1. Positive Behavioral Interventions and Supports – Coaching School/AEA Month, 20xx

2. Major portions of the following material were developed by: George Sugai and Rob Horner OSEP Funded Technical Assistance Center www.pbis.org In conjunction with The Iowa Department of Education

3. Purpose Discuss importance of coaching capacity in School-wide PBIS. Review coaching basics. Provide guidelines for effective coaching. Discuss your coaching experiences with teams.

4. Questions addressed- What is Coaching? Why is coaching an essential ingredient to School-wide PBIS implementation? What are some strategies for effective coaching?

5. Internal and External Coaches Internal coaches are members of the staff at the school where they serve as coach. External coaches are not members of the staff, but work to support the PBIS team in a leadership capacity.

6. 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.”

7. Coaching vs. Training Coaching involves active collaboration and participation  Small group  Build from local competence  Sustainable support

8. Systems Perspective Organizations do not “behave” …individuals behave “Organization is a 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

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

10. 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

11. GENERAL COACHING ROLE Look specifically at goals Keep group focused on DATA Facilitate future goal setting Provide time to discuss successes and failures and to facilitate group input

12. Coach Attributes Accepted by principal, given authority Knowledgeable about School-wide PBIS systems Involved in PBIS training Accesses data Organized, follows through

13. Effective Coaches Are skilled at individual student behavior support practices Functional behavioral assessment, person-centered planning, wrap around Behavior support plan design Evaluation, adaptation and support Are credible “members” of the social culture for their teams. Are available to teams on a regular cycle

14. 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 a person

15. “Requirements” for Coaching Coaching linked w/ school team Coaching training linked w/ team training Coaches participate in team training Coaching capacity integrated into existing personnel Supervisor approval given District agreements & support given Coaches experienced w/ school team implementation Coaches meet regularly for prompting, celebrating, problem solving, etc.

16. Review of SWPBIS “Big Ideas” Coaching Perspective

17. 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

18. 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 planning guide at monthly team meetings. Plan activities 12 months out.

19. Guiding Principles for Effective Coaching Build local capacity Become irrelevant Help all those around you become more effective than they would be without you. Maximize current competence Never change things that are working Always make the smallest change that will have the biggest impact Focus on valued outcomes What is important to the team?

20. Guiding Principles for Effective Coaching Emphasize Accountability Measure and report; measure and report; measure and report. Positive Nag Build credibility through: (a) consistency, (b) competence with behavioral principles/practices, (c) relationships, (d) time investment. Pre-correct for success

21. 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

22. During Team Training 1. Remind team of coaching role 2. Let team lead process 3. Document agreements: Keep Notes 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

23. 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

24. Data Driven Decision-Making for Coaches Getting Started EBS Survey, Team Checklist, Office Referrals Getting to Implementation Fidelity Team Checklist, SET Sustaining Improvement EBS Survey, SET, Office Referrals, School-Safety Going to Scale Annual Reports Research Results

25. A thought about data… Data about student behavior or your school’s implementation directs your team’s efforts- It isn’t personal, don’t get into “data denial” or “data defensiveness.”

26. Coach ensures assessment tools are being used. PBIS systems use the ongoing collection of data regarding implementation and student behavior to facilitate planning.

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

28. A thought about rate of implementation Every school is different. Ability to implement the different components varies from school to school. Sometimes it is better to get a few things firmly in place then to superficially check many things off a list.

29. However….. When systems aren’t in place, consensus isn’t developed, roles aren’t established, and implementation rate is too slow… staff, children, and parents may not recognize that anything is happening.

30. Another job… Someone needs to be the school’s PBIS historian- saving documents, data, masters, team minutes, etc. Often this is the coach….

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

32. Managing Change… If no vision……………confusion If no skills…………….anxiety If no incentives………gradual change If no resources……….frustration If no planning………..false starts.

33. For further coaching information: http://www.pbis.org