Building Trainer Competency
for Coaches
2010 National PBIS Leadership Forum
Session C3
Lori Newcomer (newcomerL@missouri.edu)
Marla Dewhirst (marla.dewhirst@pbisillinois.com)
Jane Nethercut and Semonti Basu
Austin Public Schools
Agenda
• Roles and Responsibilities of Coaches
• Self-Assessment of Skills and
Competencies of Coaches
• Organization and Training Model for
Coaches at the State, District and Building
Level
• Sustainability Strategies
Funding
Visibility
Political
Support
Policy
SWPBS
Implementation LEADERSHIP TEAM
Blueprint
(Coordination)
www.pbis.org
Training
Coaching
Evaluation
Local School/District Implementation
Demonstrations
Behavioral
Expertise
Good to Great by Jim Collins
Leadership
First Who…Then What
– Get the right people on the bus
– Put the right people in the right seats
– Start driving
Coaching Defined
• Coaching is the active and iterative delivery of:
– (a) prompts that increase successful behavior, and
– (b) corrections that decrease unsuccessful behavior.
– Coaching is done by someone with credibility and
experience with the target skill(s)
– Coaching is done on-site, in real time
– Coaching is done after initial training
– Coaching is done repeatedly (e.g. monthly)
– Coaching intensity is adjusted to need
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 miss-applications
• Increased fidelity of overall implementation
• Improved sustainability
• Most often due to ability to increase coaching
intensity at critical points in time.
What does research say about
coaching?
• Evidence exists that
coaching increases
student achievement.
• Coaching increases
teachers’ efficacy.
• Coaching increases a
teachers’ capacity to
implement new
instructional practices in
the classroom.
(Fullan, 2003; Costa and Garmston, 2002; Wong, 2008; Joyce and Showers, 2002)
Training Outcomes Related to Training Components
Training Outcomes
Training Components
Knowledge of
Content
Skill
Implementation
Presentation/ Lecture
10%
5%
0%
Plus
Demonstration
30%
20%
0%
Plus
Practice
60%
60%
5%
Plus Coaching/ Admin
Support
Data Feedback
95%
95%
Classroom
Application
95%
Joyce & Showers, 2002
Guiding Principles for Effective
Coaching
• Build local capacity
– Become unnecessary…but remain available
• Maximize current competence
– Never change things that are working
– Always make the smallest change that will have the biggest impact
• Focus on valued outcomes
– Tie all efforts to the benefits for children
• Emphasize Accountability
– Measure and report; measure and report; measure and report.
• Build credibility through:
– (a) consistency, (b) competence with behavioral principles/practices, (c)
relationships, (d) time investment.
• Precorrect for success
Who should be a coach?
Internal Coach
External Coach
Advantages
Knowledge of school
Staff relationships
Regular access
Independent
Outside perspective
Multiple schools experience
Disadvantages
Conflicting roles
Narrow range of
experiences
Limited knowledge of school
Limited relationships
Less frequent access
Who should be a coach
Coaching Competencies
Necessary
Preferred
Participate in team training
Knowledge about SWPBS
Able to attend team meetings at
least monthly
Knowledge about behavior support
practices (targeted, individual)
Effective working with adults
Skilled in collection and use of data
for decision-making.
Knowledgeable about school
operating systems
Professional Commitment
Coaching vs. Leading
Coaching
Team Leader
Ensures the team meets regularly
Sets the dates for meetings
Offers tools to assist in record
keeping, team evaluations, etc.
Checks accuracy of records, directs
team in evaluation
Ensures equal distribution of roles
and responsibilities
Assumes the role of leader,
delegates, assigns tasks
Ensures the team is using data for
decision making
Refers the team to the data during
team meetings
Coaches Self-Assessment
• Self-assess strengths
• Determine professional development goals
Level 1: Preliminary
Internal Coach
Data
Systems
•Facilitate team meetings
•Consultation and technical
assistance
•Sustainability
•ODR, SET, SWIS, BOQ,Surveys
Achievement Scores
•Data Decision Making
Practices
•Essential features
•Instruction
•Classroom Management
•Increase/Decrease behaviors
•ABA basics
Level 2: Lead Coach/Facilitator
External Coach
Data
Systems
•Student Support Team Process
•Consultation and technical
assistance
•Sustainability
•Conduct SET & write report
•DO / FBA
•SWIS Facilitator
•Analyze multiple data sets
Practices
•Brief & Full FBA
•Function based Targeted -group
•Social skills instruction
•Advanced ABA
•Academic modifications &
accommodations
Level 3: Coordinator
District
Region
State
Data
Systems
•Active leadership role
•Resource for materials/experts/
exemplars
•Assist with developing state policies
•Evaluate multiple schools using
multiple data sources
•Identify needs within and
across schools
•Train teams on data use
•District/Region/State evaluation
reports
Practices
•Training & Professional
Development Skills
•District/region/state
communication
•Map policy to essential PBS
features
Brief Activity
Take a quick look at the Self-Assessment
• Does your coach training address the
skills listed? If so put a + by them.
