1. 1 Coaching Essentials Coaches’ Monthly Meeting Module BB DC Name and Date Here

2. 2 Effective Coaching Skills Communicate Content and Knowledge Facilitate Coaching A set of responsibilities, actions and activities… Staff Administration District Coordinator Community Knowledge of … Positive Behavior Support Response to Intervention Basic Behavior Principles Resources Teaming Action Plan Development RtI:B Implementation Trainings

3. 3 Facilitation Skills Create a positive, structured team environment Maintain team motivation and enthusiasm Support collaborative action planning Facilitate the problem-solving process Secure team consensus Guide implementation and fidelity of the RtI:B process Facilitator

4. 4 Effective Facilitation Active Listening Ask open-ended questions Paraphrase, summarize, synthesize Behavior Management Observe group dynamics Provide positive, supportive feedback Refocus discussion Motivate Additional suggestions?

5. 5 Facilitating Effective Meetings Develop Grounds Rules Examples: Be on time and ready to work Phones on silent Be concise when speaking Actively participate in discussions and decision-making Focus on problem-solving Volunteer to assist with tasks Additional suggestions?

6. 6 Effective Meeting Design Agenda: prepared & delivered in advance Data Review: who, what, where, when Problem-solving Use data to guide interventions and progress monitoring Determine interventions and implementation procedures Access tools and resources Action Planning Follow-up on items from previous meeting Develop/update activities and products to ensure fidelity Review implementation strategies/steps Action items for next meeting Celebrate accomplishments

7. 7 Team Meeting Checklist http://flpbs.fmhi.usf.edu/coachescorner.asp

8. 8 Example: PBS Team Meeting Agenda http://flpbs.fmhi.usf.edu/the_team.asp Date: _____Time: ______ to _______Location: ______________________ Facilitator: ______________________Timekeeper: ___________________ Recorder: ______________________Snackmaster: __________________ Participants: ____________________________________________________________ Next Meeting date, time and location: ________________________________________ Next Facilitator: _______________________ Next Snackmaster: ________________ Things that have gone well: Critical issues: Items  Data Review  Review progress on Action Plan  Persons and Responsibilities for next Action Plan Activities  Follow Up Items from previous meeting  Additional Items Action/ Results Next Steps/ To Do List:

9. 9 Effective Teaming Consensus Building: Review and discuss your school’s data Brainstorm ideas based on the data Clarify all ideas/suggestions Prioritize suggestions generated by team members Determine ‘next’ steps Obtain verbal agreement from all team members Team decisions are supported by all team members The team presents a “united front” outside of meetings

10. 10 Effective Action Plan Implementation Tentative schedule of PBS/RtI:B activities Monthly team meetings Sharing PBS data with staff and getting feedback Rolling out critical elements Expectations and rules Discipline procedures Teaching expectations and rules Rewards/recognition process Training – based on the data Basic Behavior Principles Faculty and staff (bus drivers, cafeteria, paraprofessionals) Students/Parents Reward/recognition events

11. 11 Effective Facilitation Group Discussion: You have heard that some team members ‘bad mouth’ PBS outside the meetings. However, during the meetings they always express agreement and never say anything negative about the process. Some of their comments include: 1) “I don’t have time to stand around and give out tickets all day. Let someone else do it”. 2) “We don’t have enough money to buy classroom materials, so why are we spending money on those silly reinforcers?” 3) “I don’t really see any improvement in students’ behaviors. Surly, there is a better way that is less work.” What would you do to address this issue?

12. 12 Group Discussion Possible Strategies:

13. 13 Possible Strategies Actively listen to the team members’ concerns –Ask open-ended questions –Paraphrase and summarize concerns Secure Administrative support and input Assess overall faculty buy-in –Conduct staff surveys, provide feedback Review and analyze your behavioral data Are problem behavior decreasing? Increasing? Stable? Where are the majority of problem behaviors occurring? What interventions might be more effective? Brainstorm solutions Social or activity rewards vs. tangible reinforcers Designate how many ‘tickets’ each teacher should distribute weekly

14. 14 Team Meeting Evaluation Tool http://flpbs.fmhi.usf.edu/the_team.asp

15. 15 Effective Facilitation Group Discussion: Does your team: review the most current data each month? review and update the PBS Action Plan each meeting? Are you able to gain consensus on all action items? Are the PBS team meetings relevant and productive? Do you have the skills to effectively and efficiently facilitate the meetings PBS team meetings? Do you have the skills to adequately address ‘problem’ situations during the PBS monthly meetings? Outside of meetings? In what areas would you like additional support? PBS Coach as Facilitator

