Coaching 102

1. Coaching 102 Denise Binder Stephanie Martinez Experienced Coaches Training October 24, 2005 at 12:30 – 2:00

2. Agenda • How to maintain an effective team • Where do we go from here • How to gain parent and community involvement • What about the top 20%

3. Effective Teaming

4. Activity #1: Team Meetings • What has worked or went well? • What are some struggles your team is having?

5. Effective Teaming • Challenges faced by the 2nd year team: • Lost our purpose • Staff/Team Member/Administrative turnover • Reenergizing • What data to share at the beginning of the year • Training for new staff and students without being redundant for returning staff and students

6. Effective Team Functioning: Group vs. Team • Group • Comes together for common purpose • Members may not be sure or their role • Some may not know what to expect • Some groups continual cycle organize-reorganize-organize • Team • Knows why it exists • Create environment where issues resolved & tasks accomplished • Acceptable ways make decisions • Each member contributes to function & purpose of team • Members effectively communicate • Conflicts are managed & serve as source for problem-solving • Assess function & progress on regular basis Stan Paprocki, 2003

7. Effective Team Functioning:A group becomes a team when… • Reestablish your purpose at the first meeting for the new year: • Define team purpose • Be ready to accommodate membership changes • Have resources available to familiarize new members • Review how members interact (ground rules, role & responsibilities, conflict & conflict resolution,) • Review how decisions are made • Review team’s structure (regularly scheduled meetings, agendas that are time limited) • A team focuses on both tasks and group process • Team members are equal

8. Effective Team Functioning:Team Member Turnover • Establish process for members who leave & new members join team • Identify new team members to replace members who left • Best if done before school starts • Best to pick new members who have a vested interest in improving climate across campus • Be ready to share Action Plan, Team Minutes, Training Materials… • Establish process for change in administration • Who is responsible for talking to new administrator about PBS • Share Action Plan, Meeting Schedule, Training Materials…

9. Effective Team Functioning:Effective meetings to keep you energized • Regularly scheduled meetings (scheduled in advance) • Purpose of meeting clearly stated • Agenda for meeting is time-framed • Meeting place is quiet & free from distractions • Ground rules established & followed (attendance, participation, equality, decision-making) • Team Goals or priorities are established with correlating timeline

10. Effective Team Functioning:Effective meetings to keep you energized • Identify a process for team maintenance • No one person is responsible for team’s success • Incentives for team members • Ways to maintain high moral • System: • Manage conflict in place & followed • Manage other team inhibitors (off-subject talk, lack of agreement) • For decision-making in place & followed (participative, consensus) • Evaluating the meeting and overall team function

11. Activity #2 • Check where your team is and what you would like to work on next • Draft a timeline • *Share Dade’s Calendar Example

12. Keeping your Process New, Creative and Interesting • Subscribe to PBS email list to share ideas with other schools (http://flpbs.fmhi.usf.edu) • If your district is doing a PBS newsletter share an article, borrow ideas from other schools • Contact your PBS Coordinator if you want to share something with the PBS Outlook Newsletter • Have team leaders in your same county share email address so that they can share ideas, add them to your email list so they get your team meeting minutes • Go back and look at your old Action Plans and Activities from the School-wide Training you might find some ideas you forgot about

13. Effective Team Functioning:Sharing Data • With team:(should be done at initial team meeting) • Share end of the year data (Discipline, Attendance, FCAT…) • Share team evaluations • Share results of Benchmarks of Quality • Share results of Staff and/or Student Climate Surveys • With entire faculty:(should be done at faculty kick-off) • Share end of the year discipline data • Share results of Staff and/or Students Climate Surveys and proposed changes as a result

14. Using Data to Make Necessary Changes in Procedures and Systems • Notice trends & peaks: (see Predictable Problems Summary Handout) • Identify students who will need more support • When to do booster trainings for staff? Students? • What expectations need to be focused on at beginning of year? Mid year? End of Year? • Are there new settings that need rules? • When settings need a refresher training? • Are we ready to move to the next level?

15. Effective Team Functioning:Refreshers at the beginning of the year • For Students: • Review Expectations and Rules for each established setting • Review Rewards and Consequence procedures

16. Effective Team Functioning:Refreshers at the beginning of the year • For All Staff • Beginning of Year • Expectations, Rules • Definitions of Problem Behavior • Referral Form • Minors vs. Major • Referral Process • Rewards • Consequences • Changes Made Based on Survey Results • Mid-Year • Topics based on data • Topics selected based on input from staff and administration

17. Effective Team Functioning:Refreshers at the beginning of the year • Make sure all staff have resources from year 1: • Poster of expectations and rules • Discipline Process Flowchart • Referral Forms and Minor Infraction Sheets • Lesson Plans • New Staff • New Teacher Meetings • Mentor • PBS Manual or Video Tape

18. Deciding on Training? • What Month would you look at retraining?

19. Deciding on Training? • What Expectations would you want to focus on?

20. Deciding on Training? • Do you need to focus on a specific area?

21. Where Do We Go From Here?

22. School-wide Booster Training • Definition: A “booster” training involves reviewing the critical elements, establishing clear implementation goals to improve School-wide outcomes, and motivating teams who may have lost their focus. The objective is to increase the school’s effectiveness in implementing the PBS process.

23. SW Booster Training Requirements • What:The content will be based on the needs of the schools for each district. The content will be decided on by PBS Project Staff based on information provided from the District Coordinator/Coach/Team and the evaluation results of the Benchmarks of Quality.

