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
Grounding Activity
Starting the Year Positive!
Coaching PD
What’s New in PBIS?
District PBIS Leadership Teams
Coaches Month to Month – “Year at a glance”
District Practices and Action Planning
Setting Coaching Goals through Shared Leadership
Voices from the Field
Shared Leadership within the Region/Network
Next Steps *

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. Find Your Sole Mate!
Find the person with the matching pair of soles with yours. Share with your sole mate the information below.
Name
Position
District and School Site
How many years have you been a PBIS Coach or Coordinator?
What was your journey to becoming a PBIS Coach/Coordinator?
Introduce your Sole Mate! *

5. Starting the year positive!

6. PBIS Kickoffs *

7. Networking time…. Join a group of coaches you don’t know…4-5 per table
Choose a Facilitator/Recorder
Share some successes and challenges of PBIS and start of the year?
Common themes or what stood out for your group
Share out *

8. Many Visions / Definitions of Coaching

9. Coach returns from leave
Example of the Impact of Coaching on Student Outcomes: Average Major Discipline Referrals per Day per Month
Coach returns from leave
Coach goes on leave
From Steve Goodman, Michigan

10. Role of District PBIS Coach
Support effective, sustained implementation of SW-PBIS in schools
Make it as easy as possible for schools to be successful with implementation
Maximize benefits of training/professional development efforts

11. Coaching Competencies
Who should be a coach?
Coaching Competencies
Necessary
Preferred
Participate in team training
Able to attend team meetings at least monthly
Effective working with adults
Knowledgeable about school operating systems
Professional Commitment
Knowledge about SWPBIS
Knowledge about behavior support practices (targeted, individual)
Skilled in collection and use of data for decision-making.

12. Outcomes of Coaching 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.

13. Main Message: Build Capacity
Schools
Implement with high fidelity at all three tiers
Expect more from your districts and states
District/ Region
Build Training, Coaching, Evaluation and Technical Expertise needed
Build capacity to sustain PBIS
Adapt to geography and size
States
Provide functional leadership
Implement with a full “slice” of the educational system
Align initiatives
Provide the data systems, training, coaching and evaluation needed

14. Three Distinctions Coaching versus Training
“Actions” rather than “Role”
Functions of Coaching
What is done and what is accomplished from effective coaching
Skills /Attributes of Excellent Coaches
Knowledge of core content (PBIS Teaching Matrix)
Time
Communication skills
Building professional relationships and trust
Knowledge of organizational context

15. Coaching versus Training
Training is the presentation of material to develop new knowledge and /or skill
Coaching is the on-site support needed to use new knowledge and/or skills under typical conditions.

16. Coaching Functions Prompting
Bring newly trained skills under stimulus control of natural stimuli
Fluency Building
Repeated opportunities to use new skills … preferably soon after training
Performance Feedback
Feedback on accuracy and shaping of trained skills
Adaptation
Modify trained skills to fit to local culture and context
Suggest and /or encourage adaptations

17. A “New Role” for Coaches
“School improvement will fail if the work of coaches remains at the one-to-one level. Coaches are systems leaders. They need development as change agents at both the instructional level and the level of organizational and system change. It’s time to recast their role as integral to whole-system reform.” ~Michael Fullan & Jim Knight (2011)

18. Networking time….
Join a group with coaches you don’t know….4-5 per table
Choose a Facilitator/Recorder
Share/discuss
Do you see your current role as a coach as a systems leader?
Has your role as a coach changed from past years to more of a systems leader?
If so, how? If not, what are some of the challenges? *

19. What’s New in PBIS?
Funding Control Language for $10 Million to Implement MTSS Strategies SB 77 Omnibus Trailer Bill Budget
(a) The sum of ten million dollars ($10,000,000) is hereby appropriated from the General Fund to the Superintendent of Public Instruction on a one-time basis to apportion to a designated county office of education or two designated county offices of education applying jointly to provide technical assistance and to develop and disseminate statewide resources that encourage and assist local educational agencies and charter schools in establishing and aligning school-wide, data-driven systems of learning and behavioral supports for the purpose of meeting the needs of California’s diverse learners in the most inclusive environments possible.

20. District PBIS Leadership Teams

21. Main Messages
Sustained and High Fidelity Implementation of SWPBIS requires active District Support.
Especially for Tiers II and III
Student = unit of impact
Schools = unit of analysis
District = unit of implementation

22. Purpose/ Role
Lead implementation and adaptation of a multi-tiered behavior support framework that improves the social, academic and behavioral outcomes for students.
Provide clarity of purpose throughout the district
Ensure alignment of programs/initiatives that will be incorporated.
Formal policies (LAUSD, Michigan, Chicago)
Develop and manage implementation plan
Provide staff development, training, coaching and support to implement multi-tiered behavior support framework
Collect fidelity and impact data, and use the data both for on-going problem solving and regular evaluation summaries.

