Building Trainer Competency for Coaches

2010 National PBIS Leadership ForumSession C3

Lori Newcomer (newcomerL@missouri.edu)Marla Dewhirst (marla.dewhirst@pbisillinois.com)

Jane Nethercut and Semonti BasuAustin Public Schools

Agenda

• Roles and Responsibilities of Coaches

• Self-Assessment of Skills and Competencies of Coaches

• Organization and Training Model for Coaches at the State, District and Building Level

• Sustainability Strategies

Funding Visibility PolicyPoliticalSupport

Training CoachingBehavioral Expertise

Evaluation

LEADERSHIP TEAM(Coordination)

Local School/District Implementation Demonstrations

SWPBS Implementation

Blueprint

www.pbis.org

Good to Great by Jim Collins

Leadership

First Who…Then What– Get the right people on the bus– Put the right people in the right seats– Start driving

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• And new challenges that arise

• 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.

What does research say about coaching?

• Evidence exists that coaching increases student achievement.

• Coaching increases teachers’ efficacy.

• Coaching increases a teachers’ capacity to implement new instructional practices in the classroom.

(Fullan, 2003; Costa and Garmston, 2002; Wong, 2008; Joyce and Showers, 2002)

Training Outcomes Related to Training Components

Training Outcomes

Training Components Knowledge of Content

Skill Implementation

ClassroomApplication

Presentation/ Lecture

PlusDemonstration

Plus Practice

Plus Coaching/ Admin SupportData Feedback

10% 5% 0%

30% 20% 0%

60% 60% 5%

95% 95% 95%

Joyce & Showers, 2002

Guiding Principles for Effective Coaching

• Build local capacity – Become unnecessary…but remain available

• Maximize current competence– Never change things that are working– Always make the smallest change that will have the biggest impact

• Focus on valued outcomes– Tie all efforts to the benefits for children

• Emphasize Accountability – Measure and report; measure and report; measure and report.

• Build credibility through: – (a) consistency, (b) competence with behavioral principles/practices, (c)

relationships, (d) time investment.

• Precorrect for success

Who should be a coach?Who should be a coach?

Internal CoachInternal Coach External CoachExternal Coach

AdvantagesAdvantages Knowledge of schoolKnowledge of school

Staff relationshipsStaff relationships

Regular accessRegular access

Independent Independent

Outside perspectiveOutside perspective

Multiple schools experienceMultiple schools experience

DisadvantagesDisadvantages Conflicting rolesConflicting roles

Narrow range of Narrow range of experiencesexperiences

Limited knowledge of schoolLimited knowledge of school

Limited relationshipsLimited relationships

Less frequent accessLess frequent access

Who should be a coachWho should be a coach

Coaching CompetenciesCoaching Competencies

NecessaryNecessary PreferredPreferred

Participate in team trainingParticipate in team training

Able to attend team meetings at Able to attend team meetings at least monthlyleast monthly

Effective working with adultsEffective working with adults

Knowledgeable about school Knowledgeable about school operating systemsoperating systems

Professional CommitmentProfessional Commitment

Knowledge about SWPBSKnowledge about SWPBS

Knowledge about behavior support Knowledge about behavior support practices (targeted, individual)practices (targeted, individual)

Skilled in collection and use of data Skilled in collection and use of data for decision-making.for decision-making.

Coaching vs. LeadingCoaching vs. Leading

CoachingCoaching Team LeaderTeam Leader

Ensures the team meets regularlyEnsures the team meets regularly Sets the dates for meetingsSets the dates for meetings

Offers tools to assist in record Offers tools to assist in record keeping, team evaluations, etc.keeping, team evaluations, etc.

