1. Lori Newcomer, Ph.D. University of Missouri - St. Louis Coaching for Capacity and Sustainability

2.  Essential organizational structures to support coaching  Competencies that lead to effective coaches  Lessons learned (and there have been many)

4.  If school leadership teams are to be successful, structures and routines must be in place to assist, prompt, encourage, and monitor their progress as they develop, implement, and evaluate their school-wide PBS system. Anne Todd

5.  Ability of the state/region/district/school to organize people and resources to support local implementation efforts.  Emphasis on roles, responsibilities, and activities  Efficiencies are achieved by integrating the coaching functions into job descriptions of existing school personnel (e.g., school psychologist, behavior specialist, social worker, school counselor, cluster/complex administrator).

6. State District School Classroom Student

7. Advisory Committee Leadership Team State Coordinator Regional Consultants / Coordinators LEA PBS Coordinator External Coaches Internal Coaches/Team Leaders STATE LEVEL REGIONAL LEVEL DISTRICT LEVEL Building Effective Coaches Networks

8. Leadership Team Funding Visibility Political Support TrainingCoaching Evaluation Active Coordination Local School Teams / Demonstrations PBS Systems Implementation Logic

9. Data PracticesSystems Outcomes

10. Qualifications, roles and responsibilities

11.  Develop and manage regional action plan  Provide regional PBS awareness training  Coordinate regional PBS training  Host state and regional meetings for PBS districts/schools  Assist with planning and presentation of PBS Summer Institute and conference presentations  Conduct regional meetings and trainings for external and internal coaches  Provide technical assistance and support  Coordinate data collection for region

12.  At a minimum, the coordinator should have fluency with knowledge and implementation of  SW-PBS practices and systems  organizational change strategies  assessment-based action planning approach  coaching/facilitating  professional development / training  ongoing program evaluation

13.  demonstrated fluency with key concepts/features, practices and systems of PBS  participated in full training sequence for school leadership teams, which was led by a competent and experienced PBS trainer  provided successful training workshops to adult learners  experience with examples of implementation of SW-PBS practices and systems in multiple schools.

14.  monitor accuracy and consistency of implementation  maximize targeted outcomes  increase implementation efficiency  acknowledge progress and outcomes  communicate progress to state leadership  facilitate review of data and district action plan enhancement

15. Specific knowledge and skills :  data collection systems  data analysis and decision making  fluency with data collection tools (e.g. SET, PBS survey)  essential features of school-wide PBS  analysis of setting events  principles of reinforcement  effective instruction  classroom management  applied behavior analysis  functional assessment  behavior change plans  monitoring interventions

16. District Coordinator ExternalInternal ExternalInternal ExternalInternal

17. District Coordinator ExternalInternal ExternalInternal ExternalInternal

18.  Coordinate with State Regional PBS Consultant/Coordinator  Chair District PBS Leadership Team  Funding, Political Support, Visibility  Manage District PBS Action Plan  Budget Management  Coordinate data collection and evaluation systems  Coordinate district PBS training and related professional development  Coordinate with other district initiatives  Stay informed and communicate current national PBS research

19.  Provide PBS technical assistance in district  Host district-wide meetings for implementing schools  Visit implementing schools  Work with PBS external coaches, internal coaches, trainers and PBS team chairs  Assist external coaches and teams to understand and use data

20. Qualifications, roles and responsibilities District Coordinator ExternalInternal ExternalInternal ExternalInternal

21. High SchoolMiddle SchoolElementaryPre-School

22. North Region South Region East Region West Region High SchoolMiddle SchoolElementaryPre-SchoolHigh SchoolMiddle SchoolElementaryPre-SchoolHigh SchoolMiddle SchoolElementaryPre-SchoolHigh SchoolMiddle SchoolElementaryPre-School

23.  Attend PBS Coach meetings and trainings  Attend LEA Leadership Team meetings  Coordinate LEA/District PBS Training  Coordinate and submit building data to coordinator

24.  Conduct meetings and trainings for Internal PBS Coaches  Assist with agenda and data analysis  Attend PBS team meetings  Coordinate data collection  Complete SET for each school  Assist schools with action planning  Provide on-site coaching

25.  Work with Regional and District coordinators to plan and deliver PBS training  Provide PBS awareness presentations in district  Provide support across the continuum of supports – universal, secondary, tertiary.

26. Specific knowledge and skills :  data collection systems  data analysis and decision making  fluency with data collection tools (e.g. SET, PBS survey)  essential features of school-wide PBS  analysis of setting events  principles of reinforcement  effective instruction  classroom management  applied behavior analysis  functional assessment  behavior change plans  monitoring interventions

27. Efficiencies are achieved by integrating the coaching functions into job descriptions of existing school personnel:  school psychologist  behavior specialist  social worker  school counselor  Etc.