16. 16 Content Coaching Skills Fluent in PBS processes and procedures across the tiers Knowledgeable of RtI principles and procedures 4-step problem solving process Basic understanding of the principles of behavior Antecedents Functions of behavior Consequences Evaluate data and make data-based decisions School-wide behavior discipline system FLPBS Evaluation System (PBSES) Access Resources Content/ Knowledge

17. 17 School-Wide PBS Critical Elements: Expectations and rules Rewards/recognition Effective consequences and procedures Teaching: behavior, consequences, rewards Faculty commitment and buy-in Classroom PBS Systems Implementation process Data analysis and progress monitoring

18. 18 RtI:B Principles Multi-tiered approach, continuum of services Problem-solving process Evidence-based instruction and interventions Data-based decision-making Progress monitoring View RtI:B DVD: http://flpbs.fmhi.usf.edu/PBS_DVD.asp Florida’s PS/RtI Project ( 2008)

19. 19 RtI:B Problem Solving Process Step 1: Problem Identification Step 2: Problem Analysis Step 3: Intervention Design Step 4: Response to Intervention Why is it occurring? What’s the problem? What are we going to do about it? Is it working?

20. 20 Basic Principles of Behavior Antecedents event and/or stimulus that occurs before the behavior Behavior the observable and measurable act Consequences what occurs after the behavior that serves to maintain, increase, or decrease the frequency of behavior

21. 21 Functions of Behavior ATTENTION TANGIBLE (objects & activities) SENSORY Escape/Avoid Get/Obtain

22. 22 Data-Based Decision Making Using Data: PBS Evaluation Data PBS Implementation Checklist (PIC) Benchmarks of Quality (BoQ) – Tier 1 Benchmark for Advanced Tiers (BAT) – Tiers 2 and 3 RtI:B Walkthrough Outcome Summary Data School-Wide Discipline Data DOE State Database - Fall 2011 SWIS TERMS Skyward Are we doing what we said we are doing? Is it working?

23. 23 Tools and Resources http://flpbs.fmhi.usf.edu Coaches’ CD and/or wristband Team Meeting Agenda/Minutes PBS Team Meeting Evaluation PBS/RtI:B Coach Evaluation Coaching Report (Monthly Coaches’ meetings) Coaches’ Corner Stages of Team Development Characteristics of Successful Teams Consensus Decision-Making and Consensus Ladder Coaches’ Strategies Meeting Monsters

24. 24 Content Resources Websites Florida’s Positive Behavior Support Project http://flpbs.fmhi.usf.edu National Positive Behavior Support website www.pbis.org Association for Positive Behavior Support www.apbs.org Staff District Coordinator Other Coaches FLPBS Project consultant

25. 25 Content Coaching Skills Group Discussion: Do you have a good understanding of the SWPBS process? Critical elements, implementation, progress monitoring Do you understand the principles of Response to Intervention? 4-step problem-solving process Do you have the skills to address behavioral issues effectively? antecedents, function of behavior, consequences, fidelity Do you know where to get additional resources? websites, District Coordinator, PBS Project Contact, other coaches What do you need to gain additional knowledge and/or skills in these areas? PBS Coach Content/ Knowledge

26. 26 Communication Coaching Skills Positively reports, promotes, shapes, and reinforces PBS on campus and throughout the district Effectively communications PBS data, progress, and successes Faculty, staff and school leadership District staff and/or School Board Parents Community Conducts and/or assists small group trainings on PBS Communicator

27. 27 Communication Timelines Monthly Attend PBS team meetings Facilitate team meeting using agenda and action plan Ensure data are summarized in useful format Provide PBS updates to faculty based on the data Attend Coaches meetings facilitated by the DC Bi-weekly (or weekly) Prompt team members to complete tasks/activities Ensure your tasks are completed in a timely fashion (model behavior) Daily PBS ‘Ambassador’ on campus: look for opportunities to share PBS activities, progress, successes, Model positive interactions and reinforcement with all staff and students

28. 28 Communication Group Discussion: Do you share PBS data and progress with administrators? Have you established a process for sharing PBS activities, progress and successes with staff? With parents and the community? Critical elements and school-wide practices Classroom PBS Behavior principles How do you share PBS issues and/or concerns with the District Coordinator? In what areas would like additional support? Communicator

29. 29 Web-Based Resources Association for Positive Behavior Support www.apbs.org Florida’s PBS:RtIB Project: Online Modules http://flpbs.fmhi.usf.edu/requestservices_onlinemodules.asp Kansas training modules http://www.pbskansas.org/htdocs/external_links/default.html#onlinetraini ngmodules Positive Behavior Interventions & Support www.pbis.org University of Connecticut http://www.cber.uconn.edu/resources/training University of Oregon http://pbismanual.uoecs.org/manual.htm