SW PBS: Training for Coaching Capacity

SW PBS: Training for Coaching Capacity
MD PBIS Leadership Team George Sugai & Teri Lewis-Palmer OSEP Center on PBIS University of Connecticut July 18, 2005

Purpose Discuss importance of coaching capacity Review coaching basics
Provide guidelines for effective coaching

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.”

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….

Worry “Train & hope” approach
React to identified problem Select & add practice Hire expert to train practice Expect & hope for implementation Wait for new problem….

Discovery Education “Discovery is no solution to the problems of education. The individual cannot be expected to rediscover more than a very small part of the facts and principles that have already been discovered by others. To stop teaching in order that the student may learn for himself is to abandon education as a medium for transmission of the accumulated knowledge and wisdom of a culture” (Skinner, 1965, p 101).

Adopt 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 SAY:

PBS Systems Implementation Logic
Visibility Political Support Funding Leadership Team Active Coordination Evaluation Training Coaching Local School Teams/Demonstrations

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

Terminology Coaching v. Facilitating Coach v. Facilitator
Same Coach v. Facilitator Facilitating v. Coach Skills/tasks v. Person

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

Successful Coaching starts by “knowing the basics” Redundancy & practice build fluency!

3-Tiered Prevention Logic
Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings SAY: One of the most important organizing components of PBS is the establishment of a continuum of behavior support that considers all students and emphasizes prevention. This logic of this 3-tiered approach is derived from the public health approach to disease prevention. All students and staff should be exposed formally and in an on-going manner to primary prevention interventions. Primary prevention is provided to all students and focuses on giving students the necessary pro-social skills that prevents the establishment and occurrence of problem behavior. If done systemically and comprehensively, a majority of students are likely to be affected. Some students will be unresponsive or unsupported by primary prevention, and more specialized interventions will be required. One form of assistance is called secondary prevention, and is characterized by instruction that is more specific and more engaging. These interventions can be standardized to be applied similarly and efficiently across a small number of students. The goal of secondary prevention is to reduce/prevent the likelihood of problem behavior occurrences, and to enable these students to be supported by the school-wide PBS effort. If primary prevention is in place, a small proportion of students will require highly individualized and intensive interventions. The goal or tertiary level interventions is to reduce the intensity, complexity, and impact of the problem behaviors displayed by these students by providing supports that are (a) function-based, (b) contextually appropriate and person-centered, (c) strength-based and instructionally oriented, (d) continuously evaluated and enhanced, and (e) linked to the school-wide PBS approach. ~80% of Students

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

PBS Features Continuum of Local Context Behavior Support & Culture
Science of Human Behavior Prevention Logic Systems Change & Durability Evidence- Based Practices SAY: These PBS features or characteristics are described in detail in Sugai et al. (1999) but PBS can be summarized as being conceptually and empirically sound, proactively (positive, preventive) oriented, and contextually appropriate. In particular, PBS is more than just a set of practices or strategies. PBS is a process and systems approach to effective and positive behavior support for all students and their families, and all those individuals who work with and in schools. Natural Implementers

PBS Implementation Logic
SAY: The major shift in how we think about enhancing the school-wide climate is on developing training and professional development capacity in a group or team of individuals who have leadership capacity. This team builds an action plan that is based on school data, measurable outcomes, and aligned evidence based practices. The effectiveness, efficiency, and relevance of the plan is tied to the extent to which staff, as a whole, are given the capacity to implement in their individual school capacities. Continuous monitoring allows for enhancements that increase implementation efficiency and maximize outcomes.

