1. Coaching 101: The Basics PBIS Maryland State-wide Coaches Meeting December 8, 2009 Sharon Conley, Ed.S., NCSP School Psychologist WCPS PBIS Facilitator & Coach

2. Who is Here?  “Real job” – Titles and Other Roles  “Very New” v. “Slightly Used”  Coaching schools that are New v. Veteran  Internal v. External model

3. A Quick Review of New Coaches Training July 2009

4. Woah, woah, woah, WOOOAH!

5. 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

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

7. Academic SystemsBehavioral Systems 1-5% 5-10% 80-90% 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 Targeted, Group Interventions Small, needs-based groups for at risk students who do not respond to universal strategies High efficiency Rapid response 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 Core Curriculum and Universal Interventions All settings, all students Preventive, proactive School-wide or classroom systems for ALL students and staff Maryland’s Tiered Instructional and Positive Behavioral Interventions and Supports (PBIS) Framework

8. “Grow the Green” Tools to Help (AKA: “Lightwands”) 1. BOQ (Benchmarks of Quality) 2. IPI (Implementation Phases Inventory) 3. TIC (Form A: Team Implementation Checklist) (Note: SET = School-wide Evaluation Tool)

9. BOQ: Benchmarks of Quality

10. ► Enter one of the codes to the right in the red boxes below 0 = Not 1 = Partial Preparation Phase 2 = Full FALLSPRING *1District supports and is invested in PBIS. A point of contact has been identified; time is allocated for coaching and training; release time for meetings and planning. *2School-level administrators support and are invested in PBIS. Active involvement in process; funding allocated for support; time on agenda; integrated with multiple initiatives. *3Staff support and are invested in PBIS. 80% staff buy-in and participation. *4PBIS team has been established. Representative of staff; protected meeting schedule. *5PBIS team has been sufficiently trained. Team attends Summer Institute; builds an action plan. *6School has an identified coach. *7Coach has been sufficiently trained. Coach participates in summer training; attends coaches and regional meetings; knowledgeable about PBIS, behavioral theory, and data-based decision making; skilled in group dynamics, facilitation, and public speaking. 8PBIS team held at least two meetings prior to the beginning of school to develop/update the action plan and plan for PBIS launch. 9At least one member of the PBIS team has training/skills in functional behavior assessment. Fits into the 3-tiered logic; link between PBIS team and student services team. *103-5 school-wide behavior expectations have been clearly defined. IPI: Implementation Phase Inventory

11. School-Based PBIS Implementation Phases Inventory (IPI) – Maryland Schools 2009 -2010 FallSpring School Date Form was completed (mm/yyyy) District Month/Year PBIS was first implemented (mm/yyyy) Person completing the form for Fall Person completing the form for Spring Instructions: The IPI is a form that is used to assess level of PBIS implementation. It is to be completed by coaches and/or team leaders twice a year – once in the fall and again in the spring A few suggestions for features to look for have been provided in italics below some of the items For coaches who know the school well, the form typically takes 5 minutes or less to complete Optional questions: There are three optional open-ended questions located at the end of the form. These items are not required. There is also space for additional comments if needed If the optional questions are answered, the form typically takes 10 minutes to complete ► Enter one of the codes to the right in the red boxes below 0 = Not 1 = Partial Preparation Phase 2 = Full FALLSPRING 8PBIS team held at least two meetings prior to the beginning of school to develop/update the action plan and plan for PBIS launch. 9At least one member of the PBIS team has training/skills in functional behavior assessment. Fits into the 3-tiered logic; link between PBIS team and student services team. *103-5 school-wide behavior expectations have been clearly defined. *15System for rewarding students has been developed. Written documentation necessary for full criteria. *16A strategy for collecting discipline data has been developed. *17Behavior expectations are posted throughout the buildings. At least one posting per classroom; postings in non-classroom settings (e.g., hallways, cafeteria). 18Coach has established a working relationship and good communication with the school and PBIS team. 19A strategy for collecting positive behavior data has been developed. 20New and returning personnel have been oriented to PBIS. 21A system for identifying students in yellow and red zone has been developed. 22Staff and administrators are clear about which behavior problems are handled in the classroom vs. those handled by the administration. 23Parents have been informed about PBIS. PBIS is described in newsletters to parents; reviewed at parent conferences; covered at PTA meetings. Implementation Phase FALLSPRING *24School-wide behavioral expectations are taught directly and formally to students. Occurs multiple times each year (beginning of school year, after school breaks); integrated into curriculum; common language used across setting and staff. *25Positive behaviors are rewarded consistently. *26Office referral forms are completed consistently by staff. *27Discipline data are gathered and entered into a data base. *28Coach receives reports/data monthly. 29PBIS efforts are coordinated with other school-wide efforts. Corrective action plans, school improvement plans, school-wide programs (e.g., character education efforts) are consistent with PBIS. 30 Procedures for handling undesirable behaviors are implemented consistently. 31Discipline data are summarized and reported to staff. 32Discipline data are used to make decisions. 33PBIS Team uses data to make suggestions regarding PBIS implementation. 34Students in yellow and red zone receive additional interventions or services. Decision rules developed (e.g., students with 2-5 referrals are referred to student service team). Maintenance Phase FALLSPRING 35Data are used to make decisions regarding additional training. 36Professional development is provided to staff. 37Data are used to inform and update the action plan. 38A set of materials/tool kit has been developed to sustain PBIS. Documentation to support ongoing use of PBIS. 39Links with community have been established to provide incentives for students and staff. 40Morale is sustained among students and staff. Staff attendance and participation is consistently high; rapid completion of staff surveys; system in place for recognizing staff contributions. 41Parents are involved in PBIS-related activities, programs, and/or services. 42A plan is in place for training new team members. Access to online tutorial, and national and state websites; attends regional meetings. 43A plan has been developed to provide assistance or advice to teachers about handling challenging situations. Formalized procedures for all staff including new staff, substitutes, and student teachers; problem behaviors clearly defined. 44 Use data to monitor effectiveness of strategies/plans; written documentation necessary for full criteria.

