sd pbs coaches’ training kari oyen, pat hubert, penny mccormick-gilles, and crystal mengenhausen...
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SD PBS Coaches’ Training
Kari Oyen, Pat Hubert, Penny McCormick-Gilles, and Crystal Mengenhausen
SD PBIS TrainersRebecca Cain
SD PBIS Coordinator
Today’s AgendaO Create a shared vocabulary for new
coachesO Define roles and responsibilities for
new coachesO Time for questions and answers for
new coaches
Expected Challenges• Doing more with less (staff, resources, funding, planning
time…)
• Fulfilling your coaching role while filling multiple roles simultaneously in your school/district setting
• Maintaining collaboration with school/district leaders for sustaining effective practices
• Maintaining focus on progress monitoring for fidelity of practice
• Participating in coaching-related meetings/trainings while being called to other meetings/trainings
• Other challenges?
Tiered Model of School Supportsand the Problem-Solving Process
ACADEMIC and BEHAVIOR SYSTEMS
Tier 3: Intensive, Individualized Interventions & Supports
The most intense (increased time, narrowed focus, reduced group size) instruction and intervention based upon
individual student need provided in addition to and aligned with Tier 1 & 2 academic and behavior instruction and
supports.
Tier 2: Targeted, Supplemental Interventions & Supports
More targeted instruction/intervention and supplemental support in addition to and aligned with the core academic
and behavior curriculum.
Tier 1: Core, Universal Instruction & Supports
General academic and behavior instruction and support provided to all students in all settings.
RtI State Transformation Team – FL DOE (12/3/09)
Another way to think about it…
Coaches’ Purpose•Assist school team with implementation•Ensure fidelity of implementation•Resource for team
OBasic Definition:O Coaching is a set of responsibilities, actions and
activities . . . not necessarily a particular person. O Personnel to facilitate, assist, and maintain PBIS
implementation efforts
Guiding Principles forEffective Coaching
• Build local capacity OBecome unnecessary…but remain available
• Maximize current competenceONever change things that are workingOAlways make the smallest change that will have the
biggest impact• Focus on valued outcomes
OTie all efforts to the benefits for children• Emphasize Accountability
OMeasure and report; measure and report; measure and report.
• Build credibility through: O(a) consistency, (b) competence with behavioral
principles/practices, (c) relationships, (d) time investment.• Pre-correct for success
Common Vocabulary for Coaches:
O Critical ElementsO Action PlanO ODR (Office Discipline Referrals)O TIC/SET/SAS
O TIC : Team Implementation ChecklistO SET: School-wide Evaluation ToolO SAS: PBIS Self-assessment survey
Purpose and Responsibilities of a
Coach
What is a Coach Responsible For?
OFIDELITYOFluency with Roles &
Responsibilities will help you achieve this
Coach Role• Work with team during Tier 1 Trainings• Facilitates Tier 1 team meetings • Communicate with stakeholders (administrator,
state PBIS Trainers, school board, staff, families)
• Submit assessment data to State PBIS Trainer• “Keeper of the Process”
O Self-assessment (TIC, SAS, SET)O Action planning – (Action Plans)O PBIS Activity implementation O On-going evaluation
Coach Role (cont.)• Initial Implementation
O Help maintain momentumO Help with team processO Coordinate informationO Provide access to praise, celebrationO Provide or obtain critical
information/technical support. O Active problem solvingO All staff trainings/orientationO Development and use of data for
decision-making
Basics of Effective Coaching
Communicate Content andKnowledge
Facilitate
PBS Coach
• Faculty• Administrator• District Coordinator• Community
• PBS expert• Behavioral ‘expert’• Link to resources
• Team meetings• Activities at trainings• Implementation – ‘Positive Nag’
Coach as CommunicatorShare evaluation data from Mid- and End Year
Reports, and critical elements of PBIS to know fidelity level of practice
Share the outcomes and benefits of PBS with administration: Decreases in ODRs, ISS, OSS, expulsions, referrals to
SPED, and ‘exclusionary’ practices Increases in effectiveness of interventions across tiers;
faculty and staff retention; positive school cultureShare PBS and behavioral concepts with team
members.Share PBS implementation successes with
administration and district leadersShare PBS content and successes with the
community.
Describe & Promote PBS
O Describe Positive Behavior Support (philosophy, strategies, approach)
O Why do schools start PBS training at Tier 1?
O What steps can schools take to make their discipline system more effective?
O How are data used at the school level?
