PBIS-NH Coaches Training Presented by Howard Muscott Becky Berk Debra LeClair

1. The Six C’s in Coaching for Sustainability PBIS-NH Coaches Training Presented by Howard Muscott Becky Berk Debra LeClair September 23, 2008

2. Agenda • Preview the Day • Who’s Here? • The 6 Cs of Coaches • Celebrations • Competence • Challenges • Commitments • Consistency of Systems, Data and Practice • Data-based Decision-Making • Caring for the Coach • Fishbowl

3. The Big Outcome To provide coaches with updated information and to facilitate the exchange of practices, strategies, data and tools designed to help implement and sustain SWPBIS.

4. Who’s Here Activities

5. PBIS-NH Logic Model Muscott (2007) PBIS Systems, Data & Practices Implemented with Fidelity Safe, Orderly, Predictable & Positive Learning Environment Early Identification of At-Risk Students Differentiated Interventions including Relationship Building Reductions in Problem Behavior/Increases in Prosocial Behavior Increased Time for Effective Teaching, Learning & Relationships Increased Academic Achievement & School Success Improved School Climate Improved Faculty and Staff Morale and Sense of Efficacy

6. The 6 Cs of Coaching • Celebrations • Competencies • Challenges • Commitments • Consistency of Systems, Data and Practice • Courage

7. The 6 Cs of Coaching • Celebrations • Competence • Challenges • Commitments • Consistency of Systems, Data and Practice • Caring for the Coach

8. The Non-Celebration “I was going to buy a copy of the book The Power of Positive Thinking and then I thought, What the hell good would that do?” Ronnie Shakes

9. Why Celebrations?Research on Positive Psychology • Happiness has positive consequences • A rosy view of things is associated with psychological and social well-being • Good days have common features: autonomous, competent, connected • Meaning, purpose and work matter • Other people matter • Spirituality matters

10. “Research has clearly shown that living the good life -- happiness, strength of character and good social relationships -- buffers us against the damaging effects of stressful life events and that the good life can be taught.” Christopher Peterson

11. Percent of Schools Meeting 80-80 Standard on School-wide Evaluation Tool (SET) Over Time for Cohorts 1-4

12. Percent of Schools Meeting 50% Standard on Effective Behavior Support Survey (EBS) Over Time for Cohorts 1-4 Note: Percentages refer to Schoolwide and Nonclassroom respectively.

13. CelebrationsTwo Year Reductions in Major ODRs for Cohort 1 Schools

14. CelebrationsReductions in Major ODRs for Cohort 2 Schools

15. Cohort 3 Outcomes for 2007-2008Implementation Year 3 • SWIS Triangle 11 of 12 or 82% Green Zone • ODRs 2,158 or 32% less • 8 of 11 (73%) of schools reduced ODRs • 9 of 11 (82%) experienced ODR rates below national averages • Suspensions 69 or 10% fewer (ISS and OSS • 7 of 11 (64%) of schools reduced Out of School Suspensions • OSS reduced by 71 or 23% • No real change in ISS >1%

16. SWIS summary 07-08 (Majors Only)2,717 schools; 1,377,989 students; 1,232,826 ODRs

17. Vast Majority of Cohort 3 PBIS-NH Schools Beat National Standards for Office Discipline Referrals in 2007-08 • Nine of the eleven or 82% of the Cohort 3 schools experienced ODR rates that were under the national average for their respective instructional levels. • This represented a 27% increase from last year. • Six of the eight (75%) elementary schools experienced ODR rates that were under the national average in 2007-08. • This represented a 37% increase in elementary schools reaching criterion. • All three (100%) of the multi-level schools experienced ODR rates that were under the national average. • All three multi-level schools were able to sustain their initial success for a second year.

18. Cohort 3 PBIS-NH Schools Regain 273 days for Teaching, 62 for Learning and 115 for Leadership • All told, reductions in major problem behaviors leading to ODRs and suspensions as a result of PBIS-NH implementation yielded Cohort 3 schools an additional 273 days for learning, 62 days for teaching and 115 days for leadership during school year 2007-08.

19. Cohort 3 Schools Show Improvements in Math as 83% of Students with a Disability and 71% of Typical Peers Score Proficient or Above on NECAP Testing Math Proficiency in Grades 3, 4 and 8. • Math proficiency data from the NECAP assessment was available on non-disabled students for 10 different schools on 17 different grade level assessments. • Seven schools reported math proficiency levels on the grade 3 assessment, -- 7 for grade 4 and 3 for grade 8. • Non-disabled students in Cohort 3 schools improved math proficiency in 12 of 17 (71%) assessments, while scores declined in 4 (23%) and stayed the same in 1 (6%). • Students with a disability in Cohort 3 schools improved levels of math proficiency in 5 of 6 (83%) assessments, while proficiency levels declined in only 1 (17%).

20. Celebration Activity • What: Review all the data you brought today and other information and brainstorm a list of data-based successes to celebrate from your school last year. Do your school’s constituencies know about these successes? Jot down ideas on your coaches’ log for what you should celebrate, how you might celebrate and with whom • Who: All coaches • Timeframe: 15 minutes • Report Out: None

21. The 6 Cs of Coaching • Celebrations • Competencies • Challenges • Commitments • Consistency of Systems, Data and Practice • Courage

22. PBIS-NH Coaches Self-Reported Strengths June 2007 Deep concern for students Knowledge of/belief in PBIS Knowledge of school community Leadership ability Big picture/systems thinking Organized, good follow-through, work ethic Interpersonal skills/relationships Open-minded, neutral Enthusiastic, positive, able to motivate Good listener, communicator Creative

23. Competencies Chalk talk Activity • What: • (1) Individual coaches write down on a piece of paper the knowledge, skills and attitude competencies that an effective coach needs– 10 minutes (2) Transfer these to posters around room silently, browse and add others – 10 minutes • Who: All coaches • Report Out: 10 minutes • Timeframe: 30 minutes

24. The 6 Cs of Coaching • Celebrations • Competencies • Challenges • Commitments • Consistency of Systems, Data and Practice • Courage

25. June 2007

26. Your Feedback and Requests • Where are we going? • How can we keep PBIS fresh? • For our schools/preschools • For ourselves • What are other schools doing? • How can we better engage faculty? • How can we better engage families?