What does SWPBS look like?
Work in teams of 2-3 (13 minutes) List observable/measurable features that indicate SWPBS being implemented in school Report 2-3 planned activities from your team action planning (1 min.) 1 Minute Spokesperson Attention Please

What does PBS look like? SW-PBS (primary)
>80% of students can tell you what is expected of them & give behavioral example because they have been taught, actively supervised, practiced, & acknowledged. Positive adult-to-student interactions exceed negative Function based behavior support is foundation for addressing problem behavior. Data- & team-based action planning & implementation are operating. Administrators are active participants. Full continuum of behavior support is available to all students Secondary & Tertiary Team-based coordination & problem solving Local specialized behavioral capacity Function-based behavior support planning Person-centered, contextually & culturally relevant District/regional behavioral capacity Instructionally oriented Linked to SW-PBS practices & systems School-based comprehensive supports

Research to Practice Classroom Setting Systems Nonclassroom
Individual Student Systems School-wide Systems

School-wide Systems 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 SAY: Although most schools have a written conduct of conduct or discipline policy which is important, it tends to focus on procedures for processing rule violations (5.). Effective school-wide discipline systems have a matching and strong proactive component that teaches and encourages prosocial behavior, and provides an on-going progress monitoring system. The remaining five items are important but difficult to sustain without clear school-wide investments and structures in place.

Classroom Management 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 SAY: Effective classroom environment is important because well-organized and managed classrooms provide opportunities for teachers to teach and students to learn both academic and social skills. If you were to visit these classrooms, you would see these practices on a daily basis. The “Classroom Practices Self-Assessment” in Appendix 5 can be used by educational leaders, teams, or facilitators to assist staff in reflecting on their own teaching practices and to develop individual or group action plans for professional development.

Nonclassroom Systems Positive expectations & routines taught & encouraged Active supervision by all staff Scan, move, interact Precorrections & reminders Positive reinforcement SAY: All teachers and educational leaders know that what happens in the non-classroom settings (e.g., hallways, cafeterias, playgrounds, parking lots, etc.) can carryover into the classroom (and vice versa). In nonclassroom settings, academic instruction isn’t available to engage students and serve as a behavior management strategy. Educational leaders must ensure that effective practices are in place in nonclassroom settings. The most important evidence-based practice is “active supervision.” The “Active Supervision and Nonclassroom Setting Self-Assessment” in Appendix 6 can be used by educational leaders, teams, or facilitators to assist staff in reflecting on their own teaching practices and to develop individual or group action plans for professional development.

Individual Student System
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 SAY: If we are successful in establishing effective school-wide, classroom, and nonclassroom practices and systems, we can support a majority of students and staff. However, some students will require more specialized, intensive, and possibly individualized PBS. To be effective in supporting high-need students, behavior specialists must have access to and fluent knowledge about tertiary level interventions and systems as characterized by these 6 sample items. They also must be fluent in the use and facilitation of these skills. One of the main objectives of school-wide PBS is to facilitate the accurate and sustained implementation of tertiary level interventions with student who display the most challenging problem behaviors. An important element of individual student systems is adopting a “function-based approach” which generally means using information about what triggers and maintains problem behaviors to build effective behavior intervention plans. Functional behavioral assessments are conducted to build and serve as the backbone of these plans. Two checklists can be used to validate the completeness and accuracy of functional behavioral assessments and behavior intervention plans (see Appendices 7 & 8, respectively).

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

Data Base for Study 145 elementary schools across four states in Center database 89 at SET criterion (80% or higher) Not randomized sample All schools exposed to SWIS All at different levels of implementation Not enough middle/high school data Therefore, conservative (“tough”) sample We have some interesting preliminary data from our database at the Center on PBIS at the Univ. of Oregon. In this database we looked at a sample of schools for which we had school-wide PBS scores and ODR data. This is not APR data, but is suspension and expulsion data at the school level. It gives you the idea of how decreases in suspension rates may be reduced through the effective implementation of school-wide behavioral supports. This data set is characterized as…….

Across all schools, OSS rates 2x higher for kids on IEPs
Initial Findings: Lower suspension rates generally for all kids in SW-PBS schools Across all schools, OSS rates 2x higher for kids on IEPs In non SW-PBS schools, OSS rates 2x higher In SW-PBS schools, 48% lower OSS rate for IEP kids 33% lower OSS rate for non-IEP kids Our preliminary and initial review of these data indicate that….. (Still need to know who comparing to.)

Implications of Establishing SW-PBS Processes & Systems
School climate enhanced for all students when school-wide PBS in place Students with IEPs benefit when school-wide PBS in place In our view, these preliminary data suggest that …..