Coach as KnowledgeableHold team members accountableRemind team about the purpose and process of PBISContribute to the coaches training and support
meetings Strive to become an expert in PBIS by attending
trainingsPush for conversations that matter, e.g., action
planning, average referrals per day.Praise members’ efforts in reviewing and analyzing
data.Encourage staff surveys for training purposes. Research additional resources
Training
OTraining Tips: Should be determined by the data
OTIC/SAS/SETOTeam and/or Faculty surveysOODRs/Other School-Wide
data
Resources: Building Your Knowledge Base
O Janney, R. & Snell, M. (2008). Behavioral Support, 2nd Edition. Brookes Publishing Company: Baltimore, MD.
O George, H.P., Kincaid, D. & Pollard-Sage, J. (2008). Primary Tier Interventions and Supports. In W. Sailor, G. Dunlap, G. Sugai & R. Horner (Eds.), Handbook of Positive Behavior Support. Springer Publishing: Lawrence, KS, 371-390.
O APBS Standards of Practice:O http://apbs.org/standards_of_practice.html
O Association of PBS:O http://www.apbs.org/new_apbs/pbsinfo.aspx
Resources:Building Your Knowledge Base
O PBIS Website:O www.pbis.org/researchliterature.htmO http://www.pbis.org/schoolwide.htm#top
O FLPBS Project: http://flpbs.fmhi.usf.eduO PBS Project newsletter:
O http://flpbs.fmhi.usf.edu/resources_newsletter.asp
Additional Training OptionsO PBS Project On-Line Modules:
O http://flpbs.fmhi.usf.edu/requestservices_onlinemodules.asp
O School-Wide PBISO Individual PBIS
O Online AcademyO PBIS foundations & practices, Functional
Behavioral Assessment, and InterventionsO http://elearndesign.org/resources.html
Additional Training Options
O Univ. Oregon Training ManualsO Notes/Ideas on School-Wide
implementation from OregonO http://pbismanual.uoecs.org/manual.h
tmlO Kansas Training Modules & links
O www.pbskansas.org/htdocs/external_links/default.html#onlinetrainingmodules
Coach as Facilitator
Facilitate to Change:Review and update the PBIS Action Plan at the monthly team meetingBring current data to the monthly meetingInquire about the status on current school-wide systems (e.g., expectations/rules, teaching skills, reward, etc…) Ensure agenda focuses on the use of data for decision making at meetingsEnsure agenda involves Critical Elements to help determine action planning
Facilitate
O There’s not enough supervision in the cafeteria.
O The noise level is down now, but tardy referrals are about the same.
O There’s no perceived consequence for coming in late.
O How pervasive is the problem (is it most, or is it some)?
Steps
•Problem Identification•Problem Analysis•Develop & Implement a Plan•Evaluate the plan
Facilitate
OWhat do effective team meetings look like?
OWhat does “Consensus” mean? What are some characteristics of having consensus within a group?
FacilitateO How could you respond to this scenario?
O Two of your team members are “fed up” with SWPBS. They say it’s too much work, the data don’t show any improvement, and their grade-level teachers think the tokens are a pain. They tell the team they want to move in a new direction and implement Program X instead.
•Reassess faculty buy in
•Get each team member to weigh in, at the meeting or in private
•LISTEN•Use active listening skills. •Re-focus the team on
the data and how Program X can fit with SWPBS
Ensuring FidelityO Have a thorough understanding of the team’s plansO Compare their actions to Best Practice
O 3 Day training binder, activitiesO TIC/Review elements of the SETO PBIS website, other resources
O Show the team the relevant resourcesO Emphasize greater effectivenessO Remind about fidelity, accountability, doing what’s right
for kidsO Blame the school
O Call for help when neededO Project Support, Individual problem-solving
Facilitation SkillsO Lifelong development of active listening skills
O Paraphrasing, summarizingO Assertiveness, re-focusing, getting teams
“unstuck”O De-escalationO Motivating
O Watching how the team interacts while contributing to the discussionO If your team is struggling, focus on the group
dynamics & processes for a while
Strategy:Establishing Ground Rules
OGround Rules (examples)O We will be present at all meetings O We will be on time and allow no
interruptions to make or take phone calls, etc.
O We will be concise when we speak – encouraging others to participate
O We will distribute tasks equally amongst members
Strategy: Meeting AgendaO Meeting logistics (i.e. date, time, location, facilitator,
timekeeper, snackmaster, participants)O Applaud and Assess
O Things that have gone wellO Critical Issues
O ItemsO Data Summary (what, where, when, and who) and Problem Solving
ProcessO Review Action Plan ProgressO Follow up items from staff meetingO Any additional concerns
O Actions/ResultsO What is the plan based on the data review and concerns
addressed?O Next Steps/To Do List
O What do we need to do to accomplish the goals based on the data? O Next Meeting Logistics
O Designate roles, times and locations for the next meeting.