27. Challenges Activity • What: Using the categories identified on the graph from last year, rate each feature according to the scale • Who: All coaches • Report Out: Tally results • Timeframe: 20 minutes

28. The 6 Cs of Coaching • Celebrations • Competencies • Challenges • Commitments • Consistency of Systems, Data and Practice • Courage

29. "Winning is about having the whole team on the same page"-Bill Walton

30. PBIS-NH Big IdeaIt Begins With and Ends Without Commitment PBIS-NH requires administrators, faculty, team members, and coaches to make a commitment to systems, practices, and data in order to effectively and efficiently implement and sustain SWPBIS within the context of an effective school community.

31. Commitments Activity • For each constituency, indicate an estimated level of commitment (high, medium, low). • Prioritize the commitments from constituencies that are most critical to continued PBIS success in critical areas for your schoolwide program this year • 5 minutes

32. "To be successful, you don't have to do extraordinary things. Just do ordinary things extraordinarily well.“ - John Rohn

33. Supporting systemic change in a school community is a long-term journey that begins with dreams and ideas Which can be embraced by faculty, administration, students, families, and community members • initially with Words • which develop into Actions or Behaviors • and then become Habits through Practice • to ultimately form Climate or Culture

34. Decrease Buy-In or Commitment Increase Restraining Forces Promoting Forces Current level

35. Barriers Restraining Forces Challenges Problems Dilemmas Identify as many forces or factors as you can that restrain or inhibit commitment from your top two prioritized constituencies What are the Roadblocks to Sustained Commitments or Consistency?

36. Promote Encourage Support Positive Identify as many forces or factors as you can that promote or encourage commitment from your top two prioritized constituencies What are the Forces that Would Promote Sustained Commitments?

37. Decrease Buy-In or Commitment Increase Restraining Forces Promoting Forces Current level Desired level

38. Manipulating the Force Fields Activity Who: Coaches What: (1) Identify restraining forces. (2) Which restraining forces can you decrease or diminish? (3) identify promoting forces. (4) Which promoting forces can you increase or strengthen? Timeframe: 30

39. The 6 Cs of Coaching • Celebrations • Competencies • Challenges • Commitments • Consistency of Systems, Data and Practice • Courage

40. PBIS NH Big IdeaData-based Decision-Making Sustainability requires that we use a data-based decision-making model to achieve the outcomes we desire and evaluate whether we have achieved those results. Where do we want to be? How do we know when we’ve gotten there?

41. Identifying Broad Outcomes By Asking Key Questions What do you want to achieve in terms of creating environments in each school that are safe and conducive to learning for all students and staff? How will we measure the overall effectiveness of district programs with regard to social/emotional well being?

42. Mining Data: Using Data for Decision-making Rob Horner, Anne Todd, Steve Newton, Bob Algozzine, Kate Algozzine

43. Uses of Data Identify problems early Use data on a regular basis (every two weeks) to monitor key indicators, and identify problems before they become difficult Refine a problem statement to a level of precision that will allow functional solutions Use data to identify possible solutions.

44. Identifying problems/issues What data to monitor Team Checklist/ SET (Are we doing what we planned?) ODR per day per month OSS, ISS, Attendance, Teacher report What questions to ask of Level, Trend, Peaks How do our data compare with last year? How do our data compare with national/regional norms? How do our data compare with our preferred status? What question to answer Do we have a problem? If a problem is identified, then ask What are the data we need to make a good decision?

45. Using Data to Refine Problem Statement The statement of a problem is important for team-based problem solving. Everyone must be working on the same problem with the same assumptions. Problems often are framed in a “Primary” form, that creates concern, but is not useful for problem-solving. Frame primary problems based on initial review of data Use more detailed review of data to build “Precision Problem Statements.”

46. Precision Problem Statements(What are the data we need for a decision?) Precise problem statements include information about the five core “W” questions. What is problem, and how often is it happening Where is it happening Who is engaged in the behavior When the problem is most likely Why the problem is sustaining

47. Primary versus Precision Statements Primary Statements Too many referrals September has more suspensions than last year Gang behavior is increasing The cafeteria is out of control Student disrespect is out of control Precision Statements There are more ODRs for aggression on the playground than last year. These are most likely to occur during first recess, with a large number of students, and the aggression is related to getting access to the new playground equipment.

48. Primary versus Precision Statements Primary Statements Too many referrals September has more suspensions than last year Gang behavior is increasing The cafeteria is out of control Student disrespect is out of control Precision Statements There are more ODRs for aggressionon the playground than last year. These are most likely to occur during first recess, with a large number of students, and the aggression is related to getting access to the new playground equipment.

49. What are the data you are most likely to need to move from a Primary to a Precise statement? What problem behaviors are most common? ODR per Problem Behavior Where are problem behaviors most likely? ODR per Location When are problem behaviors most likely? ODR per time of day Who is engaged in problem behavior? ODR per student Why are problem behaviors sustaining? No graph

50. What other data may you want? ODR by staff ODR by IEP ODR by grade ODR by gender by grade