GENERAL IMPLEMENTATION PROCESS
Team GENERAL IMPLEMENTATION PROCESS Agreements Data-based Action Plan SAY: In general, the implementation of a school-wide PBS approach at the school level is built around five main implementation steps. Evaluation Implementation

How do I keep track of all this stuff?
Useful Tools Coaches’ Implementation Checklist (Form C) Team Implementation Checklist – Rev (Form A) Implementation Phases Inventory (IPI) School-wide Evaluation Tool (SET)

MD Team Implementation Checklist (Rev Form A)
Establish Commitment 1. Administrator support & active involvement Attends meetings 90% of the time Provides funding for PBIS activities Puts time on staff agenda for PBIS updates Actively promotes PBIS as priority, integrates with other initiatives/improvement activities 2. Faculty/Staff support (One of top 3 goals, 80% of faculty document support, 3 year timeline) Climate/Discipline one of top 3 school improvement goals Faculty feedback is obtained throughout year Faculty involved in some decision making/establishing goals Admin/faculty commits to PBIS for at least 3 years

Establish & Maintain Team
3. Team established (representative) Includes: grade level teachers, special area, paraprofessionals, parents, special ed, school counselor, non classroom monitors, Has established a clear mission/purpose 4. Team has regular meeting schedule, effective operating procedures Agenda is used, coach is notified of meeting time, admin present to approve activities/decisions 5. Committee/Workgroup review completed/updated annually PBIS team has clearly defined objectives/outcomes

Initiative, Project, Committee
Working Smarter Initiative, Project, Committee Purpose Outcome Target Group Staff Involved SIP/SID/etc Attendance Committee Character Education Safety Committee School Spirit Committee Discipline Committee DARE Committee EBS Work Group

Sample Teaming Matrix Initiative, Committee Purpose Outcome
Target Group Staff Involved SIP/SID Attendance Committee Increase attendance Increase % of students attending daily All students Eric, Ellen, Marlee Goal #2 Character Education Improve character Marlee, J.S., Ellen Goal #3 Safety Committee Improve safety Predictable response to threat/crisis Dangerous students Has not met School Spirit Committee Enhance school spirit Improve morale Discipline Committee Improve behavior Decrease office referrals Bullies, antisocial students, repeat offenders Ellen, Eric, Marlee, Otis DARE Committee Prevent drug use High/at-risk drug users Don EBS Work Group Implement 3-tier model Decrease office referrals, increase attendance, enhance academic engagement, improve grades Eric, Ellen, Marlee, Otis, Emma

6. Team/faculty complete PBIS survey (completed annually)
Self-Assessment 6. Team/faculty complete PBIS survey (completed annually) Self Assessment is used to write annual action plan Results are shared with staff. 7. Team summarizes existing school discipline data. 8. Strengths, areas of immediate focus & action plan are identified. Schedule/plans for teaching staff discipline & data system are developed Team makes it easy for staff to implement & responds to feedback Schedule for rewards/incentives for the year is planned Plans for orienting incoming staff & students are developed Plans for involving families & community are developed

Establish School-wide Expectations
school-wide behavior expectations are defined & posted in all areas of building. Expectations apply to both staff & students Posters are similar, paired with icon & highly visible 10. School-wide teaching matrix developed. Rules developed for specific settings Rules are linked to expectations

School-Wide Expectations - continued
11. Teaching plans for school-wide expectations are developed. A behavioral curriculum includes concept & skill level instruction Lessons include examples & non-examples Strategies for use by families/community are developed Faculty/staff & students are involved in development 12. School-wide behavioral expectations taught directly & formally. Lessons are embedded into subject area curriculum Schedule/plans for teaching staff lesson plans for students are developed Booster sessions for students & staff are scheduled/planned

Establish On-Going System for Rewarding Behavioral Expectations
13. System for rewarding student behavior is established. Rewards are linked to expectations Rewards are varied to maintain student interest System includes opportunities for naturally occurring reinforcement Ratios of reinforcement to corrections are high Students are involved in identifying/developing incentives The system includes incentives for staff/faculty.

