1. This product was developed by Florida’s Positive Behavior Support Project through University of South Florida, Louis de la Parte Florida Mental Health Institute funded by the State of Florida, Department of Education, Bureau of Exceptional Education and Student Services, through federal assistance under the Individuals with Disabilities Education Act (IDEA), Part B. Coaching 101 Kim Herrmann And Jenna Pollard

2. Coaching 101 Agenda Coaches Roles and Responsibilities Establishing Effective Team Meetings and Team Roles Completing your Product Book Creating your Yearly Plan for Training and Implementation Accessing Technical Assistance Using your Data Effectively

3. Coaches Roles and Responsibilities Attend all team meetings Ensure teams are fully implementing all PBS components with fidelity Help team analyze discipline data Support teams in addressing challenges and/or barriers to the process Support teams to stay on track and remain positive Support staff in sharing responsibilities for teaching, acknowledging, and promoting PBS efforts Complete Mid-Year and End-of-Year Evaluations

4. Roles and Responsibilities Cont’d Coaches should help teams identify the following: – Who will coordinate the meeting logistics? (e.g., time, location, notification, etc.) – Who will set the agendas? – Who will facilitate the team meetings? – Who will be the Recorder? Time keeper? Snack Master? – Who will collect the discipline data? – Who will analyze and summarize graphs before the meeting?

5. Roles and Responsibilities Cont’d What is a Facilitator? – Coaches support their team by assisting efforts, helping to ease and smooth the implementation process. – Coaches should be careful not to step into the role of “team leader” Facilitator *Ensures the team is meeting regularly *Offers tools to assist in record keeping *Ensures the equal distribution of roles and responsibilities within the team *Ensures the team is using data for decision making Team Leader *Sets the dates for meetings *Checks the accuracy of records, directs team evaluation efforts, etc. *Assumes the role of the team leader *Refers the team to the data during team meetings

6. Establishing Effective Team Meetings, Team Roles, and Problem Solving Some characteristics of a good team: – Each member is willing to contribute – A relaxed and open climate for communication – Established, clear, and attainable goals/targets – Capacity to create new ideas – Clearly defined roles and responsibilities – A process established for problems/issues

7. Team Meetings Cont’d Ground Rules (examples) – We will be present at all meetings (if possible) – We will distribute tasks equally amongst members – We will be on time and allow no interruptions to make or take phone calls, etc. – We will be concise when we speak- encouraging others to participate – REMEMBER TO FOLLOW THE SAME RULES AND EXPECTATIONS YOU HAVE SET FOR THE STEUDENTS AT YOUR SCHOOLS!!!

8. Team Meetings Cont’d Sample Team Meeting Agenda – Meeting logistics (i.e., date, time, location, facilitator, timekeeper, snackmaster, participants) – Applaud and Assess Things that have gone well Critical Issues – Items Data Review (what, where, when, and who) Review action plan progress Follow up items from last meeting Any additional concerns – Actions/Results (what is the plan based on the data review and concerns addressed) – Next Steps/To Do List (what do we need to accomplish the goals based on the data) – Next Meeting Logistics (designate roles, times and locations for next meeting)

9. Completing Your Product Book Description of SW PBS Mission Statement, PBS Team Members Referral Process (flow chart) Referral Forms (Major and Minor) Definitions of Problem Behaviors Expectations and Rules Lesson Plans/Posters Suggestions for Effective Consequences Descriptions of Reward System

10. Creating Your Yearly Plan for Training and Implementation Implementation Plan/Calendar Should Include: – Meeting dates and times – Staff training dates and content for each – Student training date – Parent training – Bus driver training (if applicable) – Reward event dates – Sharing data with staff dates

11. Yearly Plan for Training and Implementation Cont’d Introducing PBS to Faculty/Staff Should Include: – Overview of SW PBS and obtaining buy in (1 hour) – Basic Principles of Behavior (1 hour) – Referral process, definitions of behavior, referral forms, using data to make decisions (2-3 hours) – Expectations, rules, plans to teach (1-2 hours) – Reward system, effective consequences (1-2 hours)

12. Yearly Plan for Training and Implementation Cont’d Introducing SW PBS to Students Should Include: – Introduction to expectations and rules (1-6 hours) – Reward system (1 hour)

13. Yearly Plan for Training and Implementation Cont’d Introducing PBS to Parents Should Include: – Overview (30 min – 1 hour) – Include in other school activities – Send out brochure – Obtain volunteer help for activities – Send home information – Announce PBS on school signs

14. Accessing Technical Assistance To request FL PBS Project assistance – Contact District Coordinator – Visit the PBS website: http://flpbs.fmhi.usf.eduhttp://flpbs.fmhi.usf.edu – Refer to the Coaches Manual – Refer to the Coaches CD – Refer to the 3-day Training Binder

15. Using your Data Effectively/ Data-Based Decisions Print out your school graphs/ data prior to EVERY meeting – Average referrals per day per month – Referrals per problem behavior – Referrals by location – Referrals by student – Referrals by time

16. Effective Data/ Data-Based Decisions Cont’d Additional Discipline data can be printed as needed – Custom reports/graphs Referrals by grade level or sex Referrals by staff Combination of 2 or more fields (e.g., 6 th grade fights in the cafeteria) – Suspension reports – Individual student reports

17. Effective Data/ Data-Based Decisions Cont’d Remember that staff should be updated on monthly data reports, progress, and intervention decisions!!!

18. Contact Information FLPBS – Website: http://flpbs.fmhi.usf.eduhttp://flpbs.fmhi.usf.edu – Phone: (813) 974-6440 – Email: flpbs@fmhi.usf.eduflpbs@fmhi.usf.edu