Presentation on theme: "Establishing an Effective Network of PB4L: School wide Coaches"— Presentation transcript:
1 Establishing an Effective Network of PB4L: School wide Coaches Tim Lewis, Ph.D.University of MissouriOSEP Center on Positive Behavioral Interventions and Supportspbis.org
2 Build parallel systemic processes Provide school/district teams with a process to address the presenting challenge (SWPBS)Develop a parallel process for districts/regions to support school implementation and continue to expand with integrity (District /National Leadership Team)
4 District Initiative District Coordinator / Trainer PBS Coaches/ TrainersSchool Teams4
5 Most Training Guskey (1986, 2000) Nearly every major work on the topic of staff development has emphasized the failings of these efforts.Majority of staff development fail to consider two factors: "What motivates teachers to engage in staff development, and the process by which change in teachers typically takes place" (p. 6).Considerations:Change is a slow, difficult, gradual process;Teachers need to receive regular feedback on student learning outcomes; andContinued support and follow-up are necessary after initial training.
6 34 “Train & Hope” WAIT for REACT to New Problem Behavior Expect, But Select &ADDPracticeHire EXPERTto TrainWAIT forNewExpect, ButHOPE forImplementation
8 Blueprint Logic - Training Assess and map training to school team “readiness”Training targets focus on specific steps in building a continuum of behavioral supportsAll training should be outcome based with measurable goals (along with tool to measure)Trainers must master and demonstrate competency on essential features
9 Most Technical Assistance Relies on expert modelCase by caseContingent upon funding streams and/or student eligibilityOften poor fit within an instructional model
10 Rethinking Technical Assistance Moving from a case by case expert model to building expertise in the schoolFocus of all TA is on teaching the school team to solve problems or address challenges for themselvesShift from providing answers to asking questionsShift from developing plans to prompting plan developmentShift from being viewed as the expert to being viewed as a facilitatorWill not replace need for specialist, re-focus all to building capacity
11 Blueprint Logic – Technical Assistance Key competencies and skill sets of TA providers providedBasic logic of SW-PBS problem solving adhered to across all related activities (data-practices –systems)Tools and measures to assist in processSchool Team(s) are target of all TA
16 Coaching within SWPBS Implementation Defining the RoleInternal vs ExternalSelecting CoachesTraining and support for coachesAssessing Impact
17 Coaching Defined Coaching is the active and iterative delivery of: (a) prompts that increase successful behavior, and(b) corrections that decrease unsuccessful behavior.Coaching is done by someone with credibility and experience with the target skill(s)Coaching is done on-site, in real timeCoaching is done after initial trainingCoaching is done repeatedly (e.g. monthly)Coaching intensity is adjusted to need
18 COACHING FUNCTIONS(enabling) Guidance for team startup Technical assistanceResource accessProblem solvingData-based decision makingPositive reinforcementPrompting & remindingCommunications network
19 Outcomes of Coaching Fluency with trained skills Adaptation of trained concepts/skills to local contexts and challengesAnd new challenges that ariseRapid redirection from miss-applicationsIncreased fidelity of overall implementationImproved sustainabilityMost often due to ability to increase coaching intensity at critical points in time.
20 Coaching Competencies Who should be a coachCoaching CompetenciesNecessaryPreferredParticipate in team trainingAble to attend team meetings at least monthlyEffective working with adultsKnowledgeable about school operating systemsProfessional CommitmentKnowledge about SWPBSKnowledge about behavior support practices (targeted, individual)Skilled in collection and use of data for decision-making.
22 “Coaching Considerations” PRACTICE IMPLEMENTATION FIDELITYFormal to InformalSpecialized to GeneralDirect to IndirectFrequent to InfrequentPredictable to UnpredictableInternal to ExternalIndividual to Group
23 Trainers Train more than you think you need Levels of skill developmentOrganized around Phases of ImplementationTeam MemberTeam LeaderCoachTrainerCoach CoordinatorRegional/State Coordinator
26 Tools To Assist Identify Progress Monitoring Tool Tier I Tier II/III Team Implementation ChecklistBenchmarks of QualitySchool-wide Evaluation ToolSchool Assessment SurveySWISTier II/IIICICO Progress Monitoring ToolBenchmark for Advance Tiers (BAT)
27 SW-PBS Lessons Learned Invest in 1-3 yrs of on-going professional developmentProvide annual boostersEstablish school & district/regional COACHINGAnnual self-assessment of integrity & outcomesIntegrate initiatives with similar outcomesEstablish local content & implementation expertise
28 Establishing an Effective Network of PB4L: School wide Coaches Tim Lewis, Ph.D.University of MissouriOSEP Center on Positive Behavioral Interventions and Supportspbis.org