SWPBS: Coaching George Sugai OSEP Center on PBIS University of Connecticut February 13,

Purpose Discuss importance of coaching capacity Review coaching basics Provide guidelines for effective coaching Discuss your coaching experiences with teams

Agenda Coaching Reports –Successes/Accomplishments –Roadblocks/Challenges “What is Coaching?” Review of what we hope to accomplish in first year Strategies for coaching with teams

Problem Statement “We give schools strategies & systems for developing more positive, effective, & caring school & classroom climates, but implementation is not accurate, consistent, or durable. Schools & teams need more than training.”

Quotable Fixsen “Policy is –allocation of limited resources for unlimited needs” –Opportunity, not guarantee, for good action” “Training does not predict action” “Manualized treatments have created overly rigid (& rapid) applications”

Professional Development “Train & Hope”

Systems Perspective Organization do not “behave” …individuals behave “Organization is group of individuals who behave together to achieve a common goal” “Systems are needed to support collective use of best practices by individuals in an organization” (Horner, 2001) Schools as Systems Goal to create communities that for all its members have common Vision Language, & Experience Biglan, 1995; Horner, 2002 Adopt systems perspective

Active Leadership Team Coordination Funding Visibility Political Support TrainingCoachingEvaluation Local School Teams & Demonstrations PBS Systems Implementation Logic Why Coaching?

Coaching (why?) Team start-up support Team sustainability/accountability –Technical assistance/problem solving –Positive reinforcement –Prompts (“positive nags”) Public relations/communications Support network across schools Link among leadership, trainers, & teams Local facilitation Increased behavioral capacity

What is “Coaching Capacity?” Personnel & resources organized to facilitate, assist, maintain, & adapt local school training implementation efforts Coaching is set of responsibilities, actions, & activities….not person

Guiding Principles (“Requirements”) Coaching linked w/ school team Coaching training linked w/ team training Coaches participate in team training New teams added w/ increased fluency Coaching capacity integrated into existing personnel Supervisor approval given District agreements & support given Coaches experienced w/ school team implementation District/state coordination provided Coaches meet regularly for prompting, celebrating, problem solving, etc.

1-Minute Coaching Reports 1-2 Successes/Accomplishments 1-2 Roadblocks/Challenges

Coaching Challenges <80% staff commitment & agreement Lack of/too much administrative support Too many/too few meetings Conflicting perspective Kids/families responsibility No/bad data In-/out-house coaching Inefficient meetings Competing initiatives Shifting responsibilities ……….

Competing, Inter-related National Goals Improve literacy, math, geography, science, etc. Make schools safe, caring, & focused on teaching & learning Improve student character & citizenship Eliminate bullying Prevent drug use Prepare for postsecondary education Provide a free & appropriate education for all Prepare viable workforce Affect rates of high risk, antisocial behavior Leave no child behind Etc….

Review of SWPBS “Big Ideas” Coaching Perspective

SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Student Behavior OUTCOMES Supporting Social Competence & Academic Achievement Supporting Decision Making 4 PBS Elements

Behaviorism ABA PBS Foundations Behavior & physiology Learned behavior Behavior & environment Behavior lawfulness Observable behavior Socially important questions Applied settings Functional relationship PBS

Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~80% of Students ~15% ~5% 3-Tiered Prevention Logic

Academic SystemsBehavioral Systems 1-5% 5-10% 80-90% Intensive, Individual Interventions Individual Students Assessment-based High Intensity Intensive, Individual Interventions Individual Students Assessment-based Intense, durable procedures Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Universal Interventions All students Preventive, proactive Universal Interventions All settings, all students Preventive, proactive Designing School-Wide Systems for Student Success

Main Messages Good TeachingBehavior Management STUDENT ACHIEVEMENT Increasing District & State Competency and Capacity Investing in Outcomes, Data, Practices, and Systems

Nonclassroom Setting Systems Classroom Setting Systems Individual Student Systems School-wide Systems School-wide Positive Behavior Support Systems

PRACTICEPRACTICE RESEARCHRESEARCH IMPLEMENTATION To Evaluation Efficacy Effectiveness Contextual adaptation Self-assessment Continuous progress monitoring Data-based decision making Local capacity Priority

1.Common purpose & approach to discipline 2.Clear set of positive expectations & behaviors 3. Procedures for teaching expected behavior 4.Continuum of procedures for encouraging expected behavior 5. Continuum of procedures for discouraging inappropriate behavior 6. Procedures for on-going monitoring & evaluation School-wide Systems

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 Effective academic instruction & curriculum Classroom Setting Systems

Positive expectations & routines taught & encouraged Active supervision by all staff –Scan, move, interact Precorrections & reminders Positive reinforcement Nonclassroom Setting Systems

Behavioral competence at school & district levels Function-based behavior support planning Team- & data-based decision making Comprehensive person-centered planning & wraparound processes Targeted social skills & self-management instruction Individualized instructional & curricular accommodations Individual Student Systems

“SW-PBS Monthly Planning Guide” (Sugai Draft May 2006) What should SWPBS teams/schools look like in 1-2 years?

