Training/Coaching Meeting & Team

Training Debriefing

George Sugai

Center for Behavioral Education & ResearchCenter on Positive Behavioral Interventions & Supports

Neag School of EducationUniversity of Connecticut

29 May 2015

www.pbis.org www.neswpbs.org www.cber.org

Agenda

Announce-ments

• Pbis.org & ppt

• Neswpbs.org

• Chicago & SF

Team training debrief

• Engagement?

• Action planning?

Coaching & training

• Review• TIC & TFI• Next Steps

Open topics

• Oct 21-24 Chicago www.pbis.org• Mar 22-25 San Francisco apbs.org

www.pbis.org

www.neswpbs.org

www.neswpbs.org

Engagement?

Action Planning?

Accomplishments & challenges?

Team Training Observations & Comments

Implementation

Coaching & Training

TIC & TFI

Review

Implementation DriversPBIS Implementation Blueprint (2015 rev, pbis.org)

Coaching

Set of responsibilities,

actions, activities

…..not person

Bridge between training &

implementation ……not

administrative accountability

Positive & supportive resource & facilitation

….not nagging

COACHING FUNCTIONS

Technical Assistance

Guidance for team startup

Implementation checklist

Resource access

Problem solving

Data-based decision making

Positive reinforcement

Prompting & reminding

Communications network

Sample Coaching ActivitiesBefore Team Training

Review SWPBS Workbook

Verify coaching role w/ Coordinator

Review coaching role w/ Principal

Review team status

Request behavior data, forms, procedures

Review tools

During Team Training

Remind of coaching role

Let team lead process

Document agreements

Keep on task & reinforce progress

Remind of big ideas

Remind to include all staff

Prompt outcomes

After Team Training

Acknowledge team effort

Remind data review

Remind meetings schedule

Assist w/ action plan

Prompt/acknowledge admin

participation

PERSON w/

(not position) SWPBS content

knowledge

Coaching authority & permission

Positive communication

& social skills

Constructive problem solving & consultation skills

Teaching skills

Flexible schedule

E.g., school psychologist, counselor,

social worker, special educator,

administrator

COACHING

OUTCOMES

Implementation accuracy & fluency

Maximum student benefit

Transfer of coaching to new implementation

Continuous data-based review

Increased implementation efficiency

Big Ideas…Coaching =

Bridging training & implementation

Shared activities or functions,…not person

Knowing what your coaching

Maximizing implementation fidelity & student benefit

Constructive prompting, modeling, & reinforcement

Continuous progress monitoring

Training Capacity

Content knowledge

Implementation experience

Range of implementation

examples

Culture/context consideration

Expert teacher qualities

Outcome oriented

Data driven

System-capacity oriented

Training considerations

Purpose

Visibility

Support, readiness, buy-in

Orientation

Skill building

Implementation

Frequency & Duration

1-time

Series

Informal v. formal

Format

Lecture v. interactive

High v. low activity

Formal v. informal agenda

Large v. small

Individual v. team

Outcome

Knowledge

Skills

Activities

“Team Implementation Checklist” (TIC)

Tiered Fidelity Inventory (TFI)www.pbis.org/blueprint/evaluation-tools

Open Discussion

Common Vision/Values

Common Language

Common Experience

QualityLeadership

Effective Organizations

SWPBS (aka PBIS, MTSS-B, MTBF, RtI-B…)

for enhancing adoption & implementation of

of evidence-based interventions to achieve

& behaviorally important outcomes for

students

Framework

Continuum

Academically

All

Implementation of evidence-

based practices

IMPLEMENTATION

Effective Not Effective

PRACTICE

Effective

Not Effective

Maximum Student Benefits

Fixsen & Blase, 2009

SYST

EMS

PRACTICES

DATA

OUTCOMES

Vincent, Randall, Cartledge, Tobin, & Swain-Bradway 2011;

