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New Jersey Missouri New Hampshire

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1 New Jersey Missouri New Hampshire
Coaching the Coaches: Activities and Strategies to Build Strong and Effective Coaches New Jersey Missouri New Hampshire

2 Session Introduction

3 Session Purpose The purpose of this session is to share activities and strategies from three states implementing SWPBS initiatives that are used to develop and maintain strong coaches and coach networks

4 Session Highlights To share strategies being used in New Hampshire, Missouri, and New Jersey to develop PBIS coaches including: Selecting the right coaches, the first time and every time Building coaches’ professional leadership Developing and maintaining state and regional networks Developing coaches’ independent problem solving and trouble shooting skills Seamless transition during turnover

5 The New Coach

6 A Typical Coach: Mentors Models practices
Provides guidance and feedback Advocates for PBIS Serves as a liaison between stakeholder groups Serves as a communication point person Facilitates implementation fidelity evaluation

7 Coach Development Goals: To develop coaches who-
have a grounded understanding of PBIS systems display and positive temperament toward PBIS and the change process are able to lead colleagues through the change process are able to carry out practical application of PBIS systems

8 Characteristics of a Model Coach
Positive Temperament Cheerleader Positive energy Externally persistent Ambitious Respectful of others perspectives Enthusiastic Reflective Encouraging Knowledge and Skills Fluency with PBIS systems Capacity to deliver high quality implementation support Capacity to train others in PBIS practices and systems Capacity to sustain teams in efforts to implement PBIS systems & practices Ability to be a “Positive” Nag

9 New Jersey Missouri New Hampshire
State Presentations New Jersey Missouri New Hampshire

10 Sharon Lohrmann, PhD William Davis, M.Ed Sunne-Ryse Smith, MA
The Positive Behavior Support in Schools Initiative is sponsored by the New Jersey Department of Education, Office of Special Education Programs in collaboration with the Elizabeth M. Boggs Center on Developmental Disabilities at UMDNJ. This initiative is funded through the I.D.E.A. 2004, Part B Funds and is administered by the New Jersey Department of Education, Office of Special Education Programs.

11 NJ PBSIS has been active since 2003
Linked to our State Performance Plan Schools from “districts in need” are invited to participate Administrators attend a regional orientation event Schools submit competitive applications Schools are considered active participants for 2 years then go on a maintenance list

12 Overview of the New Jersey School PBS Training Series - Year One
Coaches 1 day of new coach training Universal Team 4 days of universal intervention training (day 1 – introduction to SWPBS and self assessment) (day 2 – behavioral expectations) (day 3 – school wide recognition system) (day 4 – instructional event) Tertiary Team (Child Study Team) 3 days of Functional Behavioral Assessment and Behavior Intervention Planning training Lohrmann & Martin (2006) New Jersey Positive Behavior Supports in Schools 12

13 Overview of the New Jersey School PBS Training Series - Year Two
Universal Team 1 day of universal intervention training (day 5 – data based decision making) Secondary Team 2-5 selected school members 2 days of secondary intervention training (assessment, mentoring, behavior contracting, function based social skill instruction, CICO) Respectful Classroom Trainers 1 day of “trainer” training on building respectful classroom environments Lohrmann & Martin (2006) New Jersey Positive Behavior Supports in Schools 13

14 Overview of Coach Development Activities
1 day new coach training year (year 1) 4-6 regional coach technical assistance meetings (years 1 & 2) Onsite support as needed Monthly individual phone conference technical assistance (years 1 & 2) Semi annual coach network events (ongoing) Access to the coach network section of the website (ongoing)