Purpose Give SWPBS leadership teams extra organizational tool for reviewing & planning their current & future implementation activities Use self-assessment to guide teams in their action planning “Ending & Beginning School Year”

Guidelines Work as school-wide leadership team. Begin by reviewing current behavioral data Link all activities to measurable action plan outcomes & objectives. Use “effectiveness, efficiency, & relevance” to judge whether activity can be implemented w/ accuracy & sustained. Use, review, & update this planning guide at monthly team meetings. Plan activities 12 months out.

Monthly Activity Schedule Month: _________ SWPBS Team Activities to Support….. All Students/Staff (“Green”)Students w/PBS Needs (“Yellow/Red”) Monthly  Conduct SWPBS leadership team meeting to review data and progress on action plan activities, and plan new activities, as needed.  Report to staff on status of SWPBS.  Report to staff on status of students on secondary and tertiary behavioral intervention plans. Weekly  Review progress of students on secondary and tertiary intervention plans  Nominate/review new students who might need individualized PBS  Send parents progress report Daily

Planning Guide Self-Assessment Highlights essential SWPBS practices & systems for years 1-2 implementation F = fully in place (e.g., >80%) P = partially in place N = not in place/don’t know

“STAFF” 1.State definition of SWPBS? 2.State purpose of SWPBS team? 3.State SW positive expectations? 4.Actively supervise in non-classroom settings? 5.Agree to support SWPBS action plan? 6.Have more positive than negative daily interactions with students? 7.Have opportunities to be recognized for their SWPBS efforts?

Initiative, Committee PurposeOutcomeTarget Group Staff Involved SIP/SID Attendance Committee Increase attendance Increase % of students attending daily All studentsEric, Ellen, Marlee Goal #2 Character Education Improve character All studentsMarlee, J.S., Ellen Goal #3 Safety CommitteeImprove safetyPredictable response to threat/crisis Dangerous students Has not metGoal #3 School Spirit Committee Enhance school spirit Improve moraleAll studentsHas not met Discipline Committee Improve behaviorDecrease office referralsBullies, antisocial students, repeat offenders Ellen, Eric, Marlee, Otis Goal #3 DARE CommitteePrevent drug useHigh/at-risk drug users Don EBS Work GroupImplement 3-tier model Decrease office referrals, increase attendance, enhance academic engagement, improve grades All studentsEric, Ellen, Marlee, Otis, Emma Goal #2 Goal #3 Sample Teaming Matrix

“STUDENTS” 8.State SW positive expectations & give contextually appropriate behavior examples? 9.Received daily positive academic &/or social acknowledgement? 10.Have 0-1 major office discipline referrals for year? 11.Have secondary/tertiary behavior intervention plans if >5 major office referrals?

“TEAM” 12.Representative membership? 13.At least monthly meetings? 14.Active administrator participation? 15.Active & current action plan? 16.Designated coaching/facilitation support

Enhanced PBS Implementation Logic

“DATA” 17.Measurable behavioral definitions for rule violations? 18.Discipline referral or behavior incident recording form that is efficient & relevant? 19.Clear steps for processing, storing, summarizing, analyzing, & reporting data? 20.Schedule for monthly review of school-wide data?

H.S. Sept 2006

“SW POSITIVE EXPECTATIONS” 21.Agreed to 3-5 positively stated SW expectations? 22.Complete (behaviors, context, examples) lesson plan or matrix for teaching expectations? 23.Schedule for teaching expectations in context to all students? 24.Schedule for practice/review/boosters of SW expectations?

“ENCOURAGING/ ACKNOWLEDGING EXPECTATIONS” 25.Continuum or array of positive consequences? 26.At least daily opportunities to be acknowledged? 27.At least weekly feedback/acknowledgement?

Are “Rewards” Dangerous? “…our research team has conducted a series of reviews and analysis of (the reward) literature; our conclusion is that there is no inherent negative property of reward. Our analyses indicate that the argument against the use of rewards is an overgeneralization based on a narrow set of circumstances.” –Cameron, 2002 Cameron & Pierce, 1994, 2002 Cameron, Banko & Pierce, 2001

“RULE VIOLATIONS” 28.Leveled definitions of problem behavior? 29.Procedures for responding to minor violations? 30.Procedures for responding to major non- referrable violations? 31.Procedures for responding to major office- referrable violations? 32.Procedures for preventing major violations? 33.Quarterly review of effectiveness of SW consequences for rule violations

“NONCLASSROOM SETTINGS” 34.Active supervision by all staff across all settings? 35.Daily positive student acknowledgements?

