and Timelines for activities
Data from the Service Delivery plan should be monitored by the District Leadership Team.
data results are used to inform the Performance Assessment.

49. PBIS Coaching Service Delivery Plan Example
School Site
Coach
Needs of School Site
Coaching Element
Frequency
Data or documentation
Feedback & Documentation by Coach
Tiered Fidelity Inventory (TFI) Results
Self-Assessment Survey (SAS)
Team Implementation Checklist (TIC)
Timeline for written documentation by coach
Cambridge
Art
Systems for Playground Handbook
 Verbal Only  Verbal and Written  Written Only
Elmonte
Sean

50. Networking time…. Get into your team or partner with another coach
Complete the Coaching Inventory Discussion Tool
Questions 1-3
Chart positives and challenges
Share Next Steps *

51. Facilitating the District Leadership Team
Data Collection
Data Analysis
Professional Development
Training
Modifying Curriculum (enhancement, classroom focus)
Detailed Training Plan
Alignment and Integration
From PBIS to MTSS?
Competing or aligning with new initiatives/grants? (SCTG, AWARE, RP)
Scaling
Increasing numbers and building capacity
Advanced Tiers

52. District Leadership Team- Meeting Roles and Responsibilities (example)
Facilitator
The facilitator’s primary role is to ensure that the group reaches the desired outcomes. The facilitator prepares the agenda for the meeting and ensures that the agenda is shared with members at least 24 hours in advance. The facilitator continuously asks:
· How am I moving the group towards resolution with effective paraphrasing, clarification, and feedback?
· Is the participation on-task (focused on short-term, solution-oriented actions)?
· Which discussion points are realistic to move to the “parking-lot” for future meeting agendas (won’t prevent action but warrant longer-term consideration)?
· Am I supporting other members in fulfilling their meeting roles (recorder, time keeper, data analyst)?

53. District Leadership Team- Meeting Roles and Responsibilities (example)
Recorder
The recorder’s responsibility is to capture the group’s memory by writing down key discussion points, decisions, agreements, and actions to be taken including specific solution-oriented action(s), person(s) responsible, timeline, and communication of action step to school site teams. The recorder sends meeting action plan within 24 hours of the meeting and is responsible for inputting information into the MTSS Feedback Form on google docs within 48 hours.
The recorder continuously asks:
· Am I capturing the pertinent (bullet points) content of the group’s discussion?
· Are the notes focused on short-term, solution-oriented actions including person(s) responsible, timeline, and communication of action step to school site teams?
· Is the action plan reflective of the agenda?

54. District Leadership Team- Meeting Roles and Responsibilities (example)
Time Keeper
The time keeper makes the group aware of when the time for each agenda item has expired. The time keeper ensures that the team is on-track with regard to agenda items AND meeting timelines included in the action plan. The time keeper continuously asks:
· Am I keeping the team on-track with time checks (such as a 1 minute warning)?
· Am I supporting the facilitator in identifying discussion points which are realistic to move to the “parking-lot” for future meeting agendas (won’t prevent action but warrant longer-term consideration)?

56. Team-Initiated Problem Solving and the DLT – template for minutes

59. Fishbowl Discussion
Facilitator prompts discussion
7 chairs in inner circle
Speaker (topic for discussion)
5 delegates (volunteers) as fixed members of discussion
1 empty chair
Outer circle of chairs

60. Speaker provides background information (5 minute synopsis):
Fishbowl
Speaker provides background information (5 minute synopsis):
Who, what, where, why and when (conflict or issue is happening)
Successes/barriers in achieving goal(s)
Circle members ask clarifying questions/designee responds
Empty chair for outside (observers) circle
Focus is on increasing our understanding of the issue/concern
Suggestions for action items
Circle members offer 1-2 suggestions (action items)
Speaker chooses 2, asks clarifying questions.

61. Rebecca Mendiola, Ed.D. Director, Safe and Healthy Schools Stephanie Tague Coordinator, Safe and Healthy Schools Patricia Marquez Specialist, Safe and Healthy Schools *