SD PBS Coaches’ Training

1. SD PBS Coaches’ Training October 9, 2009 Ruth Fodness, Kari Oyen, Pat Hubert, Jody Jackson

2. Today’s Agenda • Sharing • Where are you now? • Using your data • Behavior Strategies and Resources • Reinforcing Staff and Students • Next Steps

3. Sharing • Take a few minutes to answer these questions and be prepared to share • What worked? • What barriers are you having?

4. Successess

5. Barriers

6. Where are you now? • Benchmarks of Quality (BOQ) • For each question honestly indicate if the school’s status • Count up for each section how many you have in each column • Identify the top 3 areas that have the most “Not in Place” • Use this info & your knowledge of school develop 3 goals and prioritize

7. Purpose and Responsibilities of a Coach

8. What is “Coaching Capacity”? • Personnel & resources organized to facilitate, assist, maintain, and adapt local school PBS training implementation efforts • Coaching is a set of: • Responsibilities • Actions • Activities …not a person!

9. Coaches’ Purpose & Goal • Assist school team with implementation • Ensure fidelity of implementation • Resource for team

10. What is a Coach Responsible For? • FIDELITY • Fluency with Roles & Responsibilities will help you achieve this

11. Describe & Promote PBS • Describe Positive Behavior Support (philosophy, strategies, approach)

12. Describe & Promote PBS • Why do schools start PBS training at Tier 1?

13. Describe & Promote PBS • What steps can schools take to make their discipline system more effective?

14. Describe & Promote PBS • How are data used at the school level?

15. Resources: Building Your Knowledge Base • Janney, R. & Snell, M. (2008). Behavioral Support, 2nd Edition.Brookes Publishing Company: Baltimore, MD. • 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. • APBS Standards of Practice: • http://apbs.org/standards_of_practice.html • Association of PBS: • http://www.apbs.org/new_apbs/pbsinfo.aspx

16. Resources:Building Your Knowledge Base • PBIS Website: • www.pbis.org/researchliterature.htm • http://www.pbis.org/schoolwide.htm#top • FLPBS Project: http://flpbs.fmhi.usf.edu • PBS Project newsletter: • http://flpbs.fmhi.usf.edu/resources_newsletter.asp

17. Facilitate • There’s not enough supervision in the cafeteria. • The noise level is down now, but tardy referrals are about the same. • There’s no perceived consequence for coming in late. • How pervasive is the problem (is it most, or is it some)? • Steps • Problem Identification • Problem Analysis • Develop & Implement a Plan • Evaluate the plan

18. Facilitate • What do effective team meetings look like?

19. Facilitate • What does “Consensus” mean? What are some characteristics of having consensus within a group?

20. Facilitate • How could you respond to this scenario? • 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. • LISTEN • Get each team member to weigh in, at the meeting or in private • Use active listening skills. • Reassess faculty buy in • Re-focus the team on the data and how Program X can fit with SWPBS

21. Ensuring Fidelity • Have a thorough understanding of the team’s plans • Compare their actions to Best Practice • 3 Day training binder, activities • Benchmarks of Quality Scoring Guide • PBS website, other resources • Show the team the relevant resources • Emphasize greater effectiveness • Remind about fidelity, accountability, doing what’s right for kids • Blame the school • Call for help when needed • District & Project Support, Individual problem-solving

22. Facilitation Skills • Lifelong development of active listening skills • Paraphrasing, summarizing • Assertiveness, re-focusing, getting teams “unstuck” • De-escalation • Motivating • Watching how the team interacts while contributing to the discussion • If your team is struggling, focus on the group dynamics & processes for a while

23. Strategy:Establishing Ground Rules • Ground Rules (examples) • We will be present at all meetings • We will be on time and allow no interruptions to make or take phone calls, etc. • We will be concise when we speak – encouraging others to participate • We will distribute tasks equally amongst members

24. Strategy:Meeting Agenda • Meeting logistics (i.e. date, time, location, facilitator, timekeeper, snackmaster, participants) • Applaud and Assess • Things that have gone well • Critical Issues • Items • Data Summary (what, where, when, and who) and Problem Solving Process • Review Action Plan Progress • Follow up items from staff meeting • Any additional concerns • Actions/Results • What is the plan based on the data review and concerns addressed? • Next Steps/To Do List • What do we need to do to accomplish the goals based on the data? • Next Meeting Logistics • Designate roles, times and locations for the next meeting.

25. Tips: Slay the Meeting Monsters • Overly Talkative • Argumentative • Rambler • Obstinate/Rigid • Griper/Whiner • Side Conversation • Definitely WRONG • Off the Subject • Silent

26. PBS Team Meeting Evaluation

27. Training • Training Tips: Should be determined by the data • Benchmarks of Quality • Team and/or Faculty surveys • ODRs/Other School-Wide data

28. Additional Training Options • PBS Project On-Line Modules: • http://flpbs.fmhi.usf.edu/requestservices_onlinemodules.asp • School-Wde PBS • Individual PBS • Online Academy • Individual & SW-PBS foundations & practices, FBA, interventions • http://elearndesign.org/resources.html

29. Additional Training Options • Univ. Oregon Training Manuals • Notes/Ideas on School-Wide implementation from Oregon • http://pbismanual.uoecs.org/manual.html • Kansas Training Modules & links • www.pbskansas.org/htdocs/external_links/default.html#onlinetrainingmodules