24. SW Booster Training Requirements • Who: (Suggested Guidelines, Exceptions may be made based on individual needs) • The booster training is for schools after their first year of implementing School-wide PBS that have: • Completed the School-wide training. • Implemented some of the critical elements • Completed & turned in the Benchmarks of Quality with a score in the range of 35-80.

25. SW Booster Training Requirements • It is not for: • Non-implementing Schools: • Not implementing one critical element and/or no longer has a functioning team • Should consider if they want to recommit and develop a new team to attend the School-wide Training • Schools who have not completed and turned in a Benchmarks of Quality or have a score less than 35. • High Implementing Schools: • Schools who are implementing the critical elements with fidelity • Schools with a Benchmarks score of 80 or higher with agreement by the District Coordinator.

26. SW Booster Training Requirements • When: • Training takes place at least a year after the initial School-wide Training. • May coincide with the intensive 3 day summer training for new schools. • Length: ½ day to full day depending on the needs of each district • District level training and is not intended as a separate training for individual schools.

27. SW Booster Training Requirements • Must have turned in a completed Benchmarks of Quality • Must have turned in SW Booster Training Checklist (see handout)

28. Activity #3: Keeping Motivated • What are some things that you and/or your team have done to keep motivated?

29. Gaining Parent and Community Involvement

30. Activity #4 • What has your team done to get parents and the community involved?

31. Reaching Beyond the School: Involving Parents • What other schools have found to be successful: • Have a video for parents to watch when they come in for report card pick-up, open house, teacher conference… • Set up a parent store with household items like dish soap, towels, cleaning supplies… • Send home a quarterly parent newsletter which includes information on PBS and a PBS tip sheet • Include parents on your PBS Team

32. Reaching Beyond the School: Involving Businesses • Local Businesses: • Write letter on school letterhead (see sample handout) • Tax exempt form • Sample Items: Parent brochures, Poster of Expectations, Your school highlighted in newspaper/newsletters (local or district), school shirt • “Thank You” Letters: from Principal, students, pictures of their donations being used, marquee, school website, school newsletter • If you mail it out, follow up in person • Invite businesses who donate to attend staff and student rewards • Invite the media to cover reward events • When visiting in person you may not get a business to commit but they will tell you what you need to do • Sponsor your t-shirts and put their name or logo on back • Chain stores but also local “Mom and Pop” stores • Fall: Contact for 1st time & Spring: follow up for next year

33. Reaching Beyond the School: Involving Community • Do a presentation at to your local Rotary, Kiwanis, etc. meetings • Get mentors from local churches, synagogues, law enforcement, armed forces (navy, etc) • Get a fraternity or sorority from a local college to use your school for their philanthropy • See if professional organizations you belong to offer mini-grants • FASP • CCBD

34. Assisting with Funding & Fundraising Efforts • School Improvement Plan • Safe & Drug Free Schools • Contact your grant department in your county • Subcommittee or have a parent volunteer • Utilize the business that have a money back program: Box-tops, Staples, Target, Verizon, Barnes and Nobles, Albertsons • Have teachers register for adopt-a-classroom • Have a wish list for families to pick from • Have PBS team do a fundraiser • Traditional methods • Dance; ½ get in free as incentive, ½ pay to get in, sell food • Have 2 parents volunteer to set up a Booster Club for PBS • See handouts for additional ideas

35. Assisting with Funding & Fundraising Efforts:Freebies • Have a volunteer or staff member read with a student • Free seating in the cafeteria, Picnic Lunch • Themed dress day: Favorite NFL team, Tampa Bay Bucs Day, Dress Like your Favorite Character from A Book • Contests: Rap, American Idol, Dance, Karaoke • Items from feeder pattern schools: Middle from High, Elem from Middle • Game day: Board or outside sports • Presentations from local zoo, aquarium, museum, sports team • Shadow a teacher or administrator for a day • Websites: • http://www.apbs.org/freebies2003/freebies.htm • http://www.jimwrightonline.com/php/jackpot/jackpot.php

36. What about the top 20%Monitoring your Frequent Flyers FREQUENT FLYERS

37. Activity #5 • What are some interventions that your team has put in place to work with the top students in the to20%?

38. Utilize the Data • Use data to identify your top 20% • Discipline Data (referrals by student) • Attendance Data • FCAT Data • Suspension Reports

39. What to do with top 20%? • Utilize guidance counselor, social worker, school psychologist to have small group social skills, anger manager, conflict resolution • Do we have a behavior analyst in the county to work with some of our frequent flyers? What is the process to access their services? • Start new session of CST (child study team) with data concluded top referred students • What is going on at home? Does a referral need to be made to the social worker?

40. What to do with top 20%? • Look at what they are getting referrals for and see if we are accidentally reinforcing the inappropriate behavior • Have them on a daily progress note/sheet/behavior contract and have them earn rewards • Have each team member take one of the top 20% to mentor, must check in with the child 3 times a week • Have these students develop role plays around school-wide expectations and act them out for the morning announcements.

41. What to do with top 20%? • Use community resources for mentors: local law enforcement, churches, synagogues, sororities/fraternities, Big Brother/Big Sister • Would the child benefit from a schedule change? • Elementary School: Could the student benefit from a modified schedule where spend ½ day with one teacher and second ½ day with another teacher • Has the student participated in one of the school-wide rewards? If no, what can we do to make sure the child gets to participate in the next one so that they get a taste of what they are missing.

42. Questions?