Presentation on theme: "CT PBS Coaches’ Meeting Coaching SWPBS Basics December 9, 2008 Brandi Simonsen, Kari Sassu, & George Sugai."— Presentation transcript:
CT PBS Coaches’ Meeting Coaching SWPBS Basics December 9, 2008 Brandi Simonsen, Kari Sassu, & George Sugai
Advance Organizer Review of Coaching SWPBS (Chapter 1) –Brief Lecture –Activity: Coaching Reports Discussion: Role of Coach Brief Break Basics of SWPBS for Coaches (Chapter 2) –Lecture –Activity: Locating Resources SWIS Wrap-up Networking (Time to Connect, Chat, Etc.)
Objectives for Coaches By the end of today’s meeting, you will be able to… –…Describe your role as a coach. –…Articulate the basic elements of SWPBS –…Identify resources for SWPBS –…Facilitate your team’s activities.
Why Coaching? The old models are not as effective.
Avoid “Train & Hope”! 1. React to Problem Behavior 2. Select and Add Practice 3. Hire Expert to Train Practice 4. Expect (Hope) for Implemen- tation 5. Wait for new problem
Who are Coaches? Personnel & resources organized to facilitate, assist, maintain, & adapt local school training implementation efforts Coaching is set of responsibilities, actions, & activities….not person
Roles of a Coach Communicate Content Knowledge Facilitate Coaching Roles Share advanced content with team Share information at faculty meetings Local PBS expert Positive “nag” Link to resources (e.g., www.pbis.org) Team meetings Activities at training events Implementation
Coaching Reports ( + or Δ) 1-2Details to re-introduce yourself 1-2 Strengths (with respect to coaching) 1-2 Concerns or challenges (with respect to coaching) Thumbs up for data- based statements!
Group Discussion Coaches’ roles Coaches’ schedule
Roles of a Coach Team meetings Activities at training events Implementation What does it look like when you facilitate team meetings (either at school or during action planning at trainings)? What does your group process “look like”? Do you have to manage adult behavior in or outside of meetings? How can you increase the efficiency of your team meetings? Do you bring data to every meeting? Do you bring your action plan and update it at every meeting?
Roles of a Coach Share advanced content with team Share information at faculty meetings How do you share content with team members? What process have you established to share information with your larger faculty? How do you plan to communicate information about the various school-wide practices? How will you communicate information to each teacher about requirements for classroom matrix?
Roles of a Coach Local PBS expert Positive “nag” Link to resources (e.g., www.pbis.org) Are you feeling like a local expert yet? How are you holding team members accountable? Are you a positive nag? Do you rely on your action plan? Both? How many of you have connected with other resources… The PBIS website (www.pbis.org)? SERC consultants? Other coaches?
What does this look like? At least monthly –Ensure data are summarized in useful format –Facilitate team meeting using agenda and action plan –Give data-based updates to faculty At least bi-weekly (or weekly) –Review action plan and prompt team members to complete tasks –Ensure your tasks are completed in a timely fashion (you’re a role model) And…daily –Be an ambassador for PBS (look for opportunities to share info with others, etc.) –Model positive interactions and reinforcement with staff and students
Rationale and Definition of SWPBS Basics for Coaches 19
To set the stage… Remember when I talked about the tatoos???
Main Message Good TeachingBehavior Management STUDENT ACHIEVEMENT Increasing District & State Competency and Capacity Investing in Outcomes, Data, Practices, and Systems
4 PBS Elements SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Student Behavior OUTCOMES Supporting Social Competence & Academic Achievement Supporting Decision Making
Continuum of School-Wide Instructional & Positive Behavior Support 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%
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
EvaluationImplementation Data-based Action Plan Agreements Team GENERAL IMPLEMENTATION PROCESS
Leadership Team Funding Visibility Political Support TrainingCoachingEvaluation Active Coordination Local School Teams/Demonstrations PBS Systems Implementation Logic
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 Behavioral Interventions and Practices in… School-wide Systems
Maximize structure in your classroom. Post, teach, review, monitor, and reinforce a small number of positively stated expectations. Actively engage students in observable ways. Establish a continuum of strategies to acknowledge appropriate behavior. Establish a continuum of strategies to respond to inappropriate behavior. Behavioral Interventions and Practices in… Classroom Systems
Continuum of positive behavior support for all families Frequent, regular, and positive contacts, communications, and acknowledgements Formal and active participation and involvement as equal partners Access to system of integrated school and community resources Behavioral Interventions and Practices in… Family Systems
Use data to (a) identify outcomes and (b) select evidence-based practices. Invest in systems to ensure sustained implementation with fidelity.
Implementation Guidelines for Coaching SWPBS Basics 22
Implementation Guidelines Applying the Basics of SWPBS Review
Recall two of the main functions: Content Communication You now have an understanding of basic elements of SWPBS Focus on how to access resources to (a) increase your knowledge/understanding (b) assist you in communicating your knowledge to your team
How will you Fill Your Role… …as you are increasing your fluency with the content, your team members will still view you as an “expert” It would be wise to familiarize yourself with the resources available to you and your team
Identify: Where do you go to get an overview of all the steps involved in implementing SWPBS? Which tools will help you establish your team and conduct efficient team meetings? What tool would you use to survey your school staff? Where do you go to find supporting evidence for implementing SWPBS? In addition to the resources in your notebook, remember www.pbis.org
~ 15 minutes Activity: Locating Resources Complete Locating Resources Activity (p. 23) Develop an Action Plan to address specific items related to coaching SWPBS basics (p. 24) Present 1-2 big ideas (1 min. reports) 1 minute reports from each team (new spokesperson) Attention Please 1 Minute PROMPT
Big Ideas You should now be able to… …Describe your role as a coach. …Articulate the basic elements of SWPBS …Identify resources for SWPBS …Facilitate your team’s activities.
Your Tatoos SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Student Behavior OUTCOMES Supporting Social Competence & Academic Achievement Supporting Decision Making 4 PBS Elements School Systems SWPBS Non-classroom Setting Systems Classroom Setting Systems Individual Student Systems School-wide Systems 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%
You’re a coach! Prepare for training events, and use your resources to guide your team’s activities (both at training and at school).
Meet and Greet Take this opportunity to get to know your fellow coaches! –Share ideas –Exchange emails –Etc.