• Does your coach training address the
different levels listed? If so put a + by
them.
• Circle one thing you would like to learn
about. Think about how you can move
forward with that goal.
Guiding Principles
(“Requirements Review”)
•
•
•
•
•
•
•
•
•
•
Coaching linked w/ school team
Coaching training linked w/ team training
Coaches participate in team training
New teams added w/ increased fluency
Coaching capacity integrated into existing personnel
Supervisor approval given
District agreements & support given
Coaches experienced w/ school team implementation
District/state coordination provided
Coaches meet regularly for prompting, celebrating,
problem solving, etc.
The 7 Habits of Highly Effective
People Stephen Covey
•
•
•
•
•
Be Proactive
Begin with the End in Mind
Put First Things First
Think Win/Win
Seek First to Understand, Then to be
Understood
• Synergize
• Sharpen the Saw
State Level Perspective
Phases of Implementation Tool
• Who? Internal Coach, with signatures of all others
• What? Illinois’ assessment of implementation phases
across the three tiers
• Where? www.pbisillinois.org
• When? Two times a year, October and March
• Why? Provides the big picture view of PBIS to guide
and direct teams toward full implementation
• District IDM (Instructional Decision
Making) Team
• “Blueprint”
• Monthly External Coach Meetings
• Professional Development
• Providing Individual Building Support
• Data-Based Decision Making
• Action Planning
• Checklist
• Self-Assessment
• Provides Focus
• Primary Tool Used for Recognition
• Action Plan for Next Year
• Discussion Between Team and External
Coach
Brief Activity
Phases of Implementation
• Quickly look at the document
• Where would a building that you work with be on
the rubric?
• Turn to your shoulder partner and explain where
the building you are thinking about is at and why.
Discuss what support you need from the State
and District to move forward.
• Be prepared to share your thoughts if asked.
Illinois Training Plan for Coaches
• Full Day Workshops
• On-Line Reviews
• Network Meetings
– Internal Coaches
– External Coaches
– Face to Face, Conference Calls, Go to Meetings
• Annual Forum
• Annual Leadership Conferences (2 per year)
The Tipping Point: How Little Things
Can Make a Big Difference
Malcolm Gladwell
• The point where the “new” becomes the
expected
• The Law of a Few
– Connectors – know everyone
– Mavens – Information specialists that want to help
– Salesmen – can’t be resisted
• Change and Radical Transformation is Possible
How to Structure District Coaching
Support to Ensure Maximum
Effectiveness of Implementation
Jane Nethercut
PBS Administrative Supervisor
Austin Independent School District
(AISD)
What Does It Look Like
• Traditional Coaching
Model (Before 09-10)
District Team
(15 external
coaches for all
AISD PBS
campuses)
• Administrative
Supervisor
• PBS External
Coaches
Campus Team
• Principal
(8-10 staff
members on a • PBS Team
Members
specific AISD
PBS campus)
• Restructured
Coaching Model
District Team
(15 external coaches
for all AISD PBS
campuses)
• Administrative
Supervisor
• PBS External Coaches
• Technical Assistance
Facilitator
• Schoolwide External
Zone Team
Coach
(3 external coaches for • Classroom External
a specific PBS
Coach
geographical location) • Student External Coach
Campus Team
(8-10 staff members
on a specific AISD
PBS campus)
• Principal
• PBS Team Members
PBS Staff
Structures


School Wide
Focus Group
Classroom
Focus Group
Student
Focus Group
Zone 1 Team
Coach 1
Coach 2
Coach 3
Zone 2 Team
Coach 4
Coach 5
Coach 6
Zone 3 Team
Coach 7
Coach 8
Coach 9
Zone 4 Team
Coach 10
Coach 11
Coach 12
Zone 5 Team
Coach 13
Coach 14
Coach 15
Coaching Responsibilities
• One coach from each zone team serves as the
coordinator for