PBIS Coaches Training Day 1
Dr. Rebecca Mendiola,
Director, Safe and Healthy Schools
Objectives
• Define coaching and distinguish from “training”
• Define Core functions of Coaching
– Define four functions of coaching
– Consider how coaching functions vary across “Stages” of
implementation
• Establish applications of effective coaching to current
efforts.
• Identify to apply coaching functions across 1-2 anticipated
content areas
• Define role within the PBIS District Leadership Team
Materials
• SCCOE PBIS Website –
http://pbis.sccoe.org
• Coaches Corner
• Coaches Training Tier 1
• Day 1 materials/presentations
Working Agreements
Be Focused and
Engaged
• Participate in
discussions and
activities
• Be an active
listener
• Be present for the
entire training
Support others
by reducing
distraction
Take care of
your personal
needs
• Use electronics
responsibly
• Limit side
conversations
•Use restroom as
needed
•Take emergency
texts/calls outside
Introduction
Camper, Beach Bum, City Slicker, Home
Body, or Adventurer
Introduction….
• Introduce yourself: Name, School
District/School Site, what has been your
experience as a PBIS Coach and how
long?
• As a group discuss what is the best thing
about being a camper, beach bum,
etc.?
• Choose a Facilitator/Recorder
• Share out
Group Discussion
• In your experience… what has been the most
successful district/school efforts to implement
evidence/research based practices?
• What made these implementation efforts
successful?
• What are the most common challenges &
barriers to implementation of professional
development efforts?
Training Outcomes Related to Training Components
Training Outcomes
Training
Components
Presentation/
Lecture
Plus
Demonstration
Plus
Practice
Plus Coaching/
Admin Support
Data Feedback
Knowledge of
Content
Skill
Implementation
Classroom
Application
10%
5%
0%
30%
20%
0%
60%
60%
5%
95%
95%
95%
Joyce & Showers, 2002
Implementation Model
Student Benefits
Performance Assessment
(Fidelity)
Coaching
Adaptive
Training
Systems
Intervention
Integrated &
Compensatory
Selection
Technical
Facilitative
Administration
Decision Support Data
System
Leadership
© Fixsen & Blase, 2008
Putting it Together
Effective intervention practices and
programs
SW-PBIS
+
Effective implementation practices
Coaching &
District Support
Good outcomes for students
No other combination of factors
reliably produces desired outcomes
Coaching Competencies
Necessary
Preferred
Participate in team training
Knowledge about SWPBIS
Able to attend team meetings at
least monthly
Knowledge about behavior
support practices (targeted,
individual)
Effective working with adults
Knowledgeable about school
operating systems
Professional Commitment
Skilled in collection and use of
data for decision-making.
LEVEL I - PRELIMINARY COACHES
SELF ASSESSMENT
Group Discussion
• What has been your experience with coaching
in education/schools?
• What preliminary questions do you have
about coaching for PBIS implementation?
Outcomes of Coaching
• Fluency with trained skills
• Adaptation of trained concepts/skills to local
contexts and challenges
• And new challenges that arise
• Rapid redirection from misapplication
• Increased fidelity of overall implementation
• Improved sustainability
• Most often due to ability to increase coaching
intensity at critical points in time.
What is School-wide Positive Behavior
Intervention and Support (PBIS)?
• School-wide PBIS is:
– A multi-tiered framework for establishing the social culture
and behavioral supports needed for a school to achieve
behavioral and academic outcomes for all students.
• Evidence-based features of SWPBIS
– Prevention
– Define and teach positive social expectations
– Acknowledge positive behavior
– Arrange consistent consequences for problem behavior
– On-going collection and use of data for decision-making
– Continuum of intensive, individual intervention supports.
– Implementation of the systems that support effective
practices
Integrated
Elements
Supporting Social Competence &
Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
PRACTICES
Supporting
Student Behavior
SCHOOL-WIDE
POSITIVE BEHAVIOR
SUPPORT
~5%
~15%
Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
27
Tertiary Prevention:
Specialized
Individualized
Systems for Students
with High-Risk Behavior
Secondary Prevention:
Specialized Group
Systems for Students
with At-Risk Behavior
Main Ideas:
1. Invest in prevention first
2. Multiple tiers of support
intensity
3. Early/rapid access to
