1. The Wisconsin PBIS Network (CFDA #84.027) acknowledges the support of the Wisconsin Department of Public Instruction in the development of this presentation and for the continued support of this federally-funded grant program. There are no copyright restrictions on this document; however, please credit the Wisconsin DPI and support of federal funds when copying all or part of this material. Coaches Calendar: Your Implementation Roadmap Peg Mazeika Regional Technical Assistance Coordinator, Wisconsin RtI Center mazeikap@wisconsinpbisnetwork.org Linda Stead Regional Technical Assistance Coordinator, Wisconsin RTI Center steadl@wisconsinpbisnetwork.org

2. Implementation of PBIS involves systems change. It disturbs existing systems and will likely involve a break from how things have been done in the past. It is complex and non-linear. Systems change is difficult because it involves managing tasks and resources plus managing people who may be resistant to the change.

3. Magnitude of Change

4. Change the environment so... – It is more efficient and effective for staff to use PBIS rather than ‘business as usual’ Train, support, technical assistance, technology – All students have the ability to respond and function more efficiently and effectively Teaching, reinforcing, multiple tiers of support – All decisions are driven by data Problem identification Problem analysis Interventions Evaluation PBIS Goal: Systems Change

5. SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Decision Making Supporting Student Behavior OUTCOMES Team approach Administrator participation Community of Practice (skill development & performance feedback) ODRs Academic progress Attendance Direct observation School improvement goal progress Process tools (fidelity) Define behaviors, expectations, and rules Teach, model, and acknowledge behaviors, expectations, and rules Correct behaviors Consensus/collaboration PBIS Implementation

6. Avoid ‘Train & Hope’ Coaching 1. React to Problem Behavior 2. Select and Add Practice 3. Hire Expert to Train Practice 4. Expect (Hope) for Implemen- tation 5. Wait for new problem Insert Coaching into the cycle and implementation of new information/skills will increase significantly!!

7. Why is Coaching important to schools implementing SWPBIS?

8. Next to the principal, coaches are the most crucial change agent in a school. Fullan & Knight, 2011

10. The concept of a coach is slippery. Coaches are not teachers, but they teach. They’re not your boss – but they can be bossy. Mainly, they observe, they judge, and they guide. Atul Gawande Coaches have to watch for what they don’t want to see and listen to what they don’t want to hear. John Madden

11. Coaching Defined Coaching is a process that facilitates educational personnel (individually or as a member of a team) to implement effective practices with fidelity and durability. Steve Goodman

12. Coaching Defined 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

13. Outcomes of Coaching Fluency with trained skills Adaptation of trained concepts/skills to local contexts and challenges 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 Horner 2009

14. Coaching Functions Communicate Content and Knowledge Facilitate Coaching Functions Faculty Administrator District Coordinator Community PBIS knowledge Response to Intervention Behavioral knowledge Link to resources Action Planning Faculty training PBIS Implementation http://flpbs.fmhi.usf.edu/coachescorner.asp

15. PBIS Coach as Facilitator Creates a positive, supportive environment Creates and helps ensure structure within team meetings Helps identify team member roles and responsibilities Ensures team consensus Guides the development of the Team Action Plan Facilitates the problem-solving process Guides and ensures implementation fidelity of the PBIS framework

16. PBIS Coach: Content and Knowledge Fluent in PBIS principles (features, practices, and systems across the tiers) Knowledgeable of RtI principles (i.e. triangle or continuum of supports) Understands basic behavioral principles Familiar with the components and operation of a proactive school-wide behavior discipline system Aware of the application of school-based data management and data-based decision making Able to evaluate date and make data-based decisions

17. Critical Features of Coaching Communication Organization Technical Assistance Reinforcement of leadership team and school staff

18. Communication School leadership team Building principal Building staff District Leadership Families and Community

19. Organization Meeting agendas, minutes, action plans, etc. Outcome and Evaluation data Documentation of systems and artifacts

20. Technical Assistance Model data-based decision making process Evaluation of implementation assessments Specific suggestions for action planning and task completion

21. Reinforcement New, different, or difficult tasks Moving in the “right direction” Activities critical to implementation Ratio (5:1)

22. Minnesota PBIS Metro RIP Coaches Calendar

23. SUPPORT Provide ‘SUPPORT’ to the PBIS Team S Support sustainability and accountability of the team U Use the Team Action Plan to ensure fidelity of implementation P Provide behavioral knowledge and build behavioral capacity P Provide a link between the team, principal, and District Leadership O Ongoing communication with key stakeholders (administrator, staff, families) R Report student data and implementation evaluations T Transition schools to fidelity / ‘Exemplary School’ status