Checks accuracy of records, directs Checks accuracy of records, directs team in evaluationteam in evaluation

Ensures equal distribution of roles Ensures equal distribution of roles and responsibilitiesand responsibilities

Assumes the role of leader, Assumes the role of leader, delegates, assigns tasksdelegates, assigns tasks

Ensures the team is using data for Ensures the team is using data for decision makingdecision making

Refers the team to the data during Refers the team to the data during team meetingsteam meetings

Coaches Self-AssessmentCoaches Self-Assessment

• Self-assess strengthsSelf-assess strengths

• Determine professional development goalsDetermine professional development goals

Level 1: PreliminaryLevel 1: Preliminary

•ODR, SET, SWIS, BOQ,Surveys Achievement Scores•Data Decision Making

•Essential features•Instruction•Classroom Management•Increase/Decrease behaviors•ABA basics

•Facilitate team meetings•Consultation and technical assistance •Sustainability

Internal Coach

Level 2: Lead Coach/FacilitatorLevel 2: Lead Coach/Facilitator

•Conduct SET & write report•DO / FBA•SWIS Facilitator•Analyze multiple data sets

•Brief & Full FBA•Function based Targeted -group•Social skills instruction•Advanced ABA•Academic modifications & accommodations

•Student Support Team Process•Consultation and technical assistance •Sustainability

External Coach

Level 3: CoordinatorLevel 3: Coordinator•Evaluate multiple schools using multiple data sources•Identify needs within and across schools•Train teams on data use•District/Region/State evaluation reports

•Training & Professional Development Skills•District/region/state communication•Map policy to essential PBS features

•Active leadership role•Resource for materials/experts/ exemplars•Assist with developing state policies

District RegionState

Brief ActivityBrief Activity

Take a quick look at the Self-AssessmentTake a quick look at the Self-Assessment• Does your coach training address the skills Does your coach training address the skills

listed? If so put a + by them.listed? If so put a + by them.• Does your coach training address the Does your coach training address the

different levels listed? If so put a + by different levels listed? If so put a + by them.them.

• Circle one thing you would like to learn Circle one thing you would like to learn about. Think about how you can move about. Think about how you can move forward with that goal.forward with that goal.

Guiding Principles (“Requirements Review”)

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

problem solving, etc.

The 7 Habits of Highly Effective People Stephen Covey

• Be Proactive• Begin with the End in Mind• Put First Things First• Think Win/Win• Seek First to Understand, Then to be

Understood• Synergize• Sharpen the Saw

State Level PerspectivePhases of Implementation Tool

• Who? Internal Coach, with signatures of all others

• What? Illinois’ assessment of implementation phases across the three tiers

• Where? www.pbisillinois.org

• When? Two times a year, October and March

• Why? Provides the big picture view of PBIS to guide and direct teams toward full implementation

• District IDM (Instructional Decision Making) Team

• “Blueprint”

• Monthly External Coach Meetings

• Professional Development

• Providing Individual Building Support

• Data-Based Decision Making

• Action Planning

• Checklist

• Self-Assessment

• Provides Focus

• Primary Tool Used for Recognition

• Action Plan for Next Year

• Discussion Between Team and External Coach

Brief Activity Phases of Implementation

• Quickly look at the document• Where would a building that you work with be on

the rubric?• Turn to your shoulder partner and explain where

the building you are thinking about is at and why. Discuss what support you need from the State and District to move forward.

• Be prepared to share your thoughts if asked.

Illinois Training Plan for Coaches

• Full Day Workshops• On-Line Reviews• Network Meetings

– Internal Coaches– External Coaches– Face to Face, Conference Calls, Go to Meetings

• Annual Forum• Annual Leadership Conferences (2 per year)

The Tipping Point: How Little Things Can Make a Big Difference

Malcolm Gladwell

• The point where the “new” becomes the expected

• The Law of a Few – Connectors – know everyone– Mavens – Information specialists that want to help– Salesmen – can’t be resisted

• Change and Radical Transformation is Possible

How to Structure District Coaching Support to Ensure Maximum

Effectiveness of ImplementationJane Nethercut

PBS Administrative SupervisorAustin Independent School District

(AISD)

What Does It Look Like

• Traditional Coaching Model (Before 09-10)

