Introduction to Tier 1 PBIS Coaching Monthly Coaching Meeting 2016-2017 Update slide to include DC name, contact information and date on slide header Please review the entire ppt presentation to increase it’s use as an effective tool to support professional learning for your school-based coaches. DC Name Contact Information and Date Here

Agenda Brief PBIS Overview PBIS Coaching Framework at Tier 1 Coaching Roles and Responsibilities Resources These are the items that will be covered in this PBIS coaching introductory PowerPoint.

PBIS Overview

Positive Behavior Interventions & Support What is PBIS? The application of evidence-based strategies and systems to assist schools to improve academic performance, enhance school safety, decrease problem behavior, and establish positive school cultures. The focus of PBIS is on systems change. At the school level, PBIS uses evidence-based instructional strategies and interventions to address the needs of ALL students. Some of those strategies include the following: 1) teaching and reinforcing school-wide expectations and rules, 2) implementing effective consequences to decrease inappropriate behavior, and 3) recognizing/rewarding students for engaging in appropriate behavior. Through the systematic application of these evidence-based practices and by continually monitoring student outcome data, effect positive changes occur within the school setting. Some of the positive outcomes that occur as a result of PBIS implementation include: 1) increasing student academic engaged time, 2) increasing students’ social-emotional skills, 3) decreasing problem behaviors, and 4) creating positive relationships between students and teachers and between school staff and families.

Positive Behavioral Interventions and Support Process Emphasizes the use of preventative, teaching, and reinforcement-based strategies to achieve meaningful and durable behavior and lifestyle outcomes Collaborative, assessment-based approach to developing effective interventions for problem behavior Animation- works on a click (3 clicks total). The official definition. Stress that Tier 1 PBIS is data-based and proactive with a focus on environmental influences. Stress that PBIS has preventative, teaching and reinforcement components…just like good academic instruction/curriculum. PBIS schools turn to preventative, teaching & reinforcement-based strategies before turning to punishment (these strategies are usually more effective). Aims to build effective environments in which positive behavior is more effective than problem behavior

Core Components of PBIS PBIS Classroom Guide Core Components of PBIS 4/11/2018 Multi-Tiered System of Supports (MTSS) Structured data-driven problem-solving Evidence-based instruction and interventions Integrated data system Evaluation and Progress monitoring Student outcomes Fidelity of implementation These are the 5 core principles of PBIS. PBIS addresses the needs of all students in all settings across a continuum of services. PBIS requires the use of an integrated data system for collecting, reviewing and analyzing behavior data using the 4-step problem-solving process. Once behavior data has been collected and analyzed, teams develop and implement evidence-based instruction and interventions based on students’ needs. Finally, PBIS implementation and student outcomes are continuously monitoring to determine progress and/or need for additional instruction/intervention.

Multi-Tiered System of Supports ACADEMIC and BEHAVIOR SYSTEMS Tier 3: Intensive, Individualized Interventions & Supports The most intense instruction and intervention based on individual student need provided in addition to and aligned with Tier 1 & 2 academic and behavior instruction and supports. Tier 2: Targeted, Supplemental Interventions & Supports More targeted instruction/intervention and supplemental support in addition to and aligned with the core academic and behavior curriculum. Tier 1: Core, Universal Instruction & Supports General academic and behavior instruction and support provided to all students in all settings. Arrows are animated to provide emphasis. The MTSS triangle depicts the integration of academics (RtI) and behavior (PBIS) across a continuum of supports, using the 4-step problem solving process. The core principles of PBIS & RtI are the same. Just as all students are taught the academic core curriculum, students should also be taught a core curriculum for behavior. PBIS expectations and rules are a school’s behavioral core curriculum. Once the core curriculum (academic and behavior) has been taught and implemented with fidelity, students who do not respond effectively to the core instruction are provided supplemental supports (Tier 2) and/or intensive supports (Tier 3), based on their need. ALL Students

Tier 1 Critical Elements (Benchmarks of Quality) PBIS Team Stakeholder Buy-In and Commitment Expectations, Rules, Procedures/Routines Teaching Expectations Discipline Process and Procedures Recognition/Reward System Implementation Plan Data Analysis and Problem-Solving Classroom Systems Evaluation These are the 10 critical components of PBIS which are covered in significant detail during the 3-day training. Each component is defined, examples are provided, and teams complete activities for each component during the training. Survey coaches to determine how many of those present have and have NOT attended a 3-day PBIS training. This will help determine professional learning opportunities that need to be provided to this group. Also try to assess the number of new team members on each PBIS school-based team. This will help determine the need for a booster/refresher training district-wide.