~80% of Students
support
Math
Remember that the multiple
tiers of support refer to our
SUPPORT not Students.
Behavior
Avoid creating a new disability
labeling system.
Health
Reading
School-wide Positive
Behavior Support
Systems
Classroom
Setting Systems
School-wide
Systems
School-wide Systems
1. Common purpose & approach to discipline
2. Clear set of positive expectations & behaviors
3. Procedures for teaching expected behavior
4. Continuum of procedures for encouraging expected
behavior
5. Continuum of procedures for discouraging
inappropriate behavior
6. Procedures for on-going monitoring & evaluation
Classroom
Setting Systems
• Classroom-wide positive expectations taught &
encouraged
• Teaching classroom routines & cues taught &
encouraged
• Ratio of 5 positive to 1 negative adult-student
interaction
• Active supervision
• Redirections for minor, infrequent behavior errors
• Frequent pre-correction for chronic errors
• Effective academic instruction & curriculum
Nonclassroom
Setting Systems
• Positive expectations & routines taught &
encouraged
• Active supervision by all staff
• Scan, move, interact
• Precorrections & reminders
• Positive reinforcement
Individual Student
Systems
•
•
•
•
Behavioral competence at school & district levels
Function-based behavior support planning
Team- & data-based decision making
Comprehensive person-centered planning &
wraparound processes
• Targeted social skills & self-management
instruction
• Individualized instructional & curricular
accommodations
Three Distinctions
• Coaching versus Training
– “Actions” rather than “Role”
• Functions of Coaching
– What is done and what is accomplished from effective
coaching
• Skills /Attributes of Excellent Coaches
– Knowledge of core content (PBIS Teaching Matrix)
– Time
– Communication skills
– Building professional relationships and trust
– Knowledge of organizational context
Coaching versus Training
• Training is the presentation of material to
develop new knowledge and /or skill
• Coaching is the on-site support needed to use
new knowledge and/or skills under typical
conditions.
Coaching Functions
• Prompting
– Bring newly trained skills under stimulus control of natural stimuli
• Fluency Building
– Repeated opportunities to use new skills … preferably soon after training
• Performance Feedback
– Feedback on accuracy and shaping of trained skills
• Adaptation
– Modify trained skills to fit to local culture and context
– Suggest and /or encourage adaptations
Prompting
Bring newly trained skills under stimulus control of natural stimuli. Prompting
typically focuses on emphasizing “when” a new skill is used.
Skill  Context for performance (Sd)  Prompt
Providing opportunities to respond (literacy)
Building the agenda for team meeting (TIPS)
Constructive performance feedback (math)
Teaching Sharing (behavior)
Group Discussion: Prompting
• Select a PBIS content area you are currently
supporting.
– What is the skill or knowledge to be implemented?
– What is the stimulus context where the skill should
occur?
– What additional prompt(s) can you provide to
increase the likelihood that the skills will be used
when and where it is most appropriate?
Example
Skill:
Increasing use of rewards for behavioral expectations
Context:
First class period of each day
Prompt:
Coach sends morning email to administrator to follow up on
agreed plan to use PA system to remind staff just as first
class period starts
Fluency building
Establishing efficient skill use.
Perform a skill with the speed and ease needed to make it functional
Using choral responding (reading)
Building precise problem statements (TIPS)
Error analysis (math)
Building lesson plans for behavioral expectations
Group Discussion: Fluency Building
• Select a content area you are currently supporting.
– What is the skill or knowledge to be implemented?
– What are the fluency variables needed to make the skill
practical and functional?
– What additional activities, practice, adaptations can you
provide to increase the likelihood that the skills will be uses
with the fluency needed to be practical and effective?
Example
Skill:
Defining and teaching classroom routines
Context:
School team has just completed PBIS Classroom Training
Fluency:
Faculty meeting review of “common classroom routines” and
publishing of examples for all faculty… multiple examples
Performance Feedback
Building skill accuracy and precision
Using data to assign reading groups(reading)
Writing action plans to address problems(TIPS)