15 New Jersey Activities that Build Coaches’ Professional Leadership

16 Orientation to the Roles and Responsibilities of a Coach for First Year Coaches

17 Sample of Coach Roles and Responsibilities
Training and Technical Assistance Responsibilities Attend PBSIS trainings and coach network events Ask for help when your not sure Ask for help when you encounter obstacles Provide PBSIS Liaison with electronic copies of products Organize and Structure the Team Coordinate meeting logistics Have an agenda for each meeting Take minutes with a responsibility list Bring a laptop, PBSIS flash drive, and master binder Maintain an archive of all old notes Facilitate Team Discussions Model appropriate meeting behavior Ensure all members participate in discussions and tasks Catch “conflict” quick – listen for interaction “warning signs” Use the problem solving structure to work through discussions Market PBS to the School At least once a month, provide the school with an update of PBSIS activities (5-6 minutes at a staff meeting; post a link on your school’s website; etc.) Invite the school community to help with short term tasks Solicit input for decision making

18 Pre-teaching upcoming modules
with “Tips for Coaches” for first year Coaches

19 Sample Pre-Teaching Slide
Team Time Instructions Team Time Activity Referring to the examples provided begin to discuss what your ticket distribution and raffle system might look like. Begin discussing how you can get staff feedback on the recognition system. Please return to the whole group in 15 minutes Target Accomplishment: Team agrees on the need for a recognition system by the end of the activity Redirect “reward push back” with adult examples of reinforcement; ask to table personal feelings to try it out Use the planning checklist to redirect off task discussion

20 Training preparation checklists for Coaches of schools in the first and second year of training

21 Training and TA Schedule
Oct – New coach training Oct – Team training - Intro Nov – Coach TA Dec – Team training – Expect Jan– Coach TA Feb – Team Training – Rec. March – Coach TA April – Team Training – Inst. May & June – Coach TA

22 New Jersey Activities to Develop and Maintain Coaches’ Networks

23 Semi Annual Coach Network Events for Coaches of Schools in Year 2 of Training and Maintenance Schools

24 Nov 2008 Coach Event Agenda Skill Building: Maintaining Staff Buy-In and Enthusiasm: Strategies to Keep PBS Alive in Your Building Examples of Innovation: Presentations by three schools focusing on innovative ideas for kick off events, booster events, and ongoing instruction of positive behaviors. Implementation Reflection: Self assessment of implementation, small group problem solving and sharing

25 Coach Network Page on the Website
Curriculum and Resources Coach Contact Information

26 New Jersey Activities to Develop Coaches’ Problem Solving Skills

27 Implementation Reflection Coach Reports completed at
technical assistance sessions for coaches of schools that are in Year 1 of training

28 Sample Section from a Coach Report
Progress Indicator Self Check Items The team has facilitated the development of a school-wide recognition system as evidenced by….. _____ Implementation of a process (e.g., surveys) to gather feedback from staff and students about a recognition system. _____ Finalization of a 1 page handout that describes the recognition system and procedures. _____ Formation of a workgroup who will lead implementation of the recognition system. The team is having difficulty finalizing the recognition system. Problems experienced include…. _____ Conflict over the use of a recognition system to reinforce behavioral expectations. _____ Difficulty coming to consensus about the recognition system procedures. _____ Difficulty recruiting volunteers for the recognition system workgroup.

29 Implementation Reflection
Self Reflection activity at Coach Network Events for Coaches of schools in the maintenance phase

30 Sample section from the Coach Network Reflection Activity
What’s Going Well? Indicators What Needs Planning? _____ Teaching and Recognizing Appropriate Behavior Expectations are defined and posted by location An instructional event is planned for each September to teach the expectations to students Lesson plans have been developed Staff regularly distribute tickets to students Students have reward options (e.g., trade in or raffles) for using their tickets once received

31 Missouri Schoolwide Positive Behavior Support (MO SW-PBS) Mary Richter, Ph.D. MO SW-PBS State Coordinator MO SW-PBS is funded by the Missouri Department of Elementary and Secondary Education (DESE). The MU Center for PBS partners and collaborates with us. Center for PBS College of Education University of Missouri