Sugai, O’Keeffe, & Fallon, 2012ab

Supporting Important Culturally Equitable Academic & Social

Behavior Competence

Supporting Culturally Relevant Evidence-based Interventions

Supporting Culturally

Knowledgeable Staff Behavior

Supporting Culturally Valid Decision Making

SWPBS emphasis

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%

CONTINUUM OFSCHOOL-WIDE

INSTRUCTIONAL & POSITIVE BEHAVIOR

SUPPORT

ALL

SOME

FEW

SWPBS: Core Practice Features

SECONDARY PREVENTION• Team-led implementation w/ behavior expertise• Increased social skills instruction, practice• Increased supervision & precorrection• Increased opportunities for reinforcement• Continuous progress monitoring•

TERTIARY PREVENTION• Multi-disciplinary team w/ behavior expertise • Function-based behavior support• Wraparound, culture-driven, person-centered supports & planning• School mental health• Continuous monitoring of progress & implementation fidelity• Increased precorrection, supervision, reinforcement

PRIMARY PREVENTION• Team-led implementation • Behavior priority• Social behavior expectations• SW & CW teaching & encouraging of expectations• Consistency in responding to problem behavior• Data-based decision making

Prec

isio

n

Enga

gem

ent

Feed

back

Prac

tice

Team

wor

k

• SWPBS practices, data, systems

• Policy, funding, leadership, priority, agreement

District Behavior Team

• 2 yr. action plan• Data plan• Leadership• Team meeting

schedule

School Behavior Team • SWPBS

• CWPBS• Small group• Individual student

School Staff

• Academic• Expectations &

routines• Social skills• Self-management

Student Benefit

Internal Coaching Support

External Coaching Support

Basic SWPBS Implementation Framework

Team Support

Regional/State Leadership

Agreements

Team

Data-based Action Plan

“Plan”

Implementation“Do”

Evaluation“Check”

General Implementation

Process

State/Country

District

School

Students

Staff

Principal, Superintendent

All Staff, Students,Administrators

= Coaching

IMPLEMENTATION W/ FIDELITY

CONTINUUM OF EVIDENCE-BASEDINTERVENTIONS

CONTENT EXPERTISE &

FLUENCY

TEAM-BASED IMPLEMENTATION

CONTINUOUSPROGRESS

MONITORING

UNIVERSAL SCREENING

DATA-BASEDDECISION MAKING

& PROBLEM SOLVING

CORE FEATURESSWPBS

Basic Meeting Structure

VerifiedNeed Planning Purpose &

OutcomesContent

Operations

Decisions &Outcomes

Summary ofOutcomes & Agreements

Follow-up& Evaluation

Before During After

Solving problems & resolving conflicts

Achieving agreements & making decisions

Specifying measureable outcomes

Setting/modifying agenda & minutes

Establishing roles/responsibilities

Providing opportunities for participation & contributions

Agreements & Routines

Conducting meeting: Basics

• State/restate purpose & expected outcomes• Assign roles/responsibilities

– Note taker– Facilitator

• State/restate “rules” & agreements for conducting meeting– Approving decisions– Agreeing/disagreeing– Contributing & participating

• Conclude w/ summary of agreements, tasks, & deadlines

What will team do?

* Develop teaching matrix* Develop teaching schedule* Develop data collection & use system* Model teaching behavior expectations

What will staff do?

* Teach daily 1st week* Remind & reinforce daily* Precorrect 20%

What will students do?

* Respect behaviors* Responsible behaviors* Safe behaviors

PBIS Action Planning Logic

• Review “big ideas” from yesterday & today – Review Meeting Guidelines– Accomplishments to date & current data– Complete TIC with regional officer/coach (Team Implementation

Checklist)• What will you do to celebrate end of year?• What will you do at beginning of next year?• Action Plan for June 2015-August 2016

– What will team do?– What will staff do?– What will students do?– Next Meeting?– Staff Presentation?

Action Planning2:30 – 4:15

AttentionPlease

1 MinuteNew Spokesperson