Selecting math curricula (math)
Correcting behavioral errors (behavior)
Group Discussion: Performance
Feedback
• Select a content area you are currently supporting.
– What is the skill or knowledge to be implemented?
– What schedule and approach to performance feedback
can you provide to increase the likelihood that the skills
will be uses with the precision needed to be practical
and effective?
• Always acknowledge successes first
• Place feedback in context of larger goal (getting fluent and effective at use
of target skill for student gain)
• Provide sufficient feedback to get success
Example
Skill:
Team use of ODR information
Context:
Team completed Data Use Training and just held team meeting
Feedback:
Praise for having data, and reviewing main patterns… assist
with analysis/interpretation of disproportionality data.
Adaptation
Defining how new skills can be used within the local cultural and context
Peer-mediated instruction (reading)
Establishing team “norms” (TIPS)
Amount of homework (math)
Selecting school-wide behavioral expectations (PBIS)
Adaptation: Selecting Behavioral
Expectations
• If “respect” is used and controlled by gang culture.
• Consider how to convey “responsible” across cultures
–
–
–
–
Native American
Japanese
Hispanic/Latino
White (non-Hispanic)
• Selection of Behavioral Expectations is (a) mandated by district to a
common set (be respectful, be responsible, be safe), but (b) these are not
stated in ways that resonate with your families/students
• District prohibits posting materials on new school walls.
Group Discussion: Adaptation
• Select a content area you are currently supporting
that requires Cultural or Organizational
adaptation.
– What is the skill or knowledge to be implemented?
– Identify a cultural or organizational barrier. Then
identify an adaptation that would help the team
achieve the core feature yet accommodate the
cultural or organizational barrier.
Stage of Implementation Affects Coaching
• Exploration
– Focus is on Building “Buy-In”
– Providing information
– Prompting self-assessment
• Installation
– Building the data, organization, time, teams, structure for success
• Initial Implementation
– Formal establishment of core features under natural conditions
• Full Implementation
– Establish the full system supports needed for scaling and sustainability
– Build capacity to sustain at the beginning of implementation
Stages of ImplementationSteve Goodman
Focus
Should we
do it!
Stage
Exploration/
Adoption
Decision regarding commitment to
adopting the program/practices and
supporting successful implementation.
Installation
Set up infrastructure so that successful
implementation can take place and be
supported. Establish team and data
systems, conduct audit, develop plan.
Initial
Implementation
Try out the practices, work out details,
learn and improve before expanding to
other contexts.
Full
Implementation
Expand the program/practices to other
locations, individuals, times- adjust from
learning in initial implementation.
Continuous
Improvement/
Regeneration
Make it easier, more efficient. Embed
within current practices.
Work to do
it right!
Work to do
it better!
Description
Group Discussion: Stages
How would you coach a team that was
considering the task, “Select 3-5 school-wide
expectations” if they were:
In Exploration Stage:
versus
In Initial Implementation Stage:
Scope of the PBIS Coaching Role
• Training
• Providing training/ build local training capacity
• Develop Training Calendar to support Training needs
• Coordination
• District Leadership/Steering Committee
• Team Leaders Meetings
• Team Trainings & Data Collection
• Evaluation
• Assess needs of school and district based on measures of implementation
and outcomes, disseminate data in format to guide decision making in
buildings and at district level
• Coaching
• Technical Assistance at building PBIS team meetings, trainings, team leader
meetings and via email/phone
Team Support: Year 1 Planning for Implementation
• Support teams in planning to complete tasks from trainings
– Organizing & assigning tasks (divide & conquer)
– Developing timelines for task completion
– Coach team leader in maximizing meeting times
• Identify needs within each school & provide ideas for how to action plan
–
–
–
–
–
Buy-in
Communication with staff
Administrative leadership
Task completion
Misapplication of training content
• Build opportunities for networking across teams & sharing examples,
challenges, & successes