25. WISCONSIN PBIS COACHES CALENDAR http://www.wisconsinpbisnetwork.org/coaches/coaching-calendar.html

26. Internal Coach Year at a Glance Roadmap

27. su Each month has coaching tasks for: Information (Data) – E.g., review ODR graphs, suspension, ethnicity, attendance, & academic data – E.g., review results surveys, checklists Planning (Systems) – E.g., develop needed Cool Tool lesson(s) & schedule time to teach, plan school-wide celebrations Implementation (Practices) – E.g., teach cool tools, conduct grade level celebrations Communication with staff, families, and community – E.g., present results of evaluation, share data summaries, parent/ community newsletters

29. 5 Ways You Can Promote and Sustain School-wide Implementation

30. 1. Renew commitment each year Develop and recommit to team process and PBIS process with staff - ask for buy-in each year-showcase results and form a plan that addresses trends seen from this school year - if you can predict it, you can prevent it…. Develop “marketing plan” to renew commitment - how will you keep it novel and new in school and community? Continue to make it a priority Administrator’s commitment is crucial Continue to make it a top school improvement goal As it becomes standard practice it will be easier each year

31. 2. Use self-assessment data to action plan and set annual goals  Collection and use of data for decision-making Are we implementing SWPBS with fidelity? » SAS, TIC, BOQ www.PBISApps.org Are students benefiting behaviorally, emotionally, academically? » ODRs, Suspensions » Academic testing, other academic data » Referrals to Special ed., race and ethnicity data www.swis.org Are the systems and practices efficient? » Faculty/staff time; Student academic engagement; Cost benefit  Satisfaction (students, staff, families) Are all stakeholders happy and seeing results for their efforts? » Feedback: surveys, focus groups, etc.

32. 3. Develop a school-wide “Community of Practice” Establish an environment where individuals can feel safe about reporting concerns, supported by their school community, and empowered to be a part of the decision making process. Issues, concerns Input, ideas, innovations Data Feedback from ALL staff Celebrations of success

33. 4. Help teams become organized and efficient Provide members with a schedule of meetings Send out meeting agenda in advance Establish and adhere to team meeting norms Assign roles/responsibilities to team members Provide a data summary that will help define problems with precision Organize for an effective problem solving conversation A key to collective problem solving is to provide a visual context that allows everyone to follow and contribute Document meeting minutes, decisions, actions, timelines Facilitate effective meetings

34. Make it predictable and easy for them to do! 5.Empower staff

35. When you empower staff, you start to see high fidelity. When they know their behavior has a direct impact on student outcomes and a better school environment, fidelity increases.

36. Work Smarter Not Harder 1.Consider what academic RtI systems are present that could be connected with PBIS. 2.Begin the conversation of ways to link your academic and behavior PBIS systems, practices, and data. Could any things be combined? Could any things be eliminated? Are there gaps in your MLSS elements?

37. Wisconsin’s Vision Overlay animation PBIS slide over RtI graphic Assessments / Data One Place to Begin: Integrated Assessment Plan

38. Create Assessment Plan for 14-15 Identify Assessments you will to take Set approximate dates for Assessment windows Identify who will be responsible for the assessments on the assigned dates Designate who/what team will analyze the data Determine how the assessment data will be shared

39. Multi-Level Assessments & Tools Example Crandon School District

40. Other Points of Focus for Integrating: Communication /Language Team structures /Meetings Data Analysis Protocols Culturally Responsive Practices Family Engagement

41. No Magic Solutions Success !! Hard Work Collaboration DELEGATION TEAM Work !!

42. Facilitating and Sustaining a Community of Practice Building an Efficient Structure for PBIS in Your School

43. "The task of the leader is to get his people from where they are to where they have not been." Henry Kissinger

44. Pursuing the Path of PBIS The Journey of a Sustainable System is Not Always Straight

45. Efficiency is… Time Stress Sustainability

46. Create and Build Efficiency within the PBIS Team and the School Culture Use tools to coordinate all efforts Get organized Empower the staff and students

47. Tools for Efficiency  Sustainability and Fidelity Tools Self-Assessment Survey (SAS) Team Implementation Checklist (TIC) Benchmarks of Quality (BOQ) Benchmarks for Advanced Tiers (BAT) RtI Leadership Team Self-Assessment in Math or Reading (SIR)  Coaches’ Year at a Glance Time frame for internal and external coaches of fidelity and sustainability practices  PBIS at a Glance Framework of monthly themes, celebrations, cool tools, and acknowledgements for PBIS team and school staff  Monthly Implementation Calendar Outline of monthly theme, implementation tips, cool tools and acknowledgements for staff  Team Meeting Agendas Consistent format for goals of the PBIS team and roles of the team members

48. Benchmarks of Quality (BOQ) The BOQ is completed by the PBIS team each spring. It helps the team identify areas of success and areas for improvement. It measures the fidelity and sustainability of PBIS practices in the school. Use the BOQ to : set yearly team and school implementation goals inform team and staff of strengths and areas of improvement include goals in each meeting agenda and incorporate in team member roles monitor progress of team and school culture throughout year (Example)Example PBIS TeamImplementation Plan Effective Procedures for Dealing with Discipline Classroom Systems Reward/Recognition Program Established Evaluation

49. Coaches’ Year at a Glance This tool of efficiency: guides the external and internal coaches with leadership tasks frames the key components for the implementation and sustainability actions of the PBIS team supports a proactive and positive school culture incorporates the use of data and a systems approach to implementing behavior and academic goals is available on the Wisconsin PBIS network website (Example)Example

50. Team Agendas This tool of efficiency: provides a consistent framework for the “business” of PBIS to be accomplished (TIPS) gives PBIS team members and other guests the opportunity to be involved and invested in the work that has to be accomplished focuses on PBIS team goals and keeps them visible the entire year keeps track of attendance and topics of discussion easily for each meeting allows meetings to run smoothly and efficiently in order to make the most of time (Tier 1) (Tier 2)(Tier 1) (Tier 2)

51. PBIS at a Glance This tool of efficiency: provides the PBIS team and entire school staff with the overview of all the PBIS activities for the school year publishes the monthly theme, cool tools, acknowledgments, and all-school celebrations constructs the vision and road map for the PBIS team and guides the tasks to be accomplished allows grade level teams to individualize and develop their specific behavior needs around the themes and cool tools (Example)(Example)

52. Monthly Implementation Calendar This tool of efficiency: supports and links to PBIS at a Glance communicates the expectations for behavior and academic goals to the teaching staff provides teaching staff with the details and teaching materials for Cool Tools, acknowledgements or other resources for the month offers monthly tips to support positive behavior in the classroom and for the school culture allows grade level teams to make adjustments in the schedule or teaching methods (example)example)

53. Get Organized! Determine how PBIS resources will be saved and distributed.

54. Why Organization is Important It embodies the culture and practice of key PBIS features for the team, all staff and the students. All staff can share the work, USE the materials, and be expected to support a positive school culture. Team members and staff can expect the expected…not the unexpected. It allows all staff to plan ahead, participate in plans and bring ideas to meetings and grade level teams. The framework for academics and behavior can be linked in order to standardize the system. It saves time because the activities and the work is done thoughtfully and with purpose.

55. Tips for Organization PBIS materials can be organized with: 3-ring binders for team members, grade level teams, key staff members, or a central location for binders a shared site on the network server a school website link emails and other communication paper copies to staff as needed NEVER assume that communication or teaching materials that are emailed to the staff are printed and used! Make it easy, accessible, and do-able.

56. Organizing the Practice of PBIS The framework of efficiency and sustainability is supported with: consistent meeting dates and times that all team members and administrators acknowledge and respect (Example) (Example) dates and activities that are aligned with the school calendar (vacations, parent/teacher conferences, grading periods) consistent meeting formats and meeting notes that are sent to team members and staff allotted time for PBIS at each staff meeting and administrative meetings everyone has a role so that “many hands make light work” and the vision is shared by everyone As a leader and coach it is crucial to be mindful of the pulse of the team at any given week or month during the school year. It is also crucial to address the different needs and personalities of the staff as you plan and implement the activities and materials.

57. Empower the Staff Provide a supportive and flexible framework to allow staff to adapt to specific needs.

58. The Importance of Empowerment Empowerment increases the buy-in of PBIS. PBIS becomes “us” and “we.” Students become part of this culture. It creates unity of the staff through the common language and goals for all students. Empowerment increases the involvement at all levels and of all competencies. It shares the work and the JOY of PBIS with everyone in the school. This creates the foundation for staff to collaborate and problem solve for the good of everyone. Empowerment gives permission to the staff to adapt or adjust for their grade level needs and resources.

59. Tools for Empowerment Staff empowerment is carefully guided with: PBIS at a Glance monthly calendars and team monthly agendas (consistent discussion and focus on academics and behavior) (consistent discussion and focus on academics and behavior) behavior and academic goal setting for school and grade levels (example of student goals) (example of student goals) flexibility of acknowledgements to meet grade level needs (embed practice with student planner) (embed practice with student planner) flexibility of schedules

60. Just a Thought… With empowerment coaches need to: let go trust the staff gauge the pulse and monitor the culture be able to support or guide when necessary

61. PBIS Teams Travel the Path on a Journey to Fidelity and Sustainability Efficiency Is the KEY!

62. Efficiency and Sustainability are Obtained Through… Tools of Efficiency Organization Empowerment

63. “The task of leadership is not to put greatness into humanity, but to elicit it, for the greatness is already there.” John Buchan

64. Your greatness is already there! Terri Hanson Altoona Middle School thanson@altoona.k12.wi.us