1. Andy Friedman, District 65 PBIS External Coach Positive Behavioral Interventions and Supports (PBIS) : District 65 Internal Coaches Meeting

2. Objectives Define the role of coaches in implementation of school-wide PBS Define the activities of effective coaches Provide examples of the role coaches play in helping teams use data.

3. The Main Ideas Whole schools as the unit of behavior support. All children need behavior support Prevention as the most effective way to improve behavior in schools Teaching and supporting appropriate behavior Systems are as or more important as effective practices.

4. “ What the Worlds Greatest Managers Do Differently ” -- Buckingham & Coffman 2002, Gallup Interviews with 1 million workers, 80,000 managers, in 400 companies. Create working environments where employees: 1. Know what is expected 2. Have the materials and equipment to do the job correctly 3. Receive recognition each week for good work. 4. Have a supervisor who cares, and pays attention 5. Receive encouragement to contribute and improve 6. Can identify a person at work who is a “best friend.” 7. Feel the mission of the organization makes them feel like their jobs are important 8. See the people around them committed to doing a good job 9. Feel like they are learning new things (getting better) 10. Have the opportunity to do their job well.

5. Why Have a PBIS Coach ? Fluency with PBIS systems & practices Capacity to delivery high level PBIS technical assistance Data Management—Coordination with district-wide initiative (D65 Data Collection Matrix) Capacity to sustain teams in efforts to implement PBIS systems & practices (Phases of Implementation) You Are The “Positive” Nag

6. Guiding Principles  Maximize use of current resources, personnel, networks, etc.  Emphasize capacity building, sustainability, & accountability  Build continuum of behavior support

7. Internal vs. External Internal “Lives” in the building Shares information with Team and staff Coordinates building efforts and data collection External District-wide or multiple building responsibilities Shares information district-wide Coordinates district efforts and data collection

9. SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Decision Making Supporting Student Behavior OUTCOMES Social Competence & Academic Achievement

11. TEAMS SUPPORTING KIDS All kids Few kids Some kids

13. Universal/School-Wide Team Represents school and families –Grade level –Departments –Special areas –Behavioral connection –Administrator –Parents

14. PBIS School-Wide Practices DTRRR D efine expected behaviors T each expected behaviors R emind students of expected behaviors Reinforce displays of expected behaviors R eteach behaviors not meeting expectations

15. Universal Team Responsibilities 1.Conduct Current Data-Driven Business Review school-wide data – Academic & Behavioral Identify & plan needed interventions based on data Identify groups & individual students to be referred to the Targeted/Intensive team(s) 2.Conduct Calendar-Driven Business (See School Data Grid) Fall kick-off PBIS Staff Self-Assessment Survey, School Safety Survey Quarterly Team Implementation Checklists/Action Plan Updates Implementation of the reinforcement plan Reteaching/Reinforcement boosters PBIS School Profile Form 3.Plan communication with staff, families and Intervention Team

16. Generic Meeting Elements Preparing for meeting (See “Effective Green Team Meetings” and Meeting Notes forms) –Notice –Agenda –Data Conducting meeting Following up after meeting –Minutes (School Profile)

17. Meeting Agenda Celebrations/Successes (5 minutes) Review data (10 minutes) Identify targeted students (5 minutes) Review reinforcement plan/reinforcers (15 minutes) Discuss strategies for teaching behaviors (15 minutes) Other business-submit items for next meeting (10 minutes)

18. School Buy-in Meetings on Calendar Administrator participation (is he/she at meetings?) 80% staff buy-in SIP goal Funds

19. Helping Buy-In and Maintaining Commitment Ask the question, “Is what we are doing now working?” Use data to show need for positive supports. Have a representative team to facilitate communication with all staff. Develop drafts of action plans along the process to share with staff.

20. Buy-In/Commitment Acknowledge staff for supporting the action plan. Recruit a “non-believer” to join the team. Use the coach and/or team members to provide professional development to staff on identified best practices. SHARE SUCCESSES WITH STAFF!

21. Initiative, Committee Purpose Outcome Target Group Staff Involved SIP Goal Attendance Committee Increase attendance % of students attending All students Eric, Ellen, Marlee Goal #2 Character Education Improve character Student behavior? All students Marlee, J.S., Ellen ?? Safety Committee Improve safety All students Has not met?? School Spirit Committee School spirit All students Has not met Discipline Committee Improve behavior Improve discipline All students Ellen, Eric, Marlee, Otis Goal #3 DARE Committee Decrease drug use All students Don?? EBS Work Group Implement 3-tier model Office referrals, Attendance, Grades All students Eric, Ellen, Marlee, Otis, Emma Goal #2 Goal #3 Sample Team Matrix

22. Targeted Intervention Team (5-15%) Staff w/ Behavioral expertise; General education Social worker Special education Psychologist Family

23. Targeted Team Responsibilities 1.Review Current Targeted interventions (Group and Individual) — Revise as needed 2.Review new data from School-wide team or Teacher/Family/Other referral sources Make decision about group or individual behavior support planning 3.Use behavior support planning process to design individualized interventions (SSP’s) 4.Monitor ongoing group and individual support plans

24. PBIS Targeted Practices Two kinds of interventions ensure Targeted practices are applied systematically: 1.Large group interventions by grade level, or a specific issue that impacts a cluster of students with similar needs (HUG/Check & Connect, skill building group, targeted recess group, etc.)). 2. Individualized student support planning (SSP’s).