Establish System for Responding to Behavioral Violations
14. Staff & administration agree on what problems are office managed & what problems are staff managed. Behaviors defined Clearly identified major/minor behaviors Suggested array of appropriate responses to minor (classroom managed behaviors) Suggested array of appropriate responses to major (office managed) behaviors Clearly defined & consistent consequences & procedures for undesirable behaviors are developed Process includes documentation procedures

Establish Information System
15. Discipline data are gathered, summarized, reported to staff, & used to make decisions. Data collection is easy, efficient, relevant Add’l data collected (attendance, grades, faculty attendance, surveys) Data entered weekly (minimum) Data analyzed monthly (minimum) Data shared with team & faculty monthly (minimum) Office referral form lists: (a) student/grade, (b) date/time, (c) referring staff, (d) problem behavior, (e) location, (f) persons involved, (g) probable motivation, & (h) consequences

Build Capacity for Function-based Support
16. Personnel with behavioral expertise are identified & involved. At least one individual on the PBIS team who has training or experience in behavior support including practical foundations, data collection & analysis, design & implement comprehensive plans 17. Plan developed to identify & establish systems for teacher support, functional assessment & support plan development & implementation Students identified through multiple data sources, teacher/parent request Teachers feel supported by SW team-response time to request within 24hours Focus of support is preventative, educative, functional, data based, empirically valid, collaborative and tied to SW, classroom & individual support programs

Build District Level Support
18. Allocate money for building & maintaining school-wide behavioral support. PBIS is high on list of priorities Activities, printing costs, FTE are funded adequately 19. Identify facilitator (coach) who connects the school with district-wide PBIS efforts, attends team meetings & provides technical assistance. 20. Write professional development plan for increasing technical skills in area of PBS & team-work. School data drives professional development plan, training topics & schedule is embedded within annual action plan Other initiatives are integrated with PBIS

On-going Activity 1. PBS team has met at least monthly. 2. PBS team has given status report to faculty at least monthly. 3. Activities for PBS action plan implemented 4. Accuracy of implementation of PBS action plan assessed. 5. Effectiveness of PBS action plan implementation assessed. 6. PBS data analyzed & shared with school staff.

Office Discipline Referral Information
1. # Office Discipline Referrals (ODR) 2. # Suspensions SWIS.org

Enhanced PBS Implementation Logic

Behavioral Capacity Priority & Status Representation Team Data-based
Decision Making Administrator Communications SAY: One of the most important steps is to establish or identify an existing group of individuals who can lead the establishment of a school-wide PBS approach. This team must be made of school staff who are respected, have effective communication skills and means, and can influence school policy, organization, and operations. An important factor in effective leadership teaming is ensuring that members of the team agree on how they will conduct business (e.g., agenda, problem solving, voting, etc.). The Conducting Leadership Team Meetings Checklist (see Appendix.1) can be used to assess for and establish agreements about how team meetings will be conducted.

3-4 Year Commitment Top 3 School- Wide Initiatives 3-Tiered Prevention
Logic Agreements & Supports Coaching & Facilitation Administrative Participation Dedicated Resources & Time SAY: Although verbal behavior is a poor predictor of change in actual behavior, securing agreements and commitments from school staff establishes an understanding and priority for the school-wide PBS effort. Agreements must focus on a long term commitment to a prevention and action-based approach to system change. Administrator presence, and resources should be established before action plan implementation. If possible, frequent and regular external coaching or facilitation (prompting/reminding) should be arranged to keep school leadership teams on task and track. The “Team Implementation Checklist” can be used as a self-assessment tool by teams or a monitoring guide for facilitators. See Appendix 3.