28. Qualifications, roles and responsibilities District Coordinator ExternalInternal ExternalInternal ExternalInternal

29.  Coordinate with District Coordinator and External Coach  Attend PBS meetings and trainings  Facilitate PBS Team meetings  Coordinate team roles and tasks  Coordinate data collection and submission to external coach / district coordinator  Manage school action plan

31. Competency 1  Purpose  Rationale  Implementation Requirements  Systems Processes  Research Describe and promote the features of the school-wide PBS approach Competencies based on work of George Sugai

32. Competency 2  Outcomes  Data  Practices  Systems Describe and promote the practices and systems of school-wide PBS approach Systems DataPractices

35. 35

36. Competency 3  Primary or universal  Secondary or targeted  Tertiary or intensive Describe the logic and application of 3 tiered prevention logic and continuum of behavior support

37. Competency 4  Purpose/vision  Small set of positively stated school-wide behavioral expectations and examples  Procedures for teaching school-wide behavioral expectations  Continuum of procedures for encouraging school-wide behavioral expectations  Continuum of procedures for discouraging rule violations and problem behavior  Procedures for monitoring, adapting, and enhancing implementation. Describe and promote the components and operations of a proactive school-wide discipline system

38. Competency 5  Classroom-wide positive expectations taught & encouraged  Teaching classroom routines & cues taught & encouraged  Ratio of 6-8 positive to 1 negative adult-student interaction  Active supervision ▪ Redirections for minor, infrequent behavior errors ▪ Frequent precorrections for chronic errors Describe and promote fundamental strategies and systems of classroom management

39. Competency 6  Nonclassroom settings  Positive expectations and routines taught and encouraged  Active supervision by all staff  Scan, move, interact  Precorrections and reminders  Positive reinforcement Describe and promote fundamental strategies of active supervision

40. Competency 7 Describe and apply school- based data management and data- based decision making

41. Competency 8  Self-assessment and data collection  Data analysis & summarization  Development of data-based action plans  Team-based Action Planning  Organize team  Review data  Analyze, describe, & prioritize problem within context  Specific measurable outcome  Select evidence based practice  Provide supports for accurate sustained adoption & implementation  Monitor practice implementation & progress toward outcome Guide strategic data- based action planning with school teams

42. Competency 9  Problem solving process  Systems analysis Facilitate strategic problem solving with school teams

43. Competency 10  Teaming  Conducting team meetings  Facilitation & Support vs. Running  Self-assess Facilitate the effectiveness, efficiency, and relevance of school team meetings

44. Competency 11  faculty  Students  Staff  Parents  community members Facilitate effective communication between school leadership team and school and community stakeholders

45. Competency 12 Positively report, promote, shape and reinforce school team progress and products

46. Competency 13  Targeted secondary interventions & systems  Intensive tertiary interventions & systems  Function-based approach to behavior intervention planning  Person-centered planning  Enhanced approach  Organize team  Review data  Analyze, describe, & prioritize problem within context  Specific measurable outcome  Select evidence based practice  Provide supports for accurate sustained adoption & implementation  Monitor practice implementation & progress toward outcome Describe and promote features of behavior support for individual students

47. Competency 14  Mental health  Parent/family  Business  Juvenile Justice  Public Health Link school teams to supporting resources

48. Columbia Public Schools

49.  18 Elementary Schools, 3 Middle Schools, 3 Junior High Schools, 2 High Schools, One Alternative HS, Voc-Tech High School, and an Alternative School for Behavioral Issues  Started SW-PBS at a few schools through research projects in 1997  District-wide in 2004-05  Half time District Coordinator and two full time PBS facilitators (external coaches)

50.  Director of Student Services  Director of Special Education  Assistant Superintendent for Curriculum  Director of Secondary Education  Director of Elementary Education  Professional Development Coordinator  Building Principals from elementary and secondary schools  Classroom teacher  School Psychologist Coordinator  Guidance Counselor  University Researcher

51. Quarterly  Present data on progress toward goals  Action plan item updates and additions Annually  Conduct leadership team evaluation  Revisit action plans  Reports to key stakeholders

52.  Professional development for ALL district personnel  Monthly “Building Level Coach” meetings  On-site technical assistance to school teams  Material development and dissemination  Formative evaluation of progress (multiple data points)  Reports to district leadership and school board  Connection between district SW-PBS initiative with larger District Improvement Plan

55.  Provide school/district teams with a process (data, practice, systems) to address the presenting challenge (e.g., problem behavior, drop out)  Develop a parallel process for districts/states to support school implementation and continue to expand with integrity ( Blue Print- Leadership Team)

57. Focus on Universals prior to building Secondary and Tertiary systems! Focus on Universals prior to building Secondary and Tertiary systems! Consider phases of learning as Well as phases of implementation Acquisition Fluency Maintenance Generalization

59. You gotta’ want to be a coach!

60.  “Experts” don’ t necessarily make the best coaches

61.  How to effectively use the TIC, SET, EBS/PBS Survey  SWIS/Data Management Systems  Data Decision Making  Developing & Using Social Validity Survey  Using Data to assess Common Areas  Teaching Behavior  Assessing Classroom Management  Brainstorming Strategies  Applied Behavior Analysis  Functional Assessment  Response to Intervention  Learning Walks  Facilitation Skills  Assessing Committee (work smarter, not harder)  Action Planning  Evaluating Research

62.  Shape and support team skills Technical Assistance Problem Solving Prompts / Positive Nag Create “networks” across schools Link between professional developers and teams

63. Developing Agenda Running Effective Meetings Data Analysis Action Planning Guiding Questions Problem Solving Keeper of the Knowledge Shape Team Behavior Base on Phase of Learning And Phase of Implementation

64.  Strategically plan to build capacity and sustain Turnover and burnout Continuous regeneration

65. Regular meetings at the district level Communication Sharing Learning Support transient students Celebration

66. Have district wide action plan Professional development Training coaching Evaluation Collaboration / coordination Funding Political Support Visibility

67. Organize Your Life! 180 day plan Build in work time Prioritize Develop a personal action plan