Tier 1 PBIS Coaching

What is Coaching? Coaching What does that Mean? A set of activities that support and build the capacity of school-based leadership teams to implement a multi-tiered system of supports (MTSS), aligned with school improvement plans to enhance student outcomes. What does that Mean? Multiple skill sets with various areas of expertise are required to engage in effective coaching One person will probably not possess all the skills necessary to support PBIS implementation fidelity Every team member is considered a ‘coach’ One member identified as the ‘Point of Contact’ Arrow is animated to emphasize item #3 – that EVERY team member is a ‘COACH” Within an MTSS framework, school-based coaching is defined as a set of activities that support and facilitate capacity-building within the school-based leadership team to integrate and align the school’s improvement plan and enhance student outcomes. This is a somewhat different approach to coaching since people usually think of a ‘coach’ as an individual person, someone who supports and/or leads a ‘team’ toward achieving a goal. However, the ‘coaching’ that is required for effective systems change, and described in the educational and systems change research literature, defines coaching as a verb (vs. a noun). This denotes coaching as a set of activities which require multiple skill sets. Rarely does one person within a school or district possess all the necessary skills to effectively engage in the coaching process. Within this new model, PBIS teams and DLTs should review all the skill sets needed to successfully implement PBIS within a MTSS framework and designate those staff members who possess those required skills to engage in various coaching activities. This has a two-fold purpose, it allows resources and skills to be allocated where needed, and shares the responsibilities for the coaching process across staff. So, everyone on the PBIS team should think of themselves as a ‘coach’ for the purposes of implementing PBIS. Even though coaching encompasses a set of skills or multiple areas of ‘expertise’ that are probably best met by several team members, it is extremely important that one team member is identified as the team’s “point of contact” for communication and evaluation purposes. This individual will be responsible for entering PBIS evaluation data into the PBIS online database and ensuring that evaluation results are used to plan PBIS implementation activities.

FLPBIS Coaching Framework The essential skills necessary for effective PBIS coaching are layered across the three skill sets depicted above. Each skill set is addressed in more detail on the following slides. However, Coaching 101, which occurs after your initial Tier 1 training and is facilitated by your PBIS District Coordinator, will provide much more detailed information on each of these skills, along with practice and implementation activities. Briefly review each of the ‘layers’ Foundation = facilitated problem solving Leadership and Support = interpersonal communication skills and professional learning opportunities MTSS content knowledge dissemination = primary areas of expertise needed to support PBIS:MTSS

Problem-Solving Facilitation Coaching Foundation Foundation Essentials Effective implementation of 4-step problem solving On-going progress monitoring and data review Step 1: Problem Identification Step 2: Problem Analysis Step 3: Intervention Design Step 4: Evaluation Why is it occurring? What’s the problem? What are we going to do about it? Is it working? How do we know? The foundation for all coaching activities is problem solving (P/S) facilitation. The problem solving process should define/support all other activities and action planning that occurs for effective PBIS implementation. It is far beyond the scope of this training to cover each of the 4 steps (these are covered in several other monthly meeting modules in greater detail). However, review with the coaches that problem-solving should be the foundation for all meetings and action planning.

Facilitated Leadership and Support Interpersonal Communication Professional Development Effective Communication Active listening, questioning, paraphrasing, empathy, summarizing/integration Group dynamics Collaborative Teaming Structured, supportive environment Effective, efficient teaming Team consensus Family and Community Engagement (FaCE) Active engagement of key stakeholders in PBIS Training Practice-based coaching Technical assistance for all stakeholders The next layer of skills needed for PBIS coaching is effective and efficient facilitated leadership and supports. This ‘layer’ encompasses interpersonal communication skills as well as professional learning opportunities and activities. Again, it is beyond the scope of this module to address each of these areas in more detail. For more information on this topic refer to the ‘Facilitated Leadership and Effective Teaming’ monthly meeting module on the PIBS website in the DC Corner. Animation: Each section appears with mouse click.

MTSS Content Knowledge Dissemination Positive Behavior Interventions & Supports Multi-tiered system of supports Critical Elements of PBIS Principles of Behavior Antecedents Behavior and Functions Rewards and Consequences Data-driven Decision Making Data collection Data review and analysis Action planning Implementation Fidelity Monitoring and Evaluation Tools and Systems The final ‘layer’ of skills necessary for effective coaching is “MTSS Content Knowledge Dissemination”. This skill set requires an understanding and application of the four core content areas noted above. There should be someone on the PBIS team that is fluent in each of these areas. Again, multiple people might share the ‘Content Knowledge’ skill sets.

