Presentation on theme: "Welcome! October VTPBiS Regional Coordinators Meeting."— Presentation transcript:
Welcome! October VTPBiS Regional Coordinators Meeting
Agenda Introductions and opening activity Purpose of Meetings Coaching Presentation Acknowledgements and Celebrations!!! Wrap-up - Logistics
Activity! Go to one of three stations around the room. 1.Behavior Expectations 2.Acknowledgements 3.Defining and Responding to Problem Behavior Share successes and/or challenges with small group Pick one thing you’d like to share with the larger group and one group meeting norm.
Why Regional Coordinators Meetings? Networking opportunities Professional Development Feedback Loop between State/SUs/Schools
Introduction to VTPBiS Coaching and Coordination Why? What? Who? How?
Defining our Roles Co·or·di·na·tor [koh-awr-dn-ey-ter] a person or thing that coordinates. –Organizes PBIS teams at the school and SU/District levels Coach [kohch] to give instruction or advice to in the capacity of a coach; instruct –Provides mentoring and guidance to SUs/Districts and schools on PBIS systems, data and practices
Overlapping Roles State TA Implementation Coaches SU/District Coordinator & School Coordinator COACHING Our goal is to become competent coaches
State TAs Implementation Coaches SU/District Coordinators School Coordinators Administrator and Leadership Team School & Community Key to Sustaining PBIS: Coaching at all levels
State TA Help Supervisory Unions/Districts and schools navigate the process of exploring, implementing and sustaining PBIS. Examples of support include: –Determining which VTPBiS trainings and workshops to attend; –Understanding the VTPBiS Partnership Agreement; –Linking with other Vermont PBIS schools; –Planning an awareness presentation to school faculty and staff; –Understanding and using the VTPBiS data tools; and –Strategies for initial implementation, capacity building, and sustainability
Implementation Coach Provide guidance and mentoring to SU/Districts and schools so they can develop the systems, practices and data necessary to continuously improve and sustain PBIS. Examples of support include: –Effective and efficient use of data; –Selection of evidence-based practices that are matched to identified needs; –Helping with Team problem solving; and –Working directly with the SU/District Coordinator to assure the effort is sustained.
SU/District Coordinator Primary contact for PBIS schools. Facilitates communications with State TAs, Implementation Coaches and schools to support a self- sustaining PBIS effort. Examples of support include: –Participate in and support PBIS professional development; –Support PBIS School Leadership Teams –Conduct fidelity of implementation measures and assist schools with other PBIS data tools (training to be provided); –Facilitate meetings (1-2/year) with school-based PBIS coordinators for data review, action and planning; and –Secure resources for school teams.
School Coordinator Organize the school level PBIS team and act as cheerleader and advocate for PBIS. Promote processes that involve the systems, data and practices of PBIS implementation. Examples of support include: –Scheduling and facilitating monthly leadership meetings; –Attending all SU/District and Regional School Coordinator meetings; and –Supporting school leadership team in the completion of evaluation tools, action planning and continuous improvement.
Why is coaching important? Problem Statement: “We give schools strategies & systems for improving practice & outcomes, but implementation is not accurate, consistent, or durable, & desired outcomes aren’t realized. School personnel & teams need more than exposure, training, practice, & enthusiasm.”
“ Train & hope ” approach doesn’t work 1.React to identified problem 2.Select & add practice 3.Hire expert to train practice 4.Expect & hope for implementation 5.Wait for new problem….
Training Outcomes Related to Training Components Training Outcomes Training Components Knowledge of Content Skill Implementation Classroom Application Presentation/ Lecture Plus Demonstration Plus Practice Plus Coaching/ Admin Support Data Feedback 10% 5% 0% 30% 20% 0% 60% 60% 5% 95% 95% 95% Joyce & Showers, 2002
SWPBS/PBIS Lessons Learned Invest in 1-3 yrs of on-going professional development Provide annual boostersEstablish school & district/regional COACHINGAnnual self-assessment of integrity & outcomesIntegrate initiatives with similar outcomesEstablish local content & implementation expertise
What is Coaching? Set of responsibilities, actions, activities …..not person Bridge between training & implementation ……not administrative accountability Positive & supportive resource & facilitation ….not nagging
Who engages in coaching functions within PBIS? Content fluency (PBIS) Experience w/ implementation process Ongoing coaching opportunities Established engagement skills
How are coaching functions or activities conducted within PBIS? Internal v. external coaching Classroom Grade School District/SU Region State Continuum of intensity based on responsiveness Data-based, reporting, decision making, evaluation
COACHING FUNCTIONS (enabling) Guidance for team startup Technical assistance Resource accessProblem solving Data-based decision making Positive reinforcement Prompting & reminding Communications network
Key feature of successful coaching: Assist Teams in Using Data for Decision-making Using Team-Checklist and EBS Survey data for Team Action Planning Using SET/ TIC data for evaluation Using ODR/ Academic (ORF) data for assessment, planning and reporting. Keeping faculty involved through regular data reporting.
What resources are needed to implement sustainable & scalable coaching capacity? Professional development Supervision & coordination Time & scheduling Performance monitoring & informative feedback
Big Ideas Coaching capacity is defined as activities or functions, not person End goal of coaching is to maximize adoption, durability, & scalability of evidence-based practice experienced by students Coaching functions have varied levels of intensity Coaching functions are shared responsibilities Coaching capacity at multiple organizational levels (teacher, school, district, region, state) Coaching implementation capacity should be planned, formal, continually monitored, and systematically evaluated
Activity! Identify 3 roadblocks that might affect your ability to be a Coach (Coordinator) Identify possible strategy for addressing roadblock Report one roadblock & strategy
Do this work with an equal amount of urgency and patience!