Module B Effective Coaching Coaches’ Monthly Meeting

1. Module BEffective CoachingCoaches’ Monthly Meeting Add DC Name Here

2. Facilitate PBS Coach Communicate Content and Knowledge Basics of Effective Coaching • Team meetings • Activities at trainings • Implementation – • ‘Positive Nag’ • Faculty • Administrator • District Coordinator • Community • PBS expert • Behavioral ‘expert’ • Link to resources

3. Facilitator Coaching Skills Facilitator • Engage in collaborative action planning • Provide positive, supportive, and corrective feedback • Maintain motivation and enthusiasm • Effectively address conflict

4. Effective Facilitation • Active Listening • Ask open-ended questions • Paraphrase, summarize, synthesize • Behavior Management • Observe group dynamics • Provide positive, supportive feedback • Refocus discussion • Motivate

5. Facilitating Effective Meetings • Establish Grounds Rules: • All members present at every meeting (if possible) • Be on time • No interruptions (i.e. make/take phone calls, etc.) • Tasks distributed equally among members • Concise when speaking • Encourage everyone to participate • Other suggestions?

6. Effective Meeting Design • Agenda prepared & delivered in advance • Review data (who, what, where, when) • Problem-solve concerns using the data • guides all interventions and progress monitoring • Design interventions and implementation procedures • Offer tools/resources • Update Action Plan • activities and product to ensure fidelity, guide revisions • faculty buy-in • follow up items from last meeting • Implementation strategies/steps • new items for next meeting • Celebrate accomplishments

7. Effective Teaming • Gaining Consensus: • Review all available data • Brainstorm ideas based on the data • Open discussion to clarify ideas/suggestions • Identify all relevant information obtained • Prioritize ideas generated by the team • Gain consensus through verbal agreement for ‘next’ steps • Decisions supported by all team members • Team presents “united front” outside of meeting

8. Effective Action Plan Implementation • Determine a tentative schedule of PBS:RtIB activities • Monthly team meetings • Sharing PBS data with staff and getting feedback • Rolling out critical elements • Expectations and rules • Discipline procedures • Teaching expectations and rules • Rewards/recognition program • Training (determined by the data) • Basic Behavior Principles • Faculty and staff (bus drivers, cafeteria, paraprofessionals) • Students/Parents • Reward/recognition events

9. Facilitation Discussion • Two of your team members are “fed up” with SWPBS. They inform the team that it’s just too much work. The data do not show any improvements in students’ behaviors and grade-level teachers think the tokens are a pain to track. Theses two members tell the team they want to move in a new direction and read about a great new program ‘X’ that would work much better. • What do you do?

10. Facilitating Solutions • Engage in active listening • Ask open-ended questions, • Paraphrase, summarize, synthesize information • Gain feedback from each team member • Secure Administrative support • Assess faculty buy-in • Faculty surveys, provide feedback • Review and analyze the data • Determine interventions to address areas of concern • Develop an implementation plan with program ‘X’ option to “fit” with SWPBS • Other suggestions?

11. Team Meeting Evaluation ToolAvailable at: http://flpbs.fmhi.usf.edu/the_team.asp

12. Effective Facilitation Facilitator • Discussion Points: • All relevant items are addressed during monthly PBS meetings. • Current data are reviewed at every meeting. • Action Plan is reviewed and updated each meeting. • Consensus is gained on all action planning items. • Adult behaviors are addressed in and outside of meetings • Nay-Sayers • Grumblers • Slackers (lack of follow-through, don’t volunteer, don’t attend, etc) • Team meetings are effective and efficient • How do you, as the PBS Coach, address these areas?

13. Content Coaching Skills Content/ Knowledge • Fluent in School-wide PBS processes and procedures • Knowledge of RtI principles and application • Problem-solving • Behavioral ‘expert’ • antecedents • function of behavior • consequences • fidelity of implementation • Data evaluation and decision-making

14. School-Wide PBS • Critical Elements: • Expectations and rules • Rewards/recognition • Effective consequences and procedures • Teaching: behavior, consequences, rewards • Faculty buy-in • Implementation • Data analysis (problem-solving) and progress monitoring • Classroom PBS Systems

15. RtI Principles • Multi-tiered approach • Problem-solving process • Evidence-based instruction/intervention • Data-based decision-making • Monitors progress • (Florida’s PS/RtI Project, February 2008)

16. Problem Solving Steps Step 1: Problem Identification What’s the problem? Step 4: Response to Intervention Step 2: Problem Analysis Why is it occurring? Is it working? Step 3: Intervention Design What are we going to do about it?

17. Behavioral ‘Expert’ • Antecedents • event and/or stimulus that occurs before the behavior • Behavior • the observable and measurable act • Consequences • what occurs after the behavior that serves to maintain, increase, or decrease the frequency of behavior

18. Functions of Behavior GET ATTENTION TANGIBLE (objects & activities) SENSORY GET AWAY

19. Content Coaching Skills Content/ Knowledge • Discussion Points: • I have the skills to address behavioral issues. • antecedents, function of behavior, consequences, hypothesis development, intervention development, implementation, fidelity • I know how to research additional resources for the team. • PBIS & Florida's PBS website, PBS Project Contact, Other coaches If not, what do I need to gain additional knowledge and skills? • I have the skills to assist the team in reviewing the evaluation data. If not, what do I need to ensure data are analyzed and used effectively to guide action planning & implementation?

20. Communication Coaching Skills Communicator • Positively reports, promotes, shapes, and • reinforces team progress and products to faculty • Effectively communications PBS data, progress, and successes through regular presentations • school leadership • district staff • parents • community • Conducts small group trainings

21. Effective Communication Monthly Encourage the PBS team to meet Ensure data are summarized in useful format Facilitate team meeting using agenda and action plan Give data-based updates to faculty Attend Coaches meetings facilitated by DC Bi-weekly (or weekly) Prompt team members to complete tasks Ensure your tasks are completed in a timely fashion (model behavior) Daily PBS ‘Ambassador’ (look for opportunities to share info with others, etc.) Model positive interactions and reinforcement with staff and students

22. Communication Communicator • Discussion Points: • I share SWPBS and behavioral concepts with team members. • I have established a process for sharing information with the faculty. • Critical elements of PBS and school-wide practices • Classroom PBS • Behavior principles • I share PBS implementation data with the district. • I share PBS content and successes with the community. • As the PBS Coach, do you share SWPBS with others?

23. Resources • Association for Positive Behavior Support: www.apbs.org • Florida’s PBS:RtIB Project On-Line Modules: • http://flpbs.fmhi.usf.edu/requestservices_onlinemodules.asp • Kansas training modules • http://www.pbskansas.org/htdocs/external_links/default.html#onlinetrainingmodules • Online Academy: http://elearndesign.org/resources.html • Positive Behavior Interventions & Support Website: www.pbis.org • PBIS Missouri: www.pbismissouri.org • University of Connecticut: http://www.cber.uconn.edu/resources/training • University of Oregon: http://pbismanual.uoecs.org/manual.htm