25. PBIS Targeted Practices Targeted Practices are needed for SOME students. Targeted practices involve: Daily adult-student connection and interaction regarding the school-wide expectations using the 5 school- wide practices. Additional organizational, behavioral, and academic support for sub-populations/grade levels/classrooms within the building. Descriptive functional assessment to identify specific, individualized interventions for some.

26. PBIS Targeted Practices Continue to use data to monitor effectiveness of the intervention. “The plan fits the child, rather than the child fitting into the plan.”

27. Intensive/Wrap-around/RED Team 1-5% or a Few Kids Teams individually designed around the student and family: Meets as needed Facilitators from within the school Members identified by family Interventions based on strengths of student/family EBD Network supports

28. Intensive practices are for a FEW students. Intensive practices involve: Facilitating planning/implementation of intensive supports AND more effective partnering with families by using the wraparound process Developing and implementing highly individualized ACADEMIC and social-emotional-behavioral support plans Accessing a full range of school and community supports both formal & informal PBIS Intensive Practices Adapted from T. Scott, 1988

29. Intensive Interventions Must  Improve family-school partnership  Focus less on control and containment  Use of Functional Assessment based plans  Community networking for supports  Focus more on academic achievement and strengths

30. Areas of Coaching Impact Team Start Up Team Sustainability Technical Assistance Public Relations Local Leadership

31. Effective Coaches Are knowledgeable about School-wide PBS systems Share information w/ Team and staff Ensure that PBIS implementation data (Staff Self-Assessment, TIC/Action Plan and School Profile Form) is collected and shared w/ Team/Staff Communicates w/ External Coach as to school/Team needs, successes, challenges, etc. Ensures that Green Team meets regularly (at least monthly) “Positive” nag –Self-assessment (EBS Survey, Team Checklist) –Action planning –Activity implementation –On-going evaluation

32. The Impact of Coaches Initial Implementation Help maintain momentum Help with team process Coordinate information Provide access to praise, celebration Provide or obtain critical information/technical support. Active problem solving All staff trainings/orientation Development and use of data for decision-making Active Capacity Building Systems development Sustainability Transition prompts New training

33. Guiding Principles for Effective Coaching Build local capacity –Become irrelevant…but remain available Maximize current competence –Never change things that are working –Always make the smallest change that will have the biggest impact Focus on valued outcomes –Tie all efforts to the benefits for children Emphasize Accountability –Measure and report; measure and report; measure and report. Build credibility through: –(a) consistency, (b) competence with behavioral principles/practices, (c) relationships, (d) time investment. Precorrect for success

34. Using Data For Decision-Making

35. Goals of Decision-Making Define use of data for decision-making in the on-going implementation of School-wide PBIS SYSTEM PROGRESS –Yearly PBIS Staff Self-Assessment Survey (pbssurveys.org) –Quarterly Team Checklists and Action Plan updates –SETs STUDENT PROGRESS –Office Referrals (ODRs) –Academic Data Focus on self-assessment Systems/Progress

43. Use Data to Drive Decisions What are the right questions? –Who, What, Where, When, Why & How? What information is needed to answer the questions? What are the possible interventions? What is the smallest change that can produce the biggest impact?

44. Question #1: Are we doing what we should be doing? Question #2: Is it working? Are we satisfied with the behavior patterns of students? Are we using best practices of DEFINE, TEACH, REMIND, REINFORCE & RETEACH in school-wide behavior support? –What are we doing that is working and should be retained? –What are we NOT doing that would fit our setting and make a big difference?

45. Organizing Behavioral Data Use whatever data already exists THE BIG FIVE 1.Average Per Day/Per Month 2.Infraction 3.Location 4.Time of Day 5.Individual Student

46. Always Remember the Three Questions for Active Decision-making: Are we doing what we should be doing? Is it making a difference? What is the smallest change that will make the biggest difference?

47. Intervention (Course of Action) What do we want instead? Determine priorities Brainstorm ideas-keep them simple Plan implementation –Who will be involved? –When will it happen?

48. Collect Data Student Progress Discipline referrals (InfoLine) Suspensions Grades Attendance System Progress Staff survey Team Implementation Checklist SET Recommendations Team developed surveys Safety Survey

49. Determine Effectiveness Set goals How and how often will we measure effectiveness? Do we need to modify the plan? When do we move on?

50. Data Activity