32 MO SW-PBS Initiative Missouri Department of Elementary & Secondary Education (DESE) University of Missouri – MU-PBIS Center 350 Schools, 100 Districts and Growing Encourage district-level Adoption State Date Profile developed to support comprehensive data-based decision making Collaboration with PLC, Character Plus, RTI, School-based mental health Initiatives In 1999 Dr. Tim Lewis began pilot research schools in the St. Louis area and Columbia, MO where the University of Missouri is located. From the MU PBS Center provided trainings in various locations throughout Missouri, which produced a cadre of trainers and schools which had received initial training. In 2005 the Missouri Department of Elementary and Secondary Education, or DESE, began funding permanent positions for SW-PBS consultants. 32

33 MO SW-PBS Organization
17 positions funded through Missouri Department of Elementary & Secondary Education (DESE): 13 regional consultants based in 9 educational Regional Professional Development Centers (RPDC’s) throughout Missouri 4 statewide positions based at MU PBIS Center: Coordinator Website/data consultant 2 Tier Two consultants

34 State-level Trainings Provided:
Annual 3-day Summer Institute Data-based decision making & fluency Web-based support & materials SWIS SET Tiers 2 & 3

35 Regional Trainings Provided:
New Coaches Training (4 per year) Experienced Coaches Training (4 per year) Administrator Training (2 per year) On-site Technical Assistance On-site In-services as requested Informal (phone & )

36 Building Coaches’ Professional Leadership
Fluency with 7 SW-PBS Essential Components (Handout 1) Categories of Implementation (Handout 2) New Coaches Curriculum (Handout 3) Understanding Coaches’ Role & Responsibilities (Handouts 4 & 5) Understanding Teams’ Roles & Responsibilities (Handout 6) Familiarity with publications, key articles and online resources (Handout 7) Networking Opportunities with state, regional and local SW-PBS personnel 36

37 MO SW-PBS 7 Essential Components (Handout 1)
Administrative Support, Participation, Leadership Common Purpose & Approach to Discipline Among All Through all Components Clear set of Positive Expectations & Behaviors Procedures for Teaching Expected Behaviors Continuum of Procedures for Encouraging Expected Behaviors Continuum of Procedures for Discouraging Inappropriate Behaviors Procedures for Ongoing Monitoring Some of the information I’m going to review with you is not very glamorous to say the least  However, we’ve found that it was this advance work and serious conversation among our state and regional consultants that have brought us to the place that we now have an effective Road Map to guide our process of training and supporting coaches, as well as their schools.

38 7 Essentials are Essential
Each of the 7 described through a set of Tasks & Outcomes Tasks & Outcomes guide Coach to understand the “Big Picture” of effective SW-PBS implementation Handout 1 takes each of the essential components and lists descriptors underneath to detail what exactly each of those should look like. This provides an understanding for our state team regarding what should be included in the presentations and curriculum we develop so that coaches have a guide to the Big Picture of what each of the 7 might entail in their school.

39 MO SW-PBS Categories of Implementation (Handout 2)
Inactive Exploration & Adoption (Level .5) Preparation (Level 1) Emerging Bronze Silver Gold Our consultants spent many hours collaborating to decide how to guide schools and districts in the decision to come onboard, and what types of expectations would be implemented when. This meant we needed to have a clear idea of the logical progression of building expertise and fluency with SW-PBS. The .5 level refers to schools that are taking time to learn and to decide if they want to make the kind of commitment that effective SW-PBS entails. About midway through that process they make a decision if they want to adopt. When they do, there is a separate list of readiness activities that take place. At this point, a team and the coach are identified. We don’t put timeframes on these because schools move at their own best rate. Rather, we use these categories. We

40 Categories & Essential 7 = Curriculum (Handout 3)
Standardized Training Modules are under development across the Categories Example: New Team Scope & Sequence (Handout 3) This identifies the curriculum New Coaches will learn The key features of this Scope may be repeated in more detail with examples of teams at Level 1 with more advanced planning tools The essential components are divided under Systems, Data and Practices in the Curriculum.