30. Evaluation • Using evaluation data to guide the team • What tools are you currently using to evaluate your progress? • How are you using this evaluation data to guide your team PBS planning • Goal: Identify 2-3 tools you plan on using to evaluate your progress

31. Evaluations • *SWIS (monthly) • School Team Update • Team Process Evaluations • Team Implementation Checklist (multiple times) • Walk-Throughs (2x/year) • Benchmarks of Quality (end of year) • Outcome Data (ODR, ISS, OSS, Attendance) (end of year) • Staff Satisfaction Survey (end of year)

32. Evaluating Implementation & Team Functioning • Did we do what we planned? • How do our actions match up to Best Practice? • Is what we’re doing working? • Is it working a lot or a little? • Is it working enough to justify the effort and resources? • What can we celebrate? • What can we improve? • How can we support more students with minimal resources?

33. Action Plans • Coach needs to ensure Action Plan is being used • Regularly check plan, bringing to monthly Coaches’ Meetings • Monitors progress toward implementation • Provides accountability of PBS team • Items/actions should be data based: • can you answer the question: “What data led the team to decide on this?” • Positively report, promote, shape, and reinforce school team progress and products

34. What to do after you leave: • Next steps with your team

35. Implementation Schedule • Make sure all PBS activities are scheduled for the rest of the year • PBS Team meetings (monthly) • Data Sharing with staff (monthly) • Trainings (data-driven) • Initial, Behavior Principals, Staff, Student, Parent, Bus Driver • Be sure content is specified for each • Reward Events (data-driven)

36. Completing your Product Book • Description of SW PBS • Mission Statement, PBS Team Members • Referral Process (flow chart) • Referral Forms (Major and Minor) • Definitions of Problem Behaviors • Suggestions for Effective Consequences • Expectations and Rules • Lesson Plans/Posters • Descriptions of Reward Systems

37. Attending Team Meetings • Looking at data • From last year • Since the beginning of the school year • Continue working on faculty buy-in • Pilot or case studies • Input, feedback • Continue working on Product Book and Action Plan • Stay in touch with your DC, other Coaches • Monthly meetings, evaluation updates, Assistance

38. What can I do Monday? • Acknowledge/reinforce principal & team for progress since training • Prompt team to: • Meet & review PBS purpose & action plan with staff • Collect school data • Meet within 1 month • Contact team leader 2x in first month & ask: • What is planned? • Is assistance needed? • Set schedule to attend team meeting 1x/mo • Monitor & assist in development & completion of team action plan • Review/complete Coaches’ Implementation Checklist • Document team & coaching accomplishments, speed bumps, challenges, solutions

39. Points to Remember • The goal of SWPBS is SYSTEMS CHANGE • Change the environment to make it easier for adults to use PBS techniques • Training, procedures, forms, support personnel, technology • Change the environment so kids with chronic challenges can function more effectively • Reward systems, multiple tiers of support, Teacher skills • Change the mindset to focus on data and constant renewal • Data sharing, surveying faculty & students, stakeholder participation

40. Skill Building & Team Dynamics

41. Agenda • Prioritizing • Planning for Success • Goal Setting • Time Management • Communication • Team Dynamics

42. Prioritizing • Handling Boulders • Do you make a list of important PBS things to do that never gets done because urgent things keep coming up and taking over your day and by the end of the day nothing important has been accomplished? • Are you finding yourself majoring in minors? • Consider the following illustration. . .

44. Majoring in Minors • If you don’t fit the big rocks in first, you’ll never get them in at all • What are the big rocks of PBS at your school? • If you concentrate on the little PBS stuff (the gravel and sand) then you will fill your PBS life with little things that don’t really matter, and you’ll never have the real quality time you need to do the important stuff (the big rocks).

45. Handling Boulders Activity • List the “big rocks” in your PBS jar • Identify “gravel and sand” issues

46. Planning

47. Plan and Manage for Success • Capability Maturity Model • Developed by Carnegie Mellon University • Used to determine level a company is functioning in business world • Can be used to identify and improve processes of an organization • 5 levels • Applicable to PBS teams

48. CMM Level 1: Initial Level • 80% of teams function at this level • Achieve mediocre results • BoQ score low, ODRs increasing, Suspensions increasing • Operate by seat-of-pants, poorly defined, undocumented, haphazard • No PBS action plan or follow up • Decisions made based upon assumptions & feelings NOT data • Success depends on EXCEPTIONAL individual effort • Possibly Coach or Team Leader does most of the work • Blame passes around • Problems are not anticipated • No effective management • PBS roles not clearly defined

49. CMM Level 2: Repeatable Level • PBS Action Plan is established to track implementation (costs, schedule, consistent tasks) • More PBS Team member responsible for work load • Problem Solving process established to ID specifice needs & to manage change • Changes made based upon data analysis & projected impact of decisions regarding PBS implementation • Students, faculty/staff are informed and clear about what to expect • Sufficient resources are allocated • Data and PBS processes reviewed with Faculty/Staff • Get and maintain buy-in • Implementation of SW plan is tracked • Tasks divided into small steps with clear outcomes • Data shared on progress • Quality of PBS implementation assured by measuring outcomes, Faculty/Staff feedback, and BoQ

50. CMM Level 2 cont. • Focus is on implementation fidelity and progress monitoring • Each PBS team member has different tasks/responsibilities but everyone aligned on common outcome • Everyone is a resource • Capitalize on strengths