23. Local School/District Teams/Demonstrations
Visibility
Political
Support
Funding
Policy
Leadership Team
Active Coordination
Training
Coaching
Behavioral
Expertise
Evaluation
Local School/District Teams/Demonstrations
Sugai et al.,

24. Districts District Implementation Team Right People (5-10)
Adequate authority (schedule, funds, personnel, policy)
Meeting schedule (monthly)
Adequate coordination support
Measures of impact
Coherent District Policy
Social behavior is a priority in district improvement plan (e.g. LCAP)
District commitment to selecting practices that are evidence-based
District process for aligning multiple initiatives.

25. District Leadership Team
Evaluation Capacity
Data systems that inform decision-making
and provide policy feedback
** Fidelity and Impact
Recruitment, Hiring, Evaluation
“Preference will be given to individuals with knowledge and experience in implementation of multi-tiered academic and behavior supports.”

26. Districts Annual Faculty/Staff Orientation Defines PBIS as a priority
HOW
Drivers
Annual Faculty/Staff Orientation
Defines PBIS as a priority
Defines what to expect in a school using PBIS.
30-60 min of annual orientation
Professional Development (Training)
PD is always tied to core improvement goals
PD typically involves distributed training (multiple events)
PD is always linked to on-site coaching.
PD is always linked to a fidelity measure
Coaching
Prompting, Fluency Building, Performance Feedback, Adaptation

27. Districts Annual Faculty and Staff Evaluations
Staff evaluations include assessment of whether multi-tiered systems of support are implemented (e.g. OTISS)
Development of Targeted Expertise
Schools have access to individuals with the skills to perform, train, coach and support Tier II and Tier III supports.
This expertise may be within the district, or from a regional support entity.
Development of Exemplar Sites

28. DISTRICT CAPACITY ASSESSMENT (DCA)

29. 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.

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

31. DCA - Roles DCA Roles DCA Administrator Facilitator Note Taker
A trained individual responsible for leading the discussion and adhering to the DCA Administration Protocol.  This individual is preferably external to the district team.
Facilitator
An individual who has a relationship with the respondents and experience in the district and who supports the Administrator by helping to contextualize items for respondents or provide examples of work in which the district has engaged.  
Note Taker
Records ideas shared for action planning and any adaptive issues that are raised during administration. 
Respondents
Respondents are knowledgeable raters including District Implementation Team (DIT) members and other staff intentionally selected for their implementation knowledge, experience with the innovation being used, and leadership in the district.
Observer
Observers are invited with permission of the district team to learn about the DCA process or the activities in the district. 

32. DCA – Administration Process
System Alignment
Action Planning
Find lower scores
Next Steps

33. Networking time…. Get into your team or partner with another coach
Share/discuss
Do you currently have a district leadership team?  
If yes, how did you get it started?
If no, what have been the challenges?
Review Qs 1-3 on the DCA and begin identifying members for your District PBIS Leadership Team *

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

35. Preparing for the school year!
Attend training with team (initial – SW summer, SWIS, and on-going Targeted Group, Individual, Classroom, SW follow-up)
Attend team meetings
Monitor team progress (implementation, use of database, communication with faculty, etc…)
Report to district coordinator
Attend district level meetings/trainings (when applicable)
Attend regional/state level meetings/trainings
Submit completed Coaches Reports Bi-annually
Staff Satisfaction Assessment (description for each school)
Assist with dissemination (orientation presentations, articles for newsletters, etc…)
Co-train with PBIS

36. Networking time…. Get into your team or partner with another coach
Choose a Facilitator/Recorder
Share/discuss
How have you prepared for the rest of the year?
Organize for the year
Integration with other initiatives, teams, committees (ie. working smarter matrix)
Preparing for PBIS Assessments
Facilitator/Lead meetings
Support to schools (ie. Attending meetings, etc) *

37. Coaches Self-Assessment and SMART Goals*

39. Individual/Networking time….
Complete the Coaches Self Assessment
Develop 2 to 3 SMART goals
Find a partner when done
Share your goals
Choose 1 goal to share with the group *

40. Are you ready to be an agent of CHANGE?*

41. Rebecca Mendiola, Ed.D. Director, Safe and Healthy Schools rebecca_mendiola@sccoe.org*