1. Coaching School-Wide Positive Behavioral Interventions and Supports (SWPBIS) Northeast PBIS (NEPBIS) Coaches Training Coaching Day 4 INSERT TRAINER NAMES with support from Brandi Simonsen, Jen Freeman, Susannah Everett, & George Sugai

2. Advance Organizer Introduction and Focus on Coaching Quick Review and Focus on Problem Solving in Tier 1 Coaching Self-Assessment and Reports Re-introduce Yourself and Your school Advanced Skill Building Using Data to Drive Decision Making 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. T RAINING E XPECTATIONS : RESPECT…

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

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

7. Chapter Header (e.g., I) Section Header (I.A)

8. Advance Organizer Introduction and Focus on Coaching Quick Review and Focus on Problem Solving in Tier 1 Coaching Self-Assessment and Reports Re-introduce Yourself and Your school Advanced Skill Building Using Data to Drive Decision Making Preparation for Next Training Event

9. OVERVIEW OF COACHING IN SWPBIS (CHAPTER I)

10. I.A.ii What roles do coaches play?  Share advanced content with team  Share information at faculty meetings  Local PBS expert  Positive “nag”  Link to resources (e.g., nepbis.org, www.pbis.org)  Team meetings  Activities at training events  Implementation

11. BASICS OF SWPBIS FOR COACHES (CHAPTER II)

12. I.C Critical Features of PBIS (Vincent, Randal, Cartledge, Tobin, & Swain- Bradway, 2011; Sugai, O’Keefe, & Fallon 2012 ab) SYSTEMS PRACTICES DATA Supporting Culturally Knowledgeable Staff Behavior Supporting Culturally Relevant Evidence-based Interventions OUTCOMES Supporting Culturally Equitable Social Competence & Academic Achievement Supporting Culturally Valid Decision Making

13. EvaluationImplementation Data-based Action Plan Agreements Team GENERAL IMPLEMENTATION PROCESS I.C.iv

14. COACHING TEAM MEETINGS (CHAPTER III)

15. Facilitating Effective Team Meetings (see details in Coaches’ Workbook) 1.Be prepared and expect others to be as well 2.Begin on time by reviewing agenda and outcomes 3.Involve everyone 4.Use data to clearly and quickly define a problem before beginning problem solving 5.Create an action plan 6.At the end of the meeting debrief 7.After the meeting, electronically publish meeting minutes III.A.i

16. Consider the TIPS Model (see additional resources for TIPS on pbis.org) http://www.pbis.org/common/cms/files/Forum12/E2_TIPS_Teaser.pdf III.A.i

17. III.A.ii Using Data Effectively (see details in Coaches’ Workbook) 1.Collect appropriate and relevant data 2.Organize the data in a user-friendly manner that aides comprehension 3.Review and analyze the data at least monthly to guide decision- making 4.Make data available to all stakeholders 5.Provide staff development to all staff to use data to inform decision making 6.Use data analysis to inform decisions related to school-wide programs, classroom-based instructional practices, and student- specific interventions 7.Review data collection procedures and practices to ensure that data accurately reflect school events 8.Collect data on extent to which practice or intervention is being implemented accurately and fluently (implementation fidelity)

18. Advance Organizer Introduction and Focus on Coaching Quick Review and Focus on Problem Solving in Tier 1 Coaching Self-Assessment and Reports Re-introduce Yourself and Your school Advanced Skill Building Using Data to Drive Decision Making Preparation for Next Training Event

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

20. A reminder you’ll see throughout to help us remember the role.

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

22. Advance Organizer Introduction and Focus on Coaching Quick Review and Focus on Problem Solving in Tier 1 Coaching Self-Assessment and Reports Re-introduce Yourself and Your school Advanced Skill Building Using Data to Drive Decision Making Preparation for Next Training Event

23. I.A.ii What roles do coaches play?  Share advanced content with team  Share information at faculty meetings  Local PBS expert  Positive “nag”  Link to resources (e.g., nepbis.org, www.pbis.org)  Team meetings  Activities at training events  Implementation

24. In other words… Critical Components of Coaching Practice Effective Communication Organization Technical Assistance Reinforcement of Leadership Team and School Faculty Participate in Leadership Team Activities Deepen Content Knowledge adapted from:

25. Where do 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 adapted from:

26. Identify problems with precision

27. Primary Statements Too many referrals September has more suspensions than last year. Gang behavior is increasing. The cafeteria is out of control. Student disrespect is out of control. Precision Statement There are more ODRs for aggression on the playground than last year. These are most likely to occur during first recess, with a large number of students, and the aggression is related to getting access to the new playground equipment.