• Restructured Coaching Model

PBS Staff Structures

School Wide Focus Group

Classroom Focus Group

Student Focus Group

Zone 1 Team Coach 1 Coach 2 Coach 3

Zone 2 Team Coach 4 Coach 5 Coach 6

Zone 3 Team Coach 7 Coach 8 Coach 9

Zone 4 Team Coach 10 Coach 11 Coach 12

Zone 5 Team Coach 13 Coach 14 Coach 15

Coaching Responsibilities

• One coach from each zone team serves as the coordinator for a campus

• Functions of the coordinator– Work with the PBS team to establish and achieve

campus PBS goals– Work with the PBS team and staff to implement PBS

systems with fidelity– Review data trends to identify issues at each level of

intervention– Review campus needs and facilitate access to

training and other resources– Coordinate data collection for formative and

summative evaluation

Consulting Responsibilities At Each Level

• Schoolwide level coach for– Active Supervision Training/PD– Increasing the 3:1 ratio in common area– Working on referrals coming from a particular

common area– Increased support at the schoolwide level– Safety issues– Data based decision making to determine

needs and resources at the schoolwide level

Consulting Responsibilities At Each Level

• Classroom level coach for– Classroom Management Training/Other PD– Working on classroom management issues

identified by observation data– Individual classroom observations/support plans– Consultation requests from

teachers/administrators– Book studies with targeted teacher groups– Data based decision making to determine needs

and resources at the classroom level

Consulting Responsibilities At Each Level

• Student level coach for– CAPTURE/Other PD– Working on student issues identified by

observation data– Individual student observations/support plans– Consultation requests from

teachers/administrators– Collaboration with existing campus-based

intensive needs resources (IMPACT, SPED and GenEd Behavior Specialists)

– Access to mental health and other wraparound services

How Does a Zone Team Coordinate Services?

• Service coordination priorities determined as an entire district team

• Service coordination priorities serve as guidelines for individual zone teams

• Each zone team determines their training and support needs through weekly zone team meetings

• Coordination is flexible within zones

Using Data to Set PrioritiesSystems Identified for PBS Goals

Values indicate percentage of schools

Discipline Data

Values indicate percentage of students

How Do We Maintain Fidelity?

• Centralized zone training• Goal setting process • Service Coordination and Planning Tool• AISD PBS Benchmark Tool

Goal Setting ProcessGoal:

Data Indicators for Evidence of Need: Concerns:

PBS System Impacted: System Structures to be Addressed:

Action Steps:

Data Indicators for Evidence of Progress:

Centralized Zone Training

• Training on common topics across all PBS campuses – Training on ‘Team Systems’ in January– Training on ‘Sustaining Momentum and Planning for

Next Year’ in April/May• Training manuals to ensure access to same

information– Volume 1: Introduction to PBS– Volume 2: Team Systems– Volume 3: Schoolwide Systems– Volume 4: Classroom Systems– Volume 5: Student Systems

Service Coordination and Planning Tool

AISD PBS Benchmark Tool

• Measures fidelity across four PBS systems- Team, Schoolwide, Classroom, Student

• Measures level of implementation for essential structures within each system

• Allows for comparison across all campuses overall, and for each individual system

PBS Quarterly Campus Report

• Provides implementation status on system on which goal is based

• Provides status of outcomes within a particular system• Summarizes campus priorities• Allows comparison of team systems status across all

PBS schools

Sustainability Strategies: The Flow in Illinois

• Illinois PBIS Network Staff• District Leadership Team for School Improvement

(Academic and Behavioral Early Intervention)• External Coaches for all Tiers• Building Leadership Team for School Improvement

(Academic and Behavioral Early Intervention)• Internal Coaches for all tiers• Individual Building Teams • Teacher Performance• Student Outcomes

Activity: Give 1 – Get 1

• Write one good idea that you have gotten in this session on the index card provided.

• Follow next prompt… and smile.

Thank you for your contribution to today and the future.