CT PBS Coaches’ Meeting Coaching SWPBS Basics
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CT PBS
Coaches’ Meeting
Coaching SWPBS Basics
December 9, 2008
Brandi Simonsen, Kari Sassu,& George Sugai
Advance Organizer
• Overview of Coaching SWPBS (Chapter 1)
– Lecture
– Activity
• Brief Break
• Basics of SWPBS for Coaches (Chapter 2)
– Lecture
– Activity
• Wrap-up
Objectives for Coaches
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
– …Facilitate your team’s activities at the first SWPBS team training (next week).
Chapter 1Chapter 1Overview of Coaching Overview of Coaching
in SWPBSin SWPBS
Rationale and Rationale and Definition of Definition of
CoachingCoaching6
Why Coaching?
The old models are not as effective.
Problem Statement 1
“We give schools strategies & systems for developing more positive, effective, & caring school & classroom climates, but implementation is not accurate, consistent, or durable. Schools & teams need more than training.”
Problem Statement 2
( Fixen, Naoom, Blasé, Friedman, & Wallace, 2005, p. 39)
“training by itself does not result in positive implementation
outcomes (changes in practitioner behavior in the
clinical setting) or intervention outcomes (benefits to
consumers)”
Avoid “Train & Hope”!
Important Functions of Coaches• Coaches provide team start-up support
• Coaches facilitate team sustainability and accountability
– Coaches provide technical assistance and problem solving
– Coaches provide positive reinforcement to team members
– Coaches deliver prompts (i.e., function as “positive nags”)
• Coaches improve and increase public relations and communications
• Coaches are linked to a support network across schools
• Coaches are linked to leadership, trainers and teams
• Coaches allow for local facilitation
• As coaches build their own skills, they provide increased behavioral capacity
Who are Coaches?
• Personnel & resources organized to facilitate, assist, maintain, & adapt local school training implementation efforts
• Coaching is set of responsibilities, actions, & activities….not person
Roles of a Coach
Communicate Content Knowledge
Facilitate
Coaching Roles
•Share advanced content with team •Share information at faculty meetings
•Local PBS expert•Positive “nag”•Link to resources (e.g., www.pbis.org)
•Team meetings•Activities at training events•Implementation
A reminder you’ll see throughoutto help us remember the role.
Guiding Guiding Principles for Principles for
Coaching Coaching SWPBSSWPBS 8
Guiding Principles (“Requirements”)
School-level coaching:
• Coaching capacity integrated into existing personnel
• Supervisor approval given
• District support and agreements are given
• District/state coordination provided
• Coaching linked with school team
• Coaching training linked with team training
• Coaches participate in team training
• Coaches meet regularly for prompting, celebrating, problem solving, etc.
District-level coaching:
• Coaches experienced with school team implementation
• New teams added with increased fluency (at district level)
Implementation Implementation Guidelines for Guidelines for
Coaching Coaching SWPBSSWPBS 9
CoachingCoachingSelf-Self-
AssessmentAssessment11
~ 15 minutes
Activity:Coaching Self-Assessment
• Complete Coaching Self-Assessment (pp. 11-16)
• Develop an Action Plan to address areas for growth from your self assessment (p. 17)
• Present 1-2 “strengths” and 1-2 “concerns or challenges” (1 min. reports)
1 minute reports from each team
(new spokesperson)
AttentionPlease
1 MinutePROMPT
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)
Thumbs up for data-based statements!
Chapter 2Chapter 2Basics of SWPBSBasics of SWPBS
for Coachingfor Coaching
Rationale and Rationale and Definition of Definition of
SWPBS Basics for SWPBS Basics for CoachesCoaches 19
To set the stage…
Remember when I talked about the
tatoos???