28. Identify problems with precision Establish goal(s) Develop solution(s)

29. Improving Decision Making Problem Problem Solving Solution Action Planning ProblemSolution

30. Identify problems with precision Establish goal(s) Develop solution(s) Implement solution(s) with integrity and fidelity Monitor outcomes and compare to goal(s) Reassess and revise solution(s) as needed

31. DISTRICTS/SCHOOLS IN TRAININGSCHEDULE PurposeMeasureFunction Year 1 TrainingYear 2 Training WinterSpringFallWinterSpring Capacity Building— District Level District Capacity Assessment (DCA) Completed by district leadership team (with the support of a trained facilitator) to assess district capacity and to guide Action Planning. X X Fidelity of Implementation— Building Level PBIS Tiered Fidelity Inventory (TFI) Leadership team self-evaluation (with support of external coach) to assess the critical features of PBIS across Tiers I, II, and III. XX X Progress Monitoring— Building Level Self-Assessment Survey (SAS) Used by school staff for initial and annual assessment of effective behavior support systems in their school and to guide Action Planning. X X Progress Monitoring— Team Level Team Implementation Checklist (TIC) A self-assessment tool that serves as a multi- level guide for creating School-Wide PBIS Action Plans and evaluating the status of implementation activities. XXXXX School Climate Georgia School Climate Surveys An annual survey that assesses student (grades 3-12), teacher, and parent perceptions of school climate. The middle and high school surveys also include items about adolescent drug/alcohol/tobacco use, self-harm ideation and behaviors, school dropout, and parental involvement. The survey provides information to determine training support needs related to school climate, safety, and violence prevention. XX Student Outcomes School-wide Information System (SWIS) Office discipline referrals (ODR) provide data for monthly team reviews and decision-making by teachers, administrators, and other staff to guide prevention efforts and Action Planning. Weekly Weekly Weekly Weekly Weekly To effectively use data to drive decision making, use your evaluation plan… …and tools available at:

32. What is most related to high sustainability? The frequency that data are presented to all schools staff. (McIntosh, Kim, Pinkelman,, Rasplica,, Berg, & Strickland-Cohen, in press)

33. Data-Driven Problem Solving 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)

34. Example: Team Implementation Checklist Subscale Report

35. Work individually (or with partner coach) for 15 min Activity: Review Your School’s Self-Assessment Survey Follow directions to log-on to pbisapps.org and retrieve Self- Assessment Survey (SAS) data. Review your school’s SAS data. –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 2 min reports (strengths, need areas, and questions).

36. Evaluation Questions What are the critical features of data review activities that will lead to continued improvements in student outcomes? What are the necessary behaviors of school personnel that will increase the sustainability of data review practices? adapted from:

37. Work individually (or with partner coach) for 15 min Activity: Review Your Office Discipline Referrals (ODRs) D Log-on to pbisapps.org (or appropriate site) to review your school’s ODR data. Review your school’s ODR data. –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 2 min reports (strengths, need areas, and questions). If you do not presently have ODR data to review, use this time to develop an action plan to secure a user-friendly interface.

38. “The critical mechanism by which a practice sustains is fidelity.” (McIntosh, Filter, Bennett, Ryan, & Sugai, 2010; p.10) adapted from:

39. Work individually (or with partner coach) for 30 min Activity: Review Your School’s Fidelity Data (TIC/TFI) Log-on to pbisapps.org. Review your school’s fidelity data (TIC and/or TFI). –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 2 min reports (strengths, need areas, and questions).

40. Work individually (or with partner coach) for 15 min Activity: Update Action Plan Across all data sources, consider: –Plan for sharing data with team and faculty/staff –Evaluation plan (when to complete administration of each assessment) Update your action plan to enhance your enhanced using data to drive problem solving and decision making related to Tier 1 implementation.

41. Advance Organizer Introduction and Focus on Coaching Quick Review and Focus on Problem Solving in Tier 1 Coaching Self-Assessment and Reports Re-introduce Yourself and Your school Advanced Skill Building Using Data to Drive Decision Making Preparation for Next Training Event

42. Quick Recap of Year 1 (Days 1-6) Training Celebrate Accomplishments Tier 1 SWPBIS: Problem Solving Critical Features Preview of Additional Tier 1 Resources –Equity –Integrating Initiatives: Focus on Bully Prevention Action Planning Topics to Be Covered on Day 7

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

44. Implementing SWPBS: Guidelines, Examples, & Self-check Activities For each element, we will review guidelines, present a few examples, and give your teams 5-10 min to perform a quick self-check. The following is an example for outcomes.

45. Critical Features of PBIS SYSTEMS PRACTICES DATA Supporting Culturally Knowledgeable Staff Behavior Supporting Culturally Relevant Evidence-based Interventions OUTCOMES Supporting Culturally Equitable Social Competence & Academic Achievement Supporting Culturally Valid Decision Making

46. Focus on Outcomes OUTCOMES How do we develop outcome statements? I.C.i

47. Guidelines for Good Outcomes OUTCOMES  Based on data  Locally important and meaningful  Applicable to all (culturally equitable) Students’ social competence and academic achievement Staff implementation of critical skills  Observable and measurable  Written as a goal I.C.i

48. Example Outcome Statements During the first semester of PBIS implementation, staff members will implement PBIS with fidelity, as measured by meeting criteria on the Tiered Fidelity Inventory. As a result of implementing PBIS during the 20XX-20XY school year, ODR data will decrease by __% relative to that same period the prior year. As a result of implementing PBIS, staff, student, and parent surveys will indicate improved overall school climate (or target specific items related to acknowledgement, respect, etc.) as measured by an improvement of __ points on the Georgia Brief School Climate Surveys.