12. Form A: Team Implementation Checklist

13. “Grow the Green” How do we know when it’s “green enough”? 1. School-specific “Triangle Data” 2. ODR’s (Nat’l Average ODR Per Day Info.)

14. SWIS summary 08-09 (Majors Only) 3,410 schools; 1,737,432 students; 1,500,770 ODRs Grade RangeNumber of SchoolsMean Enrollment per school Mean ODRs per 100 per school day K-62,162450.34 (sd =.49) 6-9602657.85 (sd = 1.11) 9-122158871.27 (sd = 2.39) K-(8-12)4314081.06 (sd = 2.60)

15. Tier 3/Tertiary Interventions 1-5% _____________________ 1-5%Tier 3/Tertiary Interventions ___________________________ Tier 2/Secondary Interventions 5-15% ___________________________ 5-15%Tier 2/Secondary Interventions ____________________________ Tier 1/Universal Interventions 80-90% ________________________ 80-90%Tier 1/Universal Interventions ____________________________ School-Wide Systems for School Improvement Success Academic Practices Behavior Practices Illinois PBIS Network, Revised May 15, 2008. Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/school-wide.htm

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

17. Data-based Decision Making: Roles of a Coach  Guide schools in the use of multiple data collection systems (ODR, SET, BOQ, IPI, 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)

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

19. SYSTEMS – Support Staff Behavior PRACTICES – Support Student Behavior DATA – Supports Decision Making 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? 1.Train lunchroom staff to teach cafeteria expectations. 2.Admin. Monitor and demonstrate appropriate use of “gotchas’ for workers. 3.Admin. provide additional active supervision in café. 4.Advise teaching staff of new procedures. 5.Provide data feedback to staff. Step 3: What will we do to support student behavior? 1.Teach “Cafeteria Expectations” in context. 2.Classroom teachers to provide pre- corrections prior to dismissing class to lunch. 3.Implement special “gotcha” system by class to earn class-wide recognition & privilege.. 4.Use “stop light” system for monitoring noise level. 5.Use a “silent table” to isolate chronic rule-violators. 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).

20. 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?

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

22. Practices: Roles of a Coach  Guide schools in implementation of critical features of school-wide PBIS (attend mtgs., ref. TIC/IPI/BOQ, 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, www.pbismaryland.org, cross-school networking, Illinois PBIS Network)www.pbismaryland.org  Guide schools in adopting evidence- based practices (Define e-b practice, contextual fit w/school)

23. Practices: Roles of the Coach (cont.)  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)

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

25. Systems: Roles of the Coach  Support effective team meetings  Provide consultation and technical assistance to teams  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

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

27. Coaching Strategies  Facilitating v. Leading  Empower the Team Leader  “Positively Nag” and “Cheerlead”  Organization Tips

28. Organization Tips 1) “3 Binder System” = School Binder, Toolkit, Accessing Technical Information 2) Form Requirements = put notes on calendar, co-dependent system w/in county 3) Communication w/school = group contact lists for e-mails (“to” and “from”) 4) Readily available contact info. for YOUR resources (Lead Coach, Other County Coaches, Team Leader, School Admin., Jerry Bloom, Milt McKenna, Andrea Alexander, and MD Coaches)

29. Facilitating vs. Leading FacilitatorTeam Leader Ensures the team meets regularly Sets the dates for meetings Sends out reminders Recognizes and supports effective team meeting processes Develops agenda, arranges for note-taking, ensures data is available, maintains focus, sets time limits, etc. Offers tools to assist in record keeping, team evaluations, etc. Checks accuracy of records, directs team in evaluation Ensures equal distribution of roles and responsibilities Assumes the role of leader, delegates, assigns tasks Ensures the team is using data for decision making Refers the team to the data during team meetings

30. Empower the Team Leader  Meet with TL/Admin. outside of scheduled meetings Work “behind the scenes” Establish rapport & provide encouragement, guidance  Foster the image of the TL Within Team meetings and School system  Encourage independence with website  Offer tools from toolkit and other resources (using “careful timing”)

31. “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

32. Internal v. External Coach Internal CoachExternal Coach AdvantagesKnowledge of school Staff relationships Regular access Independent Outside perspective Multiple schools experience DisadvantagesConflicting roles Narrow range of experiences Limited knowledge of school Limited relationships Less frequent access

33. Supporting the Coach  Coaches’ self-evaluation forms  Lobby for the training you need to be effective  Build support systems within your district

34. www.pbismaryland.org Our totally awesome, constantly changing, ever useful, critically needed, overwhelmingly popular, nationally envied WEBSITE!

35. Goals: Review  Slow down and take a deep breath  Review of the basics, and I mean BASICS  Review Roles & Responsibilities  Learn practical, applicable tips of the trade

36. Q & A