Structures, Skills Activities to Support Effective Coaching MiBLSi March 13, 2008

1. Structures, Skills & Activities to Support Effective CoachingMiBLSi � March 13, 2008 Lori Newcomer, Ph.D. University of Missouri - St. Louis

2. My purpose (in this brief time) Essential organizational structures to support coaching Competencies that lead to effective coaches Lessons learned (and there have been many)

3. My disclaimer�

4. Coaching Rationale If school leadership teams are to be successful, structures and routines must be in place to assist, prompt, encourage, and monitor their progress as they develop, implement, and evaluate their school-wide PBS system. Anne Todd

5. Definition of Coaching Capacity Ability of the state/region/district/school to organize people and resources to support local implementation efforts. Emphasis on roles, responsibilities, and activities Efficiencies are achieved by integrating the coaching functions into job descriptions of existing school personnel (e.g., school psychologist, behavior specialist, social worker, school counselor, cluster/complex administrator).

6. Implementation Levels

10. Regional Consultants / Coordinators Qualifications, roles and responsibilities

11. Regional Consultants/Coordinators Develop and manage regional action plan Provide regional PBS awareness training Coordinate regional PBS training Host state and regional meetings for PBS districts/schools Assist with planning and presentation of PBS Summer Institute and conference presentations Conduct regional meetings and trainings for external and internal coaches Provide technical assistance and support Coordinate data collection for region

12. Provide regional training and technical assistance on the full continuum of school-wide systems of positive behavior support.  At a minimum, the coordinator should have fluency with knowledge and implementation of SW-PBS practices and systems organizational change strategies assessment-based action planning approach coaching/facilitating professional development / training ongoing program evaluation

13. To increase regional training capacity, the PBS coordinator must have: demonstrated fluency with key concepts/features, practices and systems of PBS participated in full training sequence for school leadership teams, which was led by a competent and experienced PBS trainer provided successful training workshops to adult learners experience with examples of implementation of SW-PBS practices and systems in multiple schools.

14. Develop structures to maintain quarterly interactions with LEA/District external coaches to provide ongoing support to build capacity monitor accuracy and consistency of implementation maximize targeted outcomes increase implementation efficiency acknowledge progress and outcomes communicate progress to state leadership facilitate review of data and district action plan enhancement

15. Provide training to increase capacity to respond to behavior along a full continuum; should have knowledge and fluency in applied behavior analysis and the factors that affect the application of behavior principles within school settings. Specific knowledge and skills : data collection systems data analysis and decision making fluency with data collection tools (e.g. SET, PBS survey) essential features of school-wide PBS analysis of setting events principles of reinforcement effective instruction classroom management applied behavior analysis functional assessment behavior change plans monitoring interventions

16. District Coach Networks

17. LEA/District PBS Coordinator

18. District PBS Coordinator Coordinate with State Regional PBS Consultant/Coordinator Chair District PBS Leadership Team Funding, Political Support, Visibility Manage District PBS Action Plan Budget Management Coordinate data collection and evaluation systems Coordinate district PBS training and related professional development Coordinate with other district initiatives Stay informed and communicate current national PBS research

19. District PBS Coordinator Provide PBS technical assistance in district Host district-wide meetings for implementing schools Visit implementing schools Work with PBS external coaches, internal coaches, trainers and PBS team chairs Assist external coaches and teams to understand and use data

20. External (district) Coaches Qualifications, roles and responsibilities

21. External Coaches (Configurations)

22. External Coaches (Configurations)

23. External Coaches: Coordinate with District Coordinator Attend PBS Coach meetings and trainings Attend LEA Leadership Team meetings Coordinate LEA/District PBS Training Coordinate and submit building data to coordinator

24. External Coaches: Provide PBS Technical Assistance & Support Conduct meetings and trainings for Internal PBS Coaches Assist with agenda and data analysis Attend PBS team meetings Coordinate data collection Complete SET for each school Assist schools with action planning Provide on-site coaching

25. External Coaches: Provide training and professional development opportunities Work with Regional and District coordinators to plan and deliver PBS training Provide PBS awareness presentations in district Provide support across the continuum of supports � universal, secondary, tertiary.

26. External Coaches: Specific knowledge and skills : data collection systems data analysis and decision making fluency with data collection tools (e.g. SET, PBS survey) essential features of school-wide PBS analysis of setting events principles of reinforcement effective instruction classroom management applied behavior analysis functional assessment behavior change plans monitoring interventions

27. External Coaches: Where do we find them? Efficiencies are achieved by integrating the coaching functions into job descriptions of existing school personnel: school psychologist behavior specialist social worker school counselor Etc.

28. Internal Coaches Qualifications, roles and responsibilities

29. Internal Coaches / Team Leader Coordinate with District Coordinator and External Coach Attend PBS meetings and trainings Facilitate PBS Team meetings Coordinate team roles and tasks Coordinate data collection and submission to external coach / district coordinator Manage school action plan

31. Competency 1 Purpose Rationale Implementation Requirements Systems Processes Research Describe and promote the features of the school-wide PBS approach

32. Competency 2 Outcomes Data Practices Systems Describe and promote the practices and systems of school-wide PBS approach

35. 35 How would we use data to decide where and how to direct problem solving and effectiveness of implementation.How would we use data to decide where and how to direct problem solving and effectiveness of implementation.