Main Message
Good Teaching Behavior Management
STUDENT ACHIEVEMENT
Increasing District & State Competency and Capacity
Investing in Outcomes, Data, Practices, and Systems
4 PBS Elements
SYST
EMS
PRACTICES
DATASupportingStaff Behavior
SupportingStudent Behavior
OUTCOMES
Supporting Social Competence &Academic Achievement
SupportingDecisionMaking
Continuum of School-Wide Instructional & Positive Behavior Support
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
IndividualizedSystems for Students
with High-Risk Behavior
~80% of Students
~15%
~5%
Academic Systems Behavioral Systems
1-5% 1-5%
5-10% 5-10%
80-90% 80-90%
Intensive, Individual Interventions•Individual Students•Assessment-based
•High Intensity
Intensive, Individual Interventions•Individual Students•Assessment-based
•Intense, durable procedures
Targeted Group Interventions•Some students (at-risk)
•High efficiency•Rapid response
Targeted Group Interventions•Some students (at-risk)
•High efficiency•Rapid response
Universal Interventions•All students
•Preventive, proactive
Universal Interventions•All settings, all students•Preventive, proactive
Designing School-Wide Systems for Student Success
Evaluation Implementation
Data-based Action Plan
Agreements
Team
GENERAL IMPLEMENTATION
PROCESS
Leadership Team
FundingVisibility Political
Support
Training Coaching Evaluation
Active Coordination
Local School Teams/Demonstrations
PBS Systems Implementation Logic
Classroom
Non-classroom Family
Student
Schoo
l-
wide• Smallest #
• Evidence-based• Biggest, durable effect
SWPBSPractice
s
1. Common purpose & approach to discipline
2. Clear set of positive expectations & behaviors
3. Procedures for teaching expected behavior
4. Continuum of procedures for encouraging expected behavior
5. Continuum of procedures for discouraging inappropriate behavior
6. Procedures for on-going monitoring & evaluation
Behavioral Interventions and Practices in…School-wide Systems
Classroom
Non-classroom Family
Student
Schoo
l-
wide
SWPBSPractice
s
Maximize structure in your classroom.
Post, teach, review, monitor, and reinforce a small number of positively stated expectations.
Actively engage students in observable ways.
Establish a continuum of strategies to acknowledge appropriate behavior.
Establish a continuum of strategies to respond to inappropriate behavior.
Behavioral Interventions and Practices in…Classroom Systems
Classroom
Non-classroom Family
Student
Schoo
l-
wide
SWPBSPractice
s
• Positive expectations & routines taught & encouraged
• Active supervision by all staff– Scan,
– Move,
– Interact
• Pre-corrections & reminders
• Positive reinforcement
Behavioral Interventions and Practices in…Nonclassroom Systems
Classroom
Non-classroom Family
Student
Schoo
l-
wide
SWPBSPractice
s
• Behavioral competence at school & district levels
• Team- & data-based decision making
• Targeted social skills & self-management instruction
• Individualized instructional & curricular accommodations
• Function-based behavior support planning
• Comprehensive person-centered planning & wraparound processes
Behavioral Interventions and Practices for…Individual Students
Classroom
Non-classroom Family
Student
Schoo
l-
wide
SWPBSPractice
s
• Continuum of positive behavior support for all families
• Frequent, regular, and positive contacts, communications, and acknowledgements
• Formal and active participation and involvement as equal partners
• Access to system of integrated school and community resources
Behavioral Interventions and Practices in…Family Systems
Use data to (a) identify
outcomes and (b) select
evidence-based practices.
Invest in systems to ensure sustained implementation
with fidelity.
Implementation Implementation Guidelines for Guidelines for
Coaching SWPBS Coaching SWPBS BasicsBasics 22
Locating Locating Resources for Resources for SWPBS BasicsSWPBS Basics
23
Recall two of the main functions:
• Content
• Communication
You now have an understanding of basic elements of SWPBS
Focus on how to access resources to (a) increase your knowledge/understanding (b) assist you in communicating your knowledge to your team
How will you Fill Your Role…
• …as you are increasing your fluency with the content, your team members will still view you as an “expert”
• It would be wise to familiarize yourself with the resources available to you and your team
Identify:
• Where do you go to get an overview of all the steps involved in implementing SWPBS?
• Which tools will help you establish your team and conduct efficient team meetings?
• What tool would you use to survey your school staff?
• Where do you go to find supporting evidence for implementing SWPBS?
In addition to the resources in your notebook, remember www.pbis.org
~ 15 minutes
Activity:Locating Resources
• Complete Locating Resources Activity (p. 23)
• Develop an Action Plan to address specific items related to coaching SWPBS basics (p. 24)
• Present 1-2 big ideas (1 min. reports)
1 minute reports from each team
(new spokesperson)
AttentionPlease
1 MinutePROMPT
Big Ideas
You should now be able to…
• …Describe your role as a coach.
• …Articulate the basic elements of SWPBS
• …Identify resources for SWPBS
• …Facilitate your team’s activities at the first SWPBS team training (next week).
Your TatoosSY
STEM
S
PRACTICES
DATA
SupportingStaff Behavior
SupportingStudent Behavior
OUTCOMES
Supporting Social Competence &Academic Achievement
SupportingDecisionMaking
4 PBS Elements
School Systems
SWPBS
Non-class
room
Setting S
ystems
ClassroomSetting Systems
Individual Student
Systems
School-wideSystems
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
IndividualizedSystems for Students with High-Risk
Behavior
~80% of Students
~15%
~5%
You’re a coach!
Prepare for training events, and use your resources to guide
your team’s activities (both at training and
at school).
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