41 Example Curriculum Materials (Handouts 4, 5, 6)
Coaches’ Roles & Responsibilities Role v. Person Reminder to be facilitator rather than leader Coaches’ Planning Guide Map of what to accomplish when Team Roles & Responsibilities Guide to share with team Reminder that responsibilities are shared

42 The Coach as Instructional Leader (Handout 7)
Help the Coaches Build: Understanding of research-based practices Books, articles, website sources Skills to locate resources National, state, regional & local Materials to share with team & staff Mini-modules provided by consultants

43 Activities that Develop and Maintain Coach Networks
Assign experienced coaches as mentors to new coaches (from out-of-district as well as within district) Provide presentation skills practice Establish informal communication through group s and discussion boards Implementing standardized curriculum that stresses: Basics (systems, data, practices across 7 Components) Tiered prevention and intervention modules Building capacity

44 Activities that Develop Coaches’ Problem Solving Skills
Collecting, Summarizing, Disseminating and Communicating Data Becoming an Active Listener Monitoring and Assessing team’s activities & progress toward Action Plan goals Monitoring and Assessing school’s activities & progress toward Action Plan goals Developing, implementing and monitoring Action Plans

45 Positive Behavioral Interventions & Supports-NH
Howard Muscott, Ed.D. Director Becky Berk, M.Ed. Associate Director Tina Pomerleau, M.Ed. Early Childhood Project Director Stacy Szczesiul, M.Ed. Evaluation Coordinator Eric Mann, LICSW Trainer and Project Consultant

46 To Our PARTNERS, We Thank You!
NH Department of Education Kathleen Murphy, Santina Thibedeau, Robert Wells, Amy Jenks, Carol Angowski UNH IOD and APEX II Initiative JoAnne Malloy, Leigh Rohde, Michael McSheehan, Eileen Levitt PBIS Center, University of Oregon George Sugai, Rob Horner Illinois EBD Network Lucille Eber, Steve Romano, Kim Breen New Hampshire Connections Jon-Michael Dumais Parent Information Center Heather Thalheimer Maryland PBIS Susan Barrett Mental Health Collaborators NH DHHS, Glen Quinney, Ray Barrett, Mary Seebart SERESC, Inc Antonio Paradis, Becky Berk, Julie Prescott, Valarie Dumont. Tina Pomerleau, Stacy Szczesiul Others Douglas Cheney, Nick Long, Frank Fescer, Bridget Walker, Ken Kramberg, Debra Grabill, Linda Thomas, Kathleen Abate

47 PBIS-NH NH CEBIS founded as a project in 2002
1st of 5 cohorts established in 2003 3-year cycle of training and TA, covering all three tiers 141 school sites, reaching 20% of NH’s public school population, now implementing PBIS Funding provided by NH Department of Education, Bureau of Special Education Now working to implement an RTI model for literacy and behavior with funding from US DOE, OSEP

48 New Hampshire’s System of Care and Education Continuum of Academic and Behavior Supports:
School-wide and General Education Classroom Systems for Preventative Instructional and Behavior Management Practices Systematic Screening Promote Positive Parent Contact Efficient Systematic Intervention for Students Who Do Not Respond to SW and Classroom Prevention and Response Systems Array of Evidence-Based Group Interventions Addressing Literacy and Functions of Behavior Available for Students Who Don’t Respond to SW and Social Contracting Mann & Muscott (2007) Literacy Supports and Function-Based Support Planning Available for SW and Group non-responders School-based Intensive Supports Coordinator Intensive Literacy and Behavior Support Plans Including Crisis Intervention Linkages to Wrap-NH Facilitation School-based Intensive Supports Linkages to Community-based Supports Linkages to Case Centered Collaboratives

49 PBIS-NH Training and Technical Assistance
Training for all three tiers, coaches, SWIS, and district level support teams Begins with Universal System, then Targeted and Intensive -- Spiraled 3 Years of Support Facilitation at training On-site facilitation ½ day per month Resources provided free of charge