Team Support: Year 2 Implementation
• Focus shifts to coaching teams to use data to guide
decision making
• Addressing challenges to implementation
• Sustaining implementation & continuing
development of SW-PBIS systems
Common Coaching Needs
• Initial Training tasks
• On-site support
– Too many teams
– More Efficient meetings
– Divide and conquer tasks
– Timelines & organization
– Sufficient communication with & feedback from
staff
Evidence Based Practice: SWPBIS
What you are coaching in Year 1
• School implementation of SWPBIS
– Universal System
– Day 1 Training content
•
•
•
•
•
•
Overview of SWPBIS
Teaming Process
Communication & Feedback w/ Staff
SW Rules
Behavioral Expectations
Lesson Plans
– Focus of Coaching interactions:
• School PBIS team, team leader & administrator
Look for…
• Too many SW Rules or too complicated,
not easy to remember
• Behavioral expectations are not stated
positively
• Not seeking input from all staff members
to contribute to behavioral expectations
What are the School Rules?
Why do schools struggle to implement or
sustain SWPBIS to fidelity?
• Failure to establish faculty commitment
• We are always able to do anything badly
• Failure to establish Administrator commitment
• Verbal commitment is different from actual behavior
• Attend training, Attend school meetings, Allocate resources for
training and implementation, Provide data systems and tools for
success
• Coach is unavailable or ineffective
• Team does not meet regularly between trainings
• Absences of evaluation system
• Are we doing what we said we would do? Is it benefiting students?
• Competing initiatives drain resources
• Coaching can & should happen on many
levels:
• Establishing a relationship with administrator and team
members
• Attending meetings on site and providing
coaching/technical assistance/support
• Answering questions or requests from individual teams
• Providing support to teams during work times at
trainings
• Providing clear examples and ideas for teams to aid
them in the development of systems at their own
schools
Coaching: Team Support
• Attend & participate in team training
• Meet with new teams monthly on-site
• Telephone/email contact as needed
• Frequent prompts regarding tasks, trainings, meetings, etc.
• Prompting (aka “Positive” nag)
•
•
•
•
Meetings/ Trainings
Task completion
Action Planning (TIC, SAS, SET, etc.)
Data-Based Decision Making & On-going evaluation
• Communicate progress & needs to District Leadership Team
to guide action planning
Keeping Teams on Track:
Build in Accountability
• Set due dates for when teams are to have materials
completed
• Give checklists of items that are due
• Example…..PBIS Year 1 Checklist (sccoe.pbis.org)
• Regularly have teams share materials or turn in
progress updates of the materials they have developed
• Hold regular Team Leader meetings
• Model team meeting best practices (TIPs and positive
reinforcements for team leads)
Group Discussion
• What did you anticipate your
coaching role to be and what is new
information?
• Share one or two ideas of what you
anticipated?
• Share and chart new roles you were
not aware of?
PBIS Team Leaders Meeting
• Set up a regularly scheduled meeting
– Suggest monthly for beginning teams
• Include Leadership Meeting schedule on
the PBIS Training Calendar (see sample
Training Calendar)
– PBIS Coach facilitates meetings
– Have a meeting agenda
Leading Team Leaders Meeting
First meeting agenda
• Welcome & Introductions
• State Purpose of Meeting
•
•
•
•
Create a regular forum for communication
Provide updates
Opportunity to share examples & concerns
Provide input to guide district planning
• Schedule monthly team leader meetings
• Team Updates from leaders
• Sharing examples, successes, challenges & needs
Listen to your PBIS Team Leaders
• Be humble, listen and learn how to
improve District support
• Both Student Behavior & Implementing
systems change are challenging
• Always be looking and listening for ways to
improve
• Over time schools have different needs,
constantly be checking in with them for
feedback and recommendations
Most Important Times for Planning and
Support -- Transitions
• End of the School year
• Get schools thinking about planning for the next year
• Before School Year starts
• Make sure schools are ready for PBIS Kick Off events
the first week of school
• Whenever there are changes in:
• Building Administrators or
• PBIS Team Leaders
Top Priorities When Starting…
Clarify district level support