“CLASSROOM SETTINGS” 36.Agreement about classroom & nonclassroom managed problem behaviors? 37.Linkage between SW & classroom positive expected behaviors? 38.High rates of academic success for all students? 39.Typical classrooms routines directly taught & regularly acknowledged? 40.Higher rates of positive than negative social interactions between teacher & students? 41.Students w/ PBS support needs receiving individualized academic & social assistance?

MESSAGE: To maximize, achievement, need both good instruction & behavior management.

“STUDENTS W/ PROBLEM BEHAVIORS” 42.Regular meeting schedule for behavior support team? 43.Behavioral expertise/competence on team? 44.Function-based approach? 45.District/community support? 46.SW procedures for secondary prevention/intervention strategies? 47.SW procedures for tertiary prevention/intervention strategies?

Lessons Learned: White House Conference on School Safety Students, staff, & community must have means of communicating that is immediate, safe, & reliable Positive, respectful, predictable, & trusting student- teacher-family relationships are important High rates of academic & social success are important Positive, respectful, predictable, & trusting school environment/climate is important for all students Metal detectors, surveillance cameras, & security guards are insufficient deterrents

Lessons Learned: White House Conference on School Safety Early Correlates/Indicators Significant change in academic &/or social behavior patterns Frequent, unresolved victimization Extremely low rates of academic &/or social failures Negative/threatening written &/or verbal messages

Kutash, K., Duchnowski, A. J., & Lynn, N. (2006). School-based mental health: An empirical guide for decision makers. Tampa, FL: University of South Florida. Louis De la Parte Florida Mental Health Institute, Department of Child & Family Studies, Research & Training Center for Children’s Mental Health.

Behavior Support Elements Problem Behavior Functional Assessment Intervention & Support Plan Fidelity of Implementation Impact on Behavior & Lifestyle *Response class *Routine analysis *Hypothesis statement *Function *Alternative behaviors *Competing behavior analysis *Contextual fit *Strengths, preferences, & lifestyle outcomes *Evidence-based interventions *Implementation support *Data plan *Continuous improvement *Sustainability plan Team-based Behavior competence

Monthly Activity Schedule Month: _________ SWPBS Team Activities to Support….. All Students/Staff (“Green”)Students w/PBS Needs (“Yellow/Red”) Monthly  Conduct SWPBS leadership team meeting to review data and progress on action plan activities, and plan new activities, as needed.  Report to staff on status of SWPBS.  Report to staff on status of students on secondary and tertiary behavioral intervention plans. Weekly  Review progress of students on secondary and tertiary intervention plans  Nominate/review new students who might need individualized PBS  Send parents progress report Daily

Before Team Training 1.Review Coaching Implementation Checklist 2.Verify coaching role with Coordinator 3.Review coaching role with Principal 4.Review status of team: principal, grade level representatives, special educator, counselor, parent, classified staff members (Committee Review) 5.Ask team to bring discipline data, behavior incident reports, ODR forms, school discipline policy, procedures for teaching SW behavior expectations, procedures for encouraging SW expectations, etc. 6.Review tools: Team Implementation Checklist, EBS Self-Assessment Survey, Committee Review, Action Planning

During Team Training 1.Remind team of coaching role 2.Let team lead process 3.Document agreements 4.Keep team on task & reinforce progress 5.Remind team of big ideas (“refrigerator magnets”) from presentations 6.Remind team to include all staff 7.Prompt outcomes: Team Implementation Checklist, Team Action Plan, Committee Review, EBS Self-assessment Survey

After Team Training 1.Acknowledge/reinforce principal & team for progress at training 2.Prompt team to –Meet & review PBS purpose & action plan with staff –Collect school data –Meet w/in 1 month –Complete Team Implementation Checklist 1 month later 3.Contact team leader 2x in first month & ask –What is planned –if assistance needed 4.Set schedule to attend team meeting 1x month 5.Monitor & assist in development & completion of team action plan 6.Review/complete Coaches Implementation Checklist 7.Document team & coaching accomplishments, speed bumps, challenges, solutions

Challenges/Guidelines Challenges <80% staff commitment & agreement Lack of/too much administrative support Too many/too few meetings Conflicting perspective Kids/families responsibility No/bad data In-/out-house coaching Inefficient meetings Competing initiatives Guidelines Use data Acknowledge/reinforce approximations Focus on team Provide/use exemplars Conduct functional assessment Contextualize evidence- based practice Consult with coordinator &/or state leadership team Model desired practice

Tools (pbis.org) EBS Self-assessment TIC: Team Implementation Checklist SSS: Safe Schools Survey SET: Systems School-wide Evaluation Tool PBS Implementation & Planning Self- assessment ISSET: Individual Student Systems Evaluation Tool (pilot) SWIS: School-Wide Information System (swis.org)