36. Competency 3 Primary or universal Secondary or targeted Tertiary or intensive Describe the logic and application of 3 tiered prevention logic and continuum of behavior support

37. Competency 4 Purpose/vision Small set of positively stated school-wide behavioral expectations and examples Procedures for teaching school-wide behavioral expectations Continuum of procedures for encouraging school-wide behavioral expectations Continuum of procedures for discouraging rule violations and problem behavior Procedures for monitoring, adapting, and enhancing implementation. Describe and promote the components and operations of a proactive school-wide discipline system

38. Competency 5 Classroom-wide positive expectations taught & encouraged Teaching classroom routines & cues taught & encouraged Ratio of 6-8 positive to 1 negative adult-student interaction Active supervision Redirections for minor, infrequent behavior errors Frequent precorrections for chronic errors Describe and promote fundamental strategies and systems of classroom management

39. Competency 6 Nonclassroom settings Positive expectations and routines taught and encouraged Active supervision by all staff Scan, move, interact Precorrections and reminders Positive reinforcement Describe and promote fundamental strategies of active supervision

40. Competency 7 Describe and apply school-based data management and data-based decision making

41. Competency 8 Self-assessment and data collection Data analysis & summarization Development of data-based action plans Team-based Action Planning Organize team Review data Analyze, describe, & prioritize problem within context Specific measurable outcome Select evidence based practice Provide supports for accurate sustained adoption & implementation Monitor practice implementation & progress toward outcome Guide strategic data-based action planning with school teams

42. Competency 9 Problem solving process Systems analysis Facilitate strategic problem solving with school teams

43. Competency 10 Teaming Conducting team meetings Facilitation & Support vs. Running Self-assess Facilitate the effectiveness, efficiency, and relevance of school team meetings

44. Competency 11 faculty Students Staff Parents community members Facilitate effective communication between school leadership team and school and community stakeholders

45. Competency 12 Positively report, promote, shape and reinforce school team progress and products

46. Competency 13 Targeted secondary interventions & systems Intensive tertiary interventions & systems Function-based approach to behavior intervention planning Person-centered planning Enhanced approach Organize team Review data Analyze, describe, & prioritize problem within context Specific measurable outcome Select evidence based practice Provide supports for accurate sustained adoption & implementation Monitor practice implementation & progress toward outcome Describe and promote features of behavior support for individual students

47. Competency 14 Mental health Parent/family Business Juvenile Justice Public Health Link school teams to supporting resources

48. A District Example Columbia Public Schools

49. CPS Background 18 Elementary Schools, 3 Middle Schools, 3 Junior High Schools, 2 High Schools, One Alternative HS, Voc-Tech High School, and an Alternative School for Behavioral Issues Started SW-PBS at a few schools through research projects in 1997 District-wide in 2004-05 Half time District Coordinator and two full time PBS facilitators (external coaches)

50. CPS District Leadership Team Director of Student Services Director of Special Education Assistant Superintendent for Curriculum Director of Secondary Education Director of Elementary Education Professional Development Coordinator Building Principals from elementary and secondary schools Classroom teacher School Psychologist Coordinator Guidance Counselor University Researcher

51. District Leadership Team Meetings Quarterly Present data on progress toward goals Action plan item updates and additions Annually Conduct leadership team evaluation Revisit action plans Reports to key stakeholders

52. Key District Activities Professional development for ALL district personnel Monthly �Building Level Coach� meetings On-site technical assistance to school teams Material development and dissemination Formative evaluation of progress (multiple data points) Reports to district leadership and school board Connection between district SW-PBS initiative with larger District Improvement Plan

53. CPS District Action Plan

54. Alignment of Missouri State Improvement Plan, CPS District Improvement Plan and SW-PBS

55. Key Provide school/district teams with a process (data, practice, systems) to address the presenting challenge (e.g., problem behavior, drop out) Develop a parallel process for districts/states to support school implementation and continue to expand with integrity (Blue Print- Leadership Team)

56. Lessons Learned

57. Lesson 1

59. Lesson 2

60. Lesson 3 �Experts� don� t necessarily make the best coaches

61. Coaches Professional Development How to effectively use the TIC, SET, EBS/PBS Survey SWIS/Data Management Systems Data Decision Making Developing & Using Social Validity Survey Using Data to assess Common Areas Teaching Behavior Assessing Classroom Management Brainstorming Strategies Applied Behavior Analysis Functional Assessment Response to Intervention Learning Walks Facilitation Skills Assessing Committee (work smarter, not harder) Action Planning Evaluating Research

62. Lesson 4 Shape and support team skills

63. Lesson 5

64. Lesson 6 Strategically plan to build capacity and sustain

65. Lesson 7 Regular meetings at the district level

66. Lesson 8 Have district wide action plan

67. Lesson 9 Organize Your Life!

68. Lesson 9

69. www.pbis.orgNewcomerL@umsl.edu