Tips: Slay the Meeting Monsters
O Overly TalkativeO ArgumentativeO RamblerO Obstinate/RigidO Griper/WhinerO Side ConversationO Definitely WRONGO Off the SubjectO SilentAvailable: http://flpbs.fmhi.usf.edu/coachescorner.cfm Click Meeting Monsters under Teaming tab
EvaluationO Using evaluation data to guide the team
O What tools are you currently using to evaluate your progress?
O How are you using this evaluation data to guide your team PBS planning
O Goal: Identify 2-3 tools you plan on using to evaluate your progress
EvaluationsO *SWIS or DATA reports (monthly) O School Team UpdateO Team Process EvaluationsO Team Implementation Checklist (multiple
times)O Walk-Throughs (1x/year)O School-wide Evaluation Tool (SET)O Outcome Data (ODR, ISS, OSS,
Attendance) Self Assessment Survey (SAS)
Evaluating Implementation & Team Functioning
O Did we do what we planned?O How do our actions match up to Best
Practice?O Is what we’re doing working?
O Is it working a lot or a little?O Is it working enough to justify the effort and
resources?O What can we celebrate?O What can we improve?
O How can we support more students with minimal resources?
Action PlansO Coach needs to ensure Action Plan is being
usedO Regularly check plan, bringing to monthly
Coaches’ MeetingsO Monitors progress toward implementationO Provides accountability of PBS teamO Items/actions should be data based:
O can you answer the question: “What data led the team to decide on this?”
O Positively report, promote, shape, and reinforce school team progress and products
Implementation Schedule
O Make sure all PBS activities are scheduled for the rest of the yearO PBS Team meetings (monthly)O Data Sharing with staff (monthly)O Trainings (data-driven)
O Initial, Behavior Principals, Staff, Student, Parent, Bus Driver
O Be sure content is specified for eachO Reward Events (data-driven)
Attending Team MeetingsO Looking at data
O From last yearO Since the beginning of the school year
O Continue working on faculty buy-inO Pilot or case studiesO Input, feedback
O Continue working on Action PlanO Stay in touch with your State Trainer, other
CoachesO Monthly meetings, evaluation updates, Assistance
Managing your PBS Time:
O Do something, ANYTHING, immediatelyO Feeling of accomplishment
O Break down larger tasks into smaller onesO Ask for helpO Delegate if appropriateO Reward yourself when tasks are completed
O OK to reward frequently for small accomplishmentsO Celebrate large successes with a larger reward
O Share triumph of getting things done with othersO Positive reinforcement best way to maintain
momentum
Points to RememberO The goal of PBIS is SYSTEMS CHANGE
O Change the environment to make it easier for adults to use PBIS techniquesO Training, procedures, forms, support personnel,
technologyO Change the environment so kids with chronic
challenges can function more effectivelyO Reward systems, multiple tiers of support, Teacher
skillsO Change the mindset to focus on data and constant
renewalO Data sharing, surveying faculty & students, stakeholder
participation
What do you do?• How do you facilitate your team?
• How do you communicate with your team?
• How do you share information to your team to build their skills?
• What do you need to build your coaching skills?
Items to put on the “to do” listO Acknowledge/reinforce principal & team for progress
since trainingO Prompt team to:
O Meet & review PBS purpose & action plan with staffO Collect school dataO Meet within 1 month
O Contact team leader 2x in first month & ask:O What is planned?O Is assistance needed?
O Set schedule to attend team meeting 1x/moO Monitor & assist in development & completion of team
action planO Document team & coaching accomplishments, speed
bumps, challenges, solutions
What to bring Monday to our training?
OBring data (raw data) to meetingO We will have time to work with a data
generator
OBring your laptopOBring a list of successes and areas of
opportunityOBring your schedule of PBIS meetings
for the yearOBring your ACTION PLAN!
Where is training on Monday???
East Dakota Educational Cooperative715 E 14th St, Sioux Falls
In the DDN room
From 9:00-4:00
Parting words…
BELIEVETHERE ISGOODIN THE WORLD!!!
Questions?O Contact Information:
O Kari OyenO [email protected]
O Pat Hubert O [email protected]
O Crystal MengenhausenO [email protected]
O Penny McCormick-GillesO [email protected]
O Project Coordinator:O Rebecca Cain
The healthiest part of a donut is the hole. Unfortunately, you have to eat through the rest of the donut to get there!