coaches calendar: your implementation roadmap
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Coaches Calendar: Your Implementation Roadmap. Dana Kuehl Regional Technical Assistance Coordinator, Wisconsin RtI Center [email protected] Linda Stead Regional Technical Assistance Coordinator, Wisconsin RTI Center [email protected]. - PowerPoint PPT PresentationTRANSCRIPT
The Wisconsin PBIS Network (CFDA #84.027) acknowledges the support of the Wisconsin Department of Public Instruction in the development of this presentation and for the continued support of this federally-funded grant program. There are no copyright restrictions on this document; however, please credit the Wisconsin DPI and support of federal funds when copying all or part of this material.
Coaches Calendar: Your Implementation Roadmap
Dana KuehlRegional Technical Assistance Coordinator, Wisconsin RtI [email protected]
Linda SteadRegional Technical Assistance Coordinator, Wisconsin RTI [email protected]
Implementation of PBIS involves systems change.
It disturbs existing systems and will likely involve a break from how things have been done in the past. It is complex and non-linear.
Systems change is difficult because it involves managing tasks and resources
plus managing people who may be resistant to the change.
Change the environment so . . . – It is more efficient and effective for staff to
use PBIS rather than ‘business as usual’• Train, support, technical assistance, technology
– All students have the ability to respond and function more efficiently and effectively
• Teaching, reinforcing, multiple tiers of support– All decisions are driven by data
• Problem identification• Problem analysis• Interventions• Evaluation
PBIS Goal: Systems Change
SYST
EMS
PRACTICES
DATA
SupportingStaff Behavior
SupportingDecisionMaking
SupportingStudent Behavior
OUTCOMES
• Team approach• Administrator participation• Community of Practice (skill development & performance feedback)
• ODRs• Academic progress• Attendance• Direct observation• School improvement goal progress• Process tools (fidelity)
• Define behaviors, expectations, and rules • Teach, model, and acknowledge behaviors, expectations, and rules• Correct behaviors• Consensus/collaboration
PBIS Implementation
Avoid ‘Train & Hope’Coaching
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
Insert Coaching into the cycle and implementation of new information/skills will increase significantly!!
Why is Coaching important to schools implementing SWPBIS?
Next to the principal, coaches are the most crucial change agent in a school.
Fullan & Knight, 2011
Coaching Defined
• Coaching is the active and iterative delivery of: – (a) prompts that increase successful behavior, and – (b) corrections that decrease unsuccessful behavior.
– Coaching is done by someone with credibility and experience with the target skill(s)
– Coaching is done on-site, in real time – Coaching is done after initial training– Coaching is done repeatedly (e.g. monthly)– Coaching intensity is adjusted to need
Outcomes of Coaching
Fluency with trained skills• Adaptation of trained concepts/skills to local contexts and challenges• Rapid redirection from miss-applications• Increased fidelity of overall implementation• Improved sustainability Most often due to ability to increase coaching intensity at critical points in time Horner 2009
Coaching Functions
CommunicateContent andKnowledge
Facilitate
Coaching Functions
•Faculty•Administrator•District Coordinator•Community
•PBIS knowledge•Response to Intervention•Behavioral knowledge•Link to resources
•Action Planning•Faculty training•PBIS Implementation
http://flpbs.fmhi.usf.edu/coachescorner.asp
Critical Features of Coaching
• Communication• Organization• Technical Assistance• Reinforcement of leadership team
and school staff
Communication
• School leadership team• Building principal• Building staff• District Leadership• Families and Community
Organization• Meeting agendas, minutes, action
plans, etc.• Outcome and Evaluation data• Documentation of systems and
artifacts
Technical Assistance• Model data-based decision making
process• Evaluation of implementation
assessments• Specific suggestions for action
planning and task completion
Reinforcement• New, different, or difficult tasks• Moving in the “right direction”• Activities critical to implementation• Ratio (5:1)
Provide ‘SUPPORT’ to the PBIS Team
• Support sustainability and accountability of the team• Use the Team Action Plan to ensure fidelity of implementation• Provide behavioral knowledge and build behavioral capacity • Provide a link between the team, principal, and District Leadership • Ongoing communication with key stakeholders (administrator, staff, families)• Report student data and implementation evaluations • Transition schools to ‘Exemplary School’ status
WISCONSIN PBIS COACHES CALENDAR
http://www.wisconsinpbisnetwork.org/coaches/coaching-calendar.html
Year at a Glance Planner For Coach
Roadmap
Each month has coaching tasks for:• Information (Data) – E.g., review ODR graphs, suspension, ethnicity, attendance, & academic data – E.g., review results surveys, checklists
• Planning (Systems) – E.g., develop needed Cool Tool lesson(s) & schedule time to teach, plan school-wide celebrations
• Implementation (Practices) – E.g., teach cool tools, conduct grade level celebrations
• Communication with staff, families, and community – E.g., present results of evaluation, share data summaries, parent/ community newsletters
Internal_Coach_Year_at_a_Glance.doc
5 Ways You Can Promote and Sustain School-wide Implementation
1. Renew commitment each yearDevelop and recommit to team process and PBIS process with staff - ask for buy-in each year-showcase results and form a plan that addresses trends seen from this school
year - if you can predict it, you can prevent it….
• Develop “marketing plan” to renew commitment -how will you keep it novel and new in school and community?
• Continue to make it a priority• Administrator’s commitment is crucial• Continue to make it a top school improvement goal• As it becomes standard practice it will be easier each
year
2. Use self-assessment data to action plan and set annual goals Collection and use of data for decision-making• Are we implementing SWPBS with fidelity? » SAS, TIC, BOQ www.PBISApps.org• Are students benefiting behaviorally, emotionally, academically? » ODRs, Suspensions » Academic testing, other academic data » Referrals to Special ed., race and ethnicity data www.swis.org• Are the systems and practices efficient? » Faculty/staff time; Student academic engagement; Cost benefit Satisfaction (students, staff, families)• Are all stakeholders happy and seeing results for their efforts? » Feedback: surveys, focus groups, etc.
3. Develop a school-wide “Community of Practice”
Establish an environment where individuals can feel safe about reporting concerns, supported by their school community, and empowered to be a part of the decision making process.
• Issues, concerns • Input, ideas, innovations• Data• Feedback from ALL staff• Celebrations of success
4. Help teams become organized and efficient
• Provide members with a schedule of meetings• Send out meeting agenda in advance• Establish and adhere to team meeting norms • Assign roles/responsibilities to team members• Provide a data summary that will help define problems with precision• Organize for an effective problem solving conversation A key to collective problem solving is to provide a visual context that allows everyone to follow and contribute• Document meeting minutes, decisions, actions, timelines
Facilitate effective meetings
Make it predictable and easy for them to do!
5. Empower staff
When you empower staff, you start to see high fidelity. When they know their behavior
has a direct impact on student outcomesand a better school environment,
fidelity increases.