50 Types of PBIS-NH Coaches
Internal Coach Internal to the preschool or school; employed by preschool, school or program External Coach/Coordinator Works at the district, SAU or program level; employed by preschool, school or program PBIS-NH Facilitator Coach Employed by NH CEBIS and contracted to provide support to a school, district, SAU or program

51 Roles of the PBIS-NH Internal Coach
Be a major advocate, leader, and promoter of SWPBIS in the school and within the district Be able to support team design, implementation and assessment of universal SWPBIS Be a liaison between the leadership team and the faculty, staff, families, and community Be a liaison between school, PBIS facilitator and NH CEBIS Gather assessment tools (team checklists, EBS survey, etc.) and outcome data and share with NH CEBIS

52 Tasks of the PBIS-NH Internal Coach
Attend universal leadership team meetings Assist in the development and completion of action plans Assist in the development of a district-wide or SAU support team and structure Become a resource to schools across the state and country (optional)

53 The Six Essential C’s of Coaching Support Muscott (2008)
Capacity Building Knowledge, Beliefs, Skills, Competencies The Six Essential C’s of Coaching Support Muscott (2008) Celebrations Challenges/ Conundrums Consistency of Practice Commitments

54 Capacity Building The Six Essential C’s of Coaching Support Muscott (2008) Sustaining PBIS-NH requires coaching capacity at the school and district/ SAU/organization levels

55 What is Coaching Capacity? Sugai (2005)
Personnel & resources organized to facilitate, assist, maintain, & adapt local school training implementation efforts Coaching is set of responsibilities, actions, & activities….not a person

56 Types of Coaches TA & Training
Training and forum for ‘internal’ PBIS-NH Coaches On-going support (beyond scope of training cycle) More than 1 per school Administrator included in Coaches Training Multi-cohort context after 1st 6 months Coaches as teacher and learner

57 Coach Development Activities
Focus on competencies within role and team Explicit consideration of conundrums Discussion of influential thinkers, e.g. Malcolm Gladwell’s The Tipping Point and the “Stickiness Factor” Kurt Lewin and force field analysis as a way to think about minimizing resistance, etc. “Fishbowl” discussions of ideas, challenges and successes in content and process Teaching and role plays on facilitation, managing difficult dynamics and applying situational leadership suited to the team

58 The Six Essential C’s of Coaching Support Muscott (2008) Knowledge,
Beliefs, Skills, Competencies The Six Essential C’s of Coaching Support Muscott (2008) Personal Attributes Content Knowledge Team Process, Facilitation, Communication Beliefs

59 Selecting the Right Coaches
Personal Attributes/Beliefs Roles Competencies Organized Optimistic Enthusiastic Positive Strength-based Adaptable Persistent Children want to succeed Everyone can learn social behavior Power of the team Skeptics are welcome Schools want to be welcoming and safe for all If they don’t know how to do it, we need to teach it. Human beings need structure Punishment doesn’t teach Advocate, leaders, promoter of PBIS Facilitator of team meetings Liaison between leadership team and others Sharing knowledge, training Provide universal data to team from management system, other Team/Group Process Facilitation Connectors Salespeople Able to motivate others to action Communication Skills Across Boundaries Elicit participation Consensus building Mediate conflict System Thinking Building culture Data-based Decision Making Problem Solving Skills Data analysis Content Mavens Behavior, Literacy PBIS, Behavioral Theory, Behavior Management, RtI

60 The Six Essential C’s of Coaching Support Muscott (2008) Challenges/

61 Conundrums How full is your plate?
An ounce of prevention or pound of detention? Consistent means identical? To recognize or ignore? Parents as partners? One size fits all? The carrot or the stick? Cultural beliefs needing explicit discussion so they’re “on the table” and don’t become covert barriers

62 Consistent = Identical or Effective?
We know that effective programs are predictable and consistent We understand that some see consistency as using identical strategies for everyone, while others understand the need for a consistent approach with flexible strategies We believe in a consistent approach where the goal is to find effective strategies to change behavior

63 The Six Essential C’s of Coaching Support Muscott (2008) Commitments

64 PBIS NH Big Idea Making and Keeping Commitments
Developing and maintaining an effective school community requires a sustained commitment to vision, collaboration, resources, and evidence-based strategies over time, hardly an easy task in schools these days.