PBIS Coaching Responsibilities

Why Coaching is Important Training Outcomes Related to Training Components Training Components Knowledge of Content Skill Implementation Classroom Application Presentation/ Lecture Plus Demonstration Practice Plus Coaching/ Admin Support Data Feedback Joyce & Showers, 2002 10% 5% 0% 30% 20% 0% So, why is coaching so important for effective PBIS implementation? Above is a summary of the research conducted by Joyce and Showers (2002) regarding training outcomes related to training components. Training alone, via lecture or presentation, results in little retention of information and even less skill acquisition. If trainees ‘watch’ someone engage in the skill, somewhat more retention/acquisition occurs, but it is still very limited. When practice is combined with the demonstration and lecture, both knowledge and skill acquisition are increased and some (5%) actual application occurs. However, when a coaching component is added to the process so that someone is available to provide feedback, technical assistance and support during the application process there is a significant increase in all three training outcomes. All PBIS team members should view themselves as a ‘coach’, who is available to assist teachers, staff, family members, students, etc., with implementing PBIS and providing the necessary feedback to enhance acquisition and application across the school setting. 60% 60% 5% 95% 95% 95%

PBIS Tier 1 Coaching Responsibilities To… Lead PBIS implementation at the school Communication and coordinate responsibilities within the SBLT Provide school-level leadership and coaching supports to facilitate PBIS implementation It is important to keep in mind that ‘coaching’ is not a one-shot activity. It is a process that is on-going and continuous. It takes place throughout the day and must be done by those who are seen as credible and possess expertise in the eyes of the staff, students and families. Coaching responsibilities include two key aspects: 1) Leading and Communication, and 2) Coaching. These are outlined in more detail on the following slides.

What does that ‘look like’? Lead and Communicate PBIS vision and expectations to staff, students, families, and community PBIS action items and activities within the team and across the school SBLT agendas and meeting minutes Implementation of an integrated and sequenced behavior curriculum Implementation of ideas and progress across district schools Funding needs to support school implementation Commitment to ongoing training opportunities to support PBIS practices With DC to receive performance feedback on implementation efforts So, what does effective leading and communication encompass within the PBIS Coaching Framework? Listed are some of the critical aspects to review with the coaches. You may want to ask the group what other things might be included under this category of responsibilities. Animation: each item appears with mouse click.

What does that ‘look like’? Coaching Active engagement with all stakeholders Building credibility and trust with staff, families, and community Planning, implementing, and evaluating PBIS activities Ensuring consistent communicate across tiers and systems (academics/behavior) Providing direct technical assistance, in real time, based on experience and skills Providing implementation supports and professional development, as needed Providing on-going support to build staff, student, and family capacity Train staff to increase skills, knowledge, and practices to support PBIS Again, what does effective coaching “look like’ or encompass within the PBIS Coaching Framework? Listed are some of the critical aspects to review with the coaches. You may want to ask the group what other things might be included under this category of responsibilities Animation: Each item appears with mouse click.

‘Point of Contact’ Specific Responsibilities Communication link between PBIS team and District Coordinator Complete PBIS evaluation data with the team Enter evaluation data into the PBIS Evaluation System (PBSES) three times annually Mid Year I and II PBIS Implementation (PIC) data Benchmarks of Quality (BoQ) year end data Tiered Fidelity Inventory, Tiers 2 and 3 (TFI) Communicate PBSES evaluation data to the team Ensure evaluation results are incorporated into PBIS planning and implementation One member from each PBIS school-based should be designated as the ‘Point of Contact’. Listed here are the specific responsibilities that should be covered by the PoC.

Positive Outcomes of Effective Coaching Fidelity of PBIS implementation Collaborative communication across all systems (i.e., families, community, grade-level, classrooms, etc.) Skill acquisition and fluency of staff, students and families Adaptation of behavioral concepts/skills to local contexts and challenges Maintenance and sustainability of PBIS Although it will take time to achieve these results, here are just some of the positive outcomes of effective PBIS coaching!

Wrap-Up Discussion Questions or comments? Closing thoughts? Next meeting?

PBIS Project Contact and Resources FLPBS MTSS Project Phone: (813) 974-6440 Fax: (813) 974-6115 E-mail: flpbs@usf.edu Website: http://flpbs.fmhi.usf.edu Facebook: www.facebook.com/FloridaPBIS FLPBS on Twitter: www.twitter.com @flpbs Association for Positive Behavior Support http://www.apbs.org/ Office of Special Education Programs (OSEP) Technical Assistance Center on PBIS www.pbis.org Website resources for PBIS implementation.