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The Wisconsin PBIS Network (CFDA #84.027) acknowledges the support of the Wisconsin Department of Public Instruction in the development of this presentation.

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Presentation on theme: "The Wisconsin PBIS Network (CFDA #84.027) acknowledges the support of the Wisconsin Department of Public Instruction in the development of this presentation."— Presentation transcript:

1 The Wisconsin PBIS Network (CFDA #84.027) acknowledges the support of the Wisconsin Department of Public Instruction in the development of this presentation and for the continued support of this federally-funded grant program. There are no copyright restrictions on this document; however, please credit the Wisconsin DPI and support of federal funds when copying all or part of this material. Coaches Calendar: Your Implementation Roadmap Dana Kuehl Regional Technical Assistance Coordinator, Wisconsin RtI Center Linda Stead Regional Technical Assistance Coordinator, Wisconsin RTI Center

2 Implementation of PBIS involves systems change. It disturbs existing systems and will likely involve a break from how things have been done in the past. It is complex and non-linear. Systems change is difficult because it involves managing tasks and resources plus managing people who may be resistant to the change.

3 Change the environment so... – It is more efficient and effective for staff to use PBIS rather than ‘business as usual’ Train, support, technical assistance, technology – All students have the ability to respond and function more efficiently and effectively Teaching, reinforcing, multiple tiers of support – All decisions are driven by data Problem identification Problem analysis Interventions Evaluation PBIS Goal: Systems Change

4 SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Decision Making Supporting Student Behavior OUTCOMES Team approach Administrator participation Community of Practice (skill development & performance feedback) ODRs Academic progress Attendance Direct observation School improvement goal progress Process tools (fidelity) Define behaviors, expectations, and rules Teach, model, and acknowledge behaviors, expectations, and rules Correct behaviors Consensus/collaboration PBIS Implementation

5 Avoid ‘Train & Hope’ Coaching 1. React to Problem Behavior 2. Select and Add Practice 3. Hire Expert to Train Practice 4. Expect (Hope) for Implemen- tation 5. Wait for new problem Insert Coaching into the cycle and implementation of new information/skills will increase significantly!!

6 Why is Coaching important to schools implementing SWPBIS?

7 Next to the principal, coaches are the most crucial change agent in a school. Fullan & Knight, 2011

8 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 time – Coaching is done after initial training – Coaching is done repeatedly (e.g. monthly) – Coaching intensity is adjusted to need

9 Outcomes of Coaching Fluency with trained skills Adaptation of trained concepts/skills to local contexts and challenges Rapid redirection from miss-applications Increased fidelity of overall implementation Improved sustainability Most often due to ability to increase coaching intensity at critical points in time Horner 2009

10 Coaching Functions Communicate Content and Knowledge Facilitate Coaching Functions Faculty Administrator District Coordinator Community PBIS knowledge Response to Intervention Behavioral knowledge Link to resources Action Planning Faculty training PBIS Implementation

11 Critical Features of Coaching Communication Organization Technical Assistance Reinforcement of leadership team and school staff

12 Communication School leadership team Building principal Building staff District Leadership Families and Community

13 Organization Meeting agendas, minutes, action plans, etc. Outcome and Evaluation data Documentation of systems and artifacts

14 Technical Assistance Model data-based decision making process Evaluation of implementation assessments Specific suggestions for action planning and task completion

15 Reinforcement New, different, or difficult tasks Moving in the “right direction” Activities critical to implementation Ratio (5:1)

16 SUPPORT Provide ‘SUPPORT’ to the PBIS Team S Support sustainability and accountability of the team U Use the Team Action Plan to ensure fidelity of implementation P Provide behavioral knowledge and build behavioral capacity P Provide a link between the team, principal, and District Leadership O Ongoing communication with key stakeholders (administrator, staff, families) R Report student data and implementation evaluations T Transition schools to ‘Exemplary School’ status



19 Year at a Glance Planner For Coach Roadmap

20 su Each month has coaching tasks for: Information (Data) – E.g., review ODR graphs, suspension, ethnicity, attendance, & academic data – E.g., review results surveys, checklists Planning (Systems) – E.g., develop needed Cool Tool lesson(s) & schedule time to teach, plan school-wide celebrations Implementation (Practices) – E.g., teach cool tools, conduct grade level celebrations Communication with staff, families, and community – E.g., present results of evaluation, share data summaries, parent/ community newsletters

21 Internal_Coach_Year_at_a_Glance.doc


23 5 Ways You Can Promote and Sustain School-wide Implementation

24 1. Renew commitment each year Develop and recommit to team process and PBIS process with staff - ask for buy-in each year-showcase results and form a plan that addresses trends seen from this school year - if you can predict it, you can prevent it…. Develop “marketing plan” to renew commitment - how will you keep it novel and new in school and community? Continue to make it a priority Administrator’s commitment is crucial Continue to make it a top school improvement goal As it becomes standard practice it will be easier each year

25 2. Use self-assessment data to action plan and set annual goals  Collection and use of data for decision-making Are we implementing SWPBS with fidelity? » SAS, TIC, BOQ Are students benefiting behaviorally, emotionally, academically? » ODRs, Suspensions » Academic testing, other academic data » Referrals to Special ed., race and ethnicity data Are the systems and practices efficient? » Faculty/staff time; Student academic engagement; Cost benefit  Satisfaction (students, staff, families) Are all stakeholders happy and seeing results for their efforts? » Feedback: surveys, focus groups, etc.

26 3. Develop a school-wide “Community of Practice” Establish an environment where individuals can feel safe about reporting concerns, supported by their school community, and empowered to be a part of the decision making process. Issues, concerns Input, ideas, innovations Data Feedback from ALL staff Celebrations of success

27 4. Help teams become organized and efficient Provide members with a schedule of meetings Send out meeting agenda in advance Establish and adhere to team meeting norms Assign roles/responsibilities to team members Provide a data summary that will help define problems with precision Organize for an effective problem solving conversation A key to collective problem solving is to provide a visual context that allows everyone to follow and contribute Document meeting minutes, decisions, actions, timelines Facilitate effective meetings

28 Make it predictable and easy for them to do! 5.Empower staff

29 When you empower staff, you start to see high fidelity. When they know their behavior has a direct impact on student outcomes and a better school environment, fidelity increases.

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