65 Buy-In or Commitment Restraining Forces Promoting Forces Current level

66 What are the Roadblocks to Sustained Commitments or Consistency?
Barriers Restraining Forces Challenges Problems Dilemmas Identify as many forces or factors as you can that restrain or inhibit commitment from your top two prioritized constituencies

67 What are the Forces that Would Promote Sustained Commitments?
Encourage Support Positive Identify as many forces or factors as you can that promote or encourage commitment from your top two prioritized constituencies

68 Maintaining Commitments and Momentum
Administration PBIS Teams Faculty Coaches Students Families Community

69 Mapping PBIS Commitments Over Time
Look at the time span between beginning PBIS and the present time Choose 3-6 “events” that may have affected the level of commitment of the team, the faculty and the administration to PBIS List those events along the X axis, and map the degree of commitment to PBIS for each group Have commitments changed? Are there trends? If significant negative dips occurred, are there ways to reduce these dips if a similar event happens again?

70 Mapping PBIS Commitments Over Time
Legend T = Team A = Administrator F = Faculty Degree of Commitment Begin PBIS Passage of Time Now

71 Mapping PBIS Commitments Over Time Example
Legend T = Team A = Administrator F = Faculty A A A T F F F T Degree of Commitment T F T A F T F T A A Change in Principal NHEAIP Testing Second rollout New Coach Rollout Vote Begin PBIS Passage of Time Now

72 The Six Essential C’s of Coaching Support Muscott (2008)
Consistency of Practice

73 "To be successful, you don't have to do extraordinary things.
Just do ordinary things extraordinarily well.” - John Rohn

74 Supporting systemic change in a school community is a long-term journey that begins with dreams and ideas Which can be embraced by faculty, administration, students, families, and community members initially with Words which develop into Actions or Behaviors and then become Habits through Practice to ultimately form Climate or Culture

75 The Six Essential C’s of Coaching Support Muscott (2008) Celebrations

76 Celebration Activity What: Review all the data you brought today and other information and brainstorm a list of data-based successes to celebrate from your school last year. Do all of your school’s constituencies know about these successes? Jot down ideas on your coaches’ log for what you should celebrate, how you might celebrate and with whom Who: All coaches Timeframe: 15 minutes Report Out: None

77 Common Coach Building Issues

78 Common Challenges Differentiating training and support across coaches of difference skill/knowledge level Release time for coaches to attend training / networking events Creating opportunities for networking across coaches Maintaining contact and support with maintenance schools And….coach changes and transitions

79 Ideas for Coach Transitions
Have co-coaches or coach in training Incorporate PBIS language and procedures into handbooks Have the role of coach built into the district contract as a duty Systematically Rotate the role of coach Maintain materials in a central location (e.g., flash drive, master notebook, folder on the public network)

80 Ideas in the Works Linking with Administrator’s state association
Administrator Academy and New Administrator orientations Video interviews to provide first hand testimonials Web based training formats Online meeting forums (e.g., Go to Meeting) for interactive support

81 Thanks! Handouts will be available on the new coaching systems section of the APBS website (need to get the correct information for this)

82 For Tools and Handouts Referred to in this Presentation Visit:
New Jersey – – click on upcoming events and scroll to APBS conference New Hampshire – Missouri –

83 Coach Networks All coaches, including those who have graduated from formal supports, attend coaches’ trainings Annual poster sessions and networking events Schools invited to present “showcase” sessions on particular topics at state conferences Summer Institute

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