CT PBS Coaches’ Meeting Coaching SWPBS Basics
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Transcript of CT PBS Coaches’ Meeting Coaching SWPBS Basics
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CT PBS
Coaches’ Meeting
Coaching SWPBS Basics
December 9, 2008
Brandi Simonsen, Kari Sassu,& George Sugai
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Advance Organizer
• Overview of Coaching SWPBS (Chapter 1)
– Lecture
– Activity
• Brief Break
• Basics of SWPBS for Coaches (Chapter 2)
– Lecture
– Activity
• Wrap-up
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Objectives for Coaches
By the end of today’s meeting, you will be able to…
– …Describe your role as a coach.
– …Articulate the basic elements of SWPBS
– …Identify resources for SWPBS
– …Facilitate your team’s activities at the first SWPBS team training (next week).
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Chapter 1Chapter 1Overview of Coaching Overview of Coaching
in SWPBSin SWPBS
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Rationale and Rationale and Definition of Definition of
CoachingCoaching6
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Why Coaching?
The old models are not as effective.
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Problem Statement 1
“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.”
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Problem Statement 2
( Fixen, Naoom, Blasé, Friedman, & Wallace, 2005, p. 39)
“training by itself does not result in positive implementation
outcomes (changes in practitioner behavior in the
clinical setting) or intervention outcomes (benefits to
consumers)”
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Avoid “Train & Hope”!
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Important Functions of Coaches• Coaches provide team start-up support
• Coaches facilitate team sustainability and accountability
– Coaches provide technical assistance and problem solving
– Coaches provide positive reinforcement to team members
– Coaches deliver prompts (i.e., function as “positive nags”)
• Coaches improve and increase public relations and communications
• Coaches are linked to a support network across schools
• Coaches are linked to leadership, trainers and teams
• Coaches allow for local facilitation
• As coaches build their own skills, they provide increased behavioral capacity
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Who are Coaches?
• Personnel & resources organized to facilitate, assist, maintain, & adapt local school training implementation efforts
• Coaching is set of responsibilities, actions, & activities….not person
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Roles of a Coach
Communicate Content Knowledge
Facilitate
Coaching Roles
•Share advanced content with team •Share information at faculty meetings
•Local PBS expert•Positive “nag”•Link to resources (e.g., www.pbis.org)
•Team meetings•Activities at training events•Implementation
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A reminder you’ll see throughoutto help us remember the role.
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Guiding Guiding Principles for Principles for
Coaching Coaching SWPBSSWPBS 8
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Guiding Principles (“Requirements”)
School-level coaching:
• Coaching capacity integrated into existing personnel
• Supervisor approval given
• District support and agreements are given
• District/state coordination provided
• Coaching linked with school team
• Coaching training linked with team training
• Coaches participate in team training
• Coaches meet regularly for prompting, celebrating, problem solving, etc.
District-level coaching:
• Coaches experienced with school team implementation
• New teams added with increased fluency (at district level)
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Implementation Implementation Guidelines for Guidelines for
Coaching Coaching SWPBSSWPBS 9
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CoachingCoachingSelf-Self-
AssessmentAssessment11
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~ 15 minutes
Activity:Coaching Self-Assessment
• Complete Coaching Self-Assessment (pp. 11-16)
• Develop an Action Plan to address areas for growth from your self assessment (p. 17)
• Present 1-2 “strengths” and 1-2 “concerns or challenges” (1 min. reports)
1 minute reports from each team
(new spokesperson)
AttentionPlease
1 MinutePROMPT
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Coaching Reports (+ or Δ)
1-2 Details to introduce yourself
1-2 Strengths (with respect to coaching)
1-2 Concerns or challenges(with respect to coaching)
Thumbs up for data-based statements!
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Chapter 2Chapter 2Basics of SWPBSBasics of SWPBS
for Coachingfor Coaching
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Rationale and Rationale and Definition of Definition of
SWPBS Basics for SWPBS Basics for CoachesCoaches 19
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To set the stage…
Remember when I talked about the
tatoos???