Who is your supervisor/resource?
Budget?
Expectations from district?
History/previous work with PBIS?
Self-Evaluation
 Determine what your strengths are and areas to
grow/access support
 Determine where you can get coaching support/
training
Top Priorities when starting…
Organize Information

Who (see example PBIS profile sheet)
 Which schools
 Identify Team Members
 Identify Team Leaders
 Identify Administrator on Team
 What, When, Where: (see example Month to Month activity
calendar)
 Schedule Trainings
 Team Leader Meetings
 Building PBIS Team Meetings
 District Steering Committee Meeting
 How:
 Set up systems to communicate with all PBIS participants
including Team Members and support staff
Top Priorities when starting…
Organize Time
 Prioritize efforts
 PBIS Coaches Checklist
 Leadership Team Self Assessment
 Schedule drives everything, get it scheduled
 Trainings
 Building Team Meetings
 Team Leader Meeting
 District/Regional/State Meetings
 Emails - block time twice day, reply asap
 Data Collection
 Mentor/Networking Support
Top Priorities when starting…
Organize Materials



Cohort Notebooks or PBIS Implementation Data Notebook

One section per school - Notes from meetings, Current
Samples, SET and TIC Data, Action Plans

Files are for materials that are completed
Resource Notebook for all school PBIS Handbooks
Meetings Notebook

Calendars/Timelines

Conferences and Trainings

Data collection

Building Meetings

Building Team Leader Meetings

District Leadership/Steering Meetings

SCCOE District PBIS Coaches Meetings

Other - Track Materials on Loan
Fidelity Measurements SWPBIS Implementation
SAS
TIC
SET
Participants
Entire Staff completes online at
PBISApps.org
●
credentialed
●
classified
●
after school staff, etc.
PBIS Team completes online at
PBISApps.org
1. In-person interviews with:
●
Principal
●
Staff (representative)
●
Students
2. Observations of School Campus
3. Products (Handbook, etc.)
Approx. Time Needed
30 minutes to complete
assessment
15 minutes to complete assessment
1.5-2 hours to complete evaluation
Time Frame
March/April- Submit by 5/1
1. September/October (at 2nd meeting)- October/November- Submit by 11/30 (for
Submit by 10/31
first two years)
2. January/February- Submit by 2/28
February through April- Submit by 5/1
3. April/May- submit by 5/1
Frequency
1x/year
3x/year (for the first two years)
1x/year
2x/year -first two years of implementation
Data Entry
Individual Staff members submit
his/her survey online at
PBISApps.org
PBIS Team submits one survey online at
PBISApps.org
PBIS Coach enters collected data online at
PBISApps.org
Group Discussion
• What did you anticipate your
coaching role to be and what is new
information?
• Share one or two ideas of what you
anticipated?
• Share and chart new roles you were
not aware of?
PBIS Systems Organization:
Beyond Team Support
The District Context for Coaching
Lessons Learned
• Implementation Leadership Team
• Local Demonstrations
• Build Policy Foundation
• Build Technical Capacity
Visibility
Funding
Political
Support
Policy
Leadership Team
Active Coordination
Training
Coaching
Behavioral
Expertise
Evaluation
Local School/District Teams/Demonstrations
Purpose/ Role
• Lead implementation and adaptation of a multi-tiered behavior support framework
that improves the social, academic and behavioral outcomes for students.
• Provide clarity of purpose throughout the district
– Ensure alignment of programs/initiatives that will be incorporated.
– Formal policies (LAUSD, Michigan, Chicago)
• Develop and manage implementation plan
• Provide staff development, training, coaching and support to implement multitiered behavior support framework
• Collect fidelity and impact data, and use the data both for on-going problem
solving and regular evaluation summaries.
Systems Coaching:
District Planning & Leadership
• Monitor & report on team efforts
• Implementation measures
• Outcome measure
• Progress & needs
• Work w/ District Leadership team to plan district PBIS
implementation effort
• Present on School-wide PBIS to district stakeholders.
• Assist district to build capacity for sustained implementation
(re-define your role over time)
• Meetings with Coordinator and Taskforce for purposes of
regional/state-wide planning
Who serves on the District Leadership Team?
• Members of the team should include
representatives/stakeholders whose roles,
responsibilities, and activities are
associated with:
• Management and evaluation of resources
related to the provision of behavioral
support, e.g.
– School climate/ Discipline
– Character Education
– Bullying
– Behavioral Intervention
– Behavior Classrooms & Placements
– Data systems
Planning Ahead
• Data Based Decision Making needs
• District assessment planning tool
• SWIS v. other or existing system
• District Planning
• SWIS Facilitator training
• Fidelity Measures
Web Resources & Tools
• http://pbis.sccoe.org
– Materials and Powerpoints
• www.pbis.org
• Resources
– Examples of materials, presentations, etc.
• SW-PBS Implementer’s Blueprint, Team Implementation
Checklist (TIC), Self Assessment Survey (SAS), School-wide
Evaluation Tool (SET)
• www.pbisapps.org
Tasks
• Develop list of participating schools, team leaders &
administrator w/ contact info.
• Get on-site meeting schedule for each team (at least
1 per month)
• Attend meetings & begin developing rapport
• Provide technical support as needed
• Schedule Team Leader meetings
• Hold first team leader meeting before next training
• Start recruiting/registering for District Leadership
Team
• December 6, 2016 SCCOE – San Jose Room