Self-Assessment Efficient Systems of Data Management Existing
Discipline Data Data-based Action Plan Team-based Decision Making Multiple Systems Evidence- Based Practices SAY: Team should work from a specific action plan that specifies (a) what needs to be achieved, (b) what needs to be done, (c) who needs to do the work, (d) what resources are needed to achieve the desired outcome, (e) when the outcomes need to be achieved, (f) how progress will be monitored. Data must be collected to specify the above features of an action. A variety of data sources should be considered: The EBS Survey allows staff members to give their perception of what is in place and the degree to which it needs to be improved. (Appendix 4). 2. Office discipline referrals are collected in most schools and represent an excellent source of information to determine the general effectiveness of the school-wide discipline systems. (See Academic achievement data also can be used to identify which students might need behavioral supports. Other information also might be available to guide how the action plan is developed and implemented, for example, (a) attendance/tardy patterns, (b) bus citations, (c) staff/parent recommendations. The Team Implementation Checklist (Appendix 3) can be used as an implementation self-monitoring tool, especially, w/r to systems level elements of school-wide PBS. SWIS

Team Managed Staff Acknowledgements Effective Practices Implementation
Continuous Monitoring Administrator Participation Staff Training & Support SAY: School leadership teams and educational leaders should never implement an action plan until the people and resources are organized to support an initially successful implementation. As indicated previously, the effort must begin with agreements and commitments by a majority of the staff (>80%). However, maximizing accurate and consistent implementation of an action plan requires attention to these elements.

Relevant & Measurable Indicators Efficient Input, Storage, & Retrieval
Team-based Decision Making & Planning Evaluation Continuous Monitoring Effective Visual Displays Regular Review SAY: No implementation effort should be conducted without a means of assessing for progress toward action plan goals and objectives. All data mentioned previously that are used for action planning should be included in an on-going data monitoring system for measuring progress. One of the most relevant and commonly available school data-bases is office discipline referrals. To be effective, office discipline referrals must have elements that are clearly defined, have been agreed upon by all staff, and have routines for regularly review and decision making. For more information about the features of high quality office discipline referral systems, see and Appendix 9 for Office Discipline Referral Forms and Checklists.

Continuum of Competence & Support
State District School Classroom Student

MD Coaches’ Checklist (Form C)
Team Activities Administrator is active & present for meetings. Team is making progress on PBIS “Getting Started” checklist (Form A). Team uses school discipline & related data to discuss monthly progress. Team uses annual action plan to discuss monthly progress Team provides monthly updates/data summaries to entire school staff. Team meetings are effectively run (e.g., clear objectives, tasks, goals). Team activities are coordinated with other school initiatives & committees.

Coaching Activities FTE allocated & sufficient enough to complete tasks Consistently attend team meetings. Assist team with data-based decision-making, planning, & implementation. Attend regional/state coaches meetings & trainings. Send information to PBIS State/District Coordinator (e.g., checklists, action plans, etc.) Assist with dissemination activities (e.g., presentations, case studies, articles, etc.)

Implementation Phases Inventory (IPI)
2x year to assess PBS implementation 3 main phases (*critical elements) Preparation Initiation Implementation Maintenance Overall implementation score obtained based on total item points (Not, Partial, Full)

Before Team Training Review Coaching Implementation Checklist (C)
Verify coaching role with Coordinator Review coaching role with Principal Review status of team: principal, grade level representatives, special educator, counselor, parent, classified staff members (Committee Review) Ask team to bring discipline data, behavior incident reports, office discipline referral forms, school discipline policy, procedures for teaching school-wide behavior expectations, procedures for encouraging SW expectations, etc. Review tools: Team Implementation Checklist (A), EBS Self-Assessment Survey, Committee Review, Implementation Phases Inventory (IPI), Action Planning

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

After Team Training Acknowledge/reinforce principal & team for progress at training 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 Contact team leader 2x in first month & ask What is planned if assistance needed Set schedule to attend team meeting 1x month Monitor & assist in development & completion of team action plan Review/complete Coaches Implementation Checklist Document team & coaching accomplishments, speed bumps, challenges, solutions

Challenges/Guidelines
<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)

What does successful coaching look like? (15 minutes)
Identify 3 things (behaviors, activities) successful coaches do & describe how these skills/behaviors are taught. Training Strategies Coaching Behaviors REPORT ONE BEHAVIOR & STRATEGY (30 sec.)

SW PBS: Training for Coaching Capacity

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