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Main Message
Good Teaching Behavior Management
STUDENT ACHIEVEMENT
Increasing District & State Competency and Capacity
Investing in Outcomes, Data, Practices, and Systems
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4 PBS Elements
SYST
EMS
PRACTICES
DATASupportingStaff Behavior
SupportingStudent Behavior
OUTCOMES
Supporting Social Competence &Academic Achievement
SupportingDecisionMaking
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Continuum of School-Wide Instructional & Positive Behavior Support
Primary Prevention:School-/Classroom-Wide Systems for
All Students,Staff, & Settings
Secondary Prevention:Specialized Group
Systems for Students with At-Risk Behavior
Tertiary Prevention:Specialized
IndividualizedSystems for Students
with High-Risk Behavior
~80% of Students
~15%
~5%
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Academic Systems Behavioral Systems
1-5% 1-5%
5-10% 5-10%
80-90% 80-90%
Intensive, Individual Interventions•Individual Students•Assessment-based
•High Intensity
Intensive, Individual Interventions•Individual Students•Assessment-based
•Intense, durable procedures
Targeted Group Interventions•Some students (at-risk)
•High efficiency•Rapid response
Targeted Group Interventions•Some students (at-risk)
•High efficiency•Rapid response
Universal Interventions•All students
•Preventive, proactive
Universal Interventions•All settings, all students•Preventive, proactive
Designing School-Wide Systems for Student Success
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Evaluation Implementation
Data-based Action Plan
Agreements
Team
GENERAL IMPLEMENTATION
PROCESS
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Leadership Team
FundingVisibility Political
Support
Training Coaching Evaluation
Active Coordination
Local School Teams/Demonstrations
PBS Systems Implementation Logic
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Classroom
Non-classroom Family
Student
Schoo
l-
wide• Smallest #
• Evidence-based• Biggest, durable effect
SWPBSPractice
s
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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
Behavioral Interventions and Practices in…School-wide Systems
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Classroom
Non-classroom Family
Student
Schoo
l-
wide
SWPBSPractice
s
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Maximize structure in your classroom.
Post, teach, review, monitor, and reinforce a small number of positively stated expectations.
Actively engage students in observable ways.
Establish a continuum of strategies to acknowledge appropriate behavior.
Establish a continuum of strategies to respond to inappropriate behavior.
Behavioral Interventions and Practices in…Classroom Systems
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Classroom
Non-classroom Family
Student
Schoo
l-
wide
SWPBSPractice
s
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• Positive expectations & routines taught & encouraged
• Active supervision by all staff– Scan,
– Move,
– Interact
• Pre-corrections & reminders
• Positive reinforcement
Behavioral Interventions and Practices in…Nonclassroom Systems
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Classroom
Non-classroom Family
Student
Schoo
l-
wide
SWPBSPractice
s
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• Behavioral competence at school & district levels
• Team- & data-based decision making
• Targeted social skills & self-management instruction
• Individualized instructional & curricular accommodations
• Function-based behavior support planning
• Comprehensive person-centered planning & wraparound processes
Behavioral Interventions and Practices for…Individual Students
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Classroom
Non-classroom Family
Student
Schoo
l-
wide
SWPBSPractice
s
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• Continuum of positive behavior support for all families
• Frequent, regular, and positive contacts, communications, and acknowledgements
• Formal and active participation and involvement as equal partners
• Access to system of integrated school and community resources
Behavioral Interventions and Practices in…Family Systems
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Use data to (a) identify
outcomes and (b) select
evidence-based practices.
Invest in systems to ensure sustained implementation
with fidelity.
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Implementation Implementation Guidelines for Guidelines for
Coaching SWPBS Coaching SWPBS BasicsBasics 22
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Locating Locating Resources for Resources for SWPBS BasicsSWPBS Basics
23
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Recall two of the main functions:
• Content
• Communication
You now have an understanding of basic elements of SWPBS
Focus on how to access resources to (a) increase your knowledge/understanding (b) assist you in communicating your knowledge to your team
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How will you Fill Your Role…
• …as you are increasing your fluency with the content, your team members will still view you as an “expert”
• It would be wise to familiarize yourself with the resources available to you and your team
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Identify:
• Where do you go to get an overview of all the steps involved in implementing SWPBS?
• Which tools will help you establish your team and conduct efficient team meetings?
• What tool would you use to survey your school staff?
• Where do you go to find supporting evidence for implementing SWPBS?
In addition to the resources in your notebook, remember www.pbis.org
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~ 15 minutes
Activity:Locating Resources
• Complete Locating Resources Activity (p. 23)
• Develop an Action Plan to address specific items related to coaching SWPBS basics (p. 24)
• Present 1-2 big ideas (1 min. reports)
1 minute reports from each team
(new spokesperson)
AttentionPlease
1 MinutePROMPT
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Big Ideas
You should now be able to…
• …Describe your role as a coach.
• …Articulate the basic elements of SWPBS
• …Identify resources for SWPBS
• …Facilitate your team’s activities at the first SWPBS team training (next week).
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Your TatoosSY
STEM
S
PRACTICES
DATA
SupportingStaff Behavior
SupportingStudent Behavior
OUTCOMES
Supporting Social Competence &Academic Achievement
SupportingDecisionMaking
4 PBS Elements
School Systems
SWPBS
Non-class
room
Setting S
ystems
ClassroomSetting Systems
Individual Student
Systems
School-wideSystems
Primary Prevention:School-/Classroom-Wide Systems for
All Students,Staff, & Settings
Secondary Prevention:Specialized Group
Systems for Students with At-Risk Behavior
Tertiary Prevention:Specialized
IndividualizedSystems for Students with High-Risk
Behavior
~80% of Students
~15%
~5%
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You’re a coach!
Prepare for training events, and use your resources to guide
your team’s activities (both at training and
at school).