Coaches Calendar: Your Implementation Roadmap
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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]
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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.
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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
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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
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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!!
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Why is Coaching important to schools implementing SWPBIS?
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Next to the principal, coaches are the most crucial change agent in a school.
Fullan & Knight, 2011
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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
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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
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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
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Critical Features of Coaching
• Communication• Organization• Technical Assistance• Reinforcement of leadership team
and school staff
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Communication
• School leadership team• Building principal• Building staff• District Leadership• Families and Community
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Organization• Meeting agendas, minutes, action
plans, etc.• Outcome and Evaluation data• Documentation of systems and
artifacts
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Technical Assistance• Model data-based decision making
process• Evaluation of implementation
assessments• Specific suggestions for action
planning and task completion
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Reinforcement• New, different, or difficult tasks• Moving in the “right direction”• Activities critical to implementation• Ratio (5:1)
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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
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WISCONSIN PBIS COACHES CALENDAR
http://www.wisconsinpbisnetwork.org/coaches/coaching-calendar.html
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Year at a Glance Planner For Coach
Roadmap
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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
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Internal_Coach_Year_at_a_Glance.doc
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5 Ways You Can Promote and Sustain School-wide Implementation
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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
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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.
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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
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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
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Make it predictable and easy for them to do!
5. Empower staff
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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.