49. Work as team for 10 min Self-Check: Relevant Measurable Outcomes Review your 1-3 observable and measurable outcome statements for your school. Check to see outcomes reflect guidelines and include critical features illustrated by examples.

50. Getting Started with SWPBIS 1.Establish an effective leadership team 2.Develop brief statement of behavioral purpose 3.Identify positive SW behavioral expectations 4.Develop procedures for teaching SW expectations 5.Develop procedures for teaching class-wide expectations 6.Develop continuum for strengthening appropriate behavior 7.Develop continuum for discouraging violations of expectations 8.Develop data-based procedures for monitoring 9.Develop systems to support staff 10.Build routines to ensure on-going implementation We’ll use a similar process to problem solve each step of “Getting Started.” Here’s an example for Step 1.

51. Getting Started with SWPBIS 1.Establish an effective leadership team 2.Develop brief statement of behavioral purpose 3.Identify positive SW behavioral expectations 4.Develop procedures for teaching SW expectations 5.Develop procedures for teaching class-wide expectations 6.Develop continuum for strengthening appropriate behavior 7.Develop continuum for discouraging violations of expectations 8.Develop data-based procedures for monitoring 9.Develop systems to support staff 10.Build routines to ensure on-going implementation II.B.i SYSTEMS How will we play together?

52.  Representative of school/community demographics  1-2 individuals with behavior/classroom management competence  Administrator as active member  Schedule for presenting to whole staff at least monthly  Schedule for meeting at least monthly  Integration with other behavior related initiatives and programs  Appropriate priority relative to school/district goals  Rules/agreements established  Schedule for annual self-assessments (see list)  Coaching support (school/district/region) Guidelines for Team Composition SYSTEMS

53. Team Composition Administrator Grade/Department Representation Specialized Support –Special Educator, Counselor, School Psychologist, Social Worker, etc. Support Staff –Office, Supervisory, Custodial, Bus, Security, etc. Parent Community –Mental Health, Business Student Start with a team that “works.”

54. Work as team for 10 min Self-Check: Effective Leadership Team Review guidelines for team composition. How is your school team doing? –Do you need to vote anyone on/off? –Are you operating effectively? –Are your coaches supporting the team? Is the team supporting the coaches? –Have you considered building capacity throughout the staff? Review relevant items to your action plan and add/adjust as needed to ensure your team is ready to work this year (and in the future)!

55. Preview Tier 1 Topics: Equity Equity Integrating Initiatives: Bully Prevention Integrating Initiatives: Bully Prevention

56. Equity (adapted from Kent McIntosh)

57. A 5-point Intervention to Enhance Equity in School Discipline http://www.pbis.org/school/equity-pbis

58. 1.Use effective instruction to reduce the achievement gap 2.Implement SWPBIS to build a foundation of prevention 3.Collect, use, and report disaggregated student discipline data 4.Develop policies with accountability for disciplinary equity 5.Teach neutralizing routines for vulnerable decision points 5-point Intervention to Enhance Equity in School Discipline http://www.pbis.org/school/equity-pbis

59. Integrating Initiatives: Bully Prevention in PBIS (adapted from George Sugai, Aug 2010)

60. Focus on Bullying Leads to… …Good Things Increased problem awareness More curriculum development & research Greater focus on all students Emphasis on prevention …Not So Good Things Labeling kids Too much attention on student (rather than on recipients) Over-emphasis on student responsibility for change Generic intervention responses in absence of data-based decision making Limited examination of mechanism

61. Label student Exclude student Blame family Punish student Assign restitution Ask for apology Teach targeted social skills Reward social skills Teach all Individual for non- responsive behavior Invest in positive school-wide culture Doesn’t WorkWorks

62. Is Behavior an Issue?

64. Victim attention Bystander attention Self-delivered praise Tangible access

65. PREVENTION

66. Three basic strategies….if you do nuthin’ else….

67. MUST….. Be easy & do-able by all Be contextually relevant Result in early disengagement Increase predictability Be pre-emptive Be teachable Be brief

68. 2. Focus on Prevention

70. PBIS Prevention Goals & Bullying Behavior

71. SWPBIS Action Planning

72. Work as team for 150 min Activity: Action Planning 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)

73. Work with partner coach for 15 min Activity: Identifying Resources 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)

74. Review of Coaching SWPBIS

75. 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.

76. I.A.ii What roles do coaches play?  Share advanced content with team  Share information at faculty meetings  Local PBS expert  Positive “nag”  Link to resources (e.g., nepbis.org, www.pbis.org)  Team meetings  Activities at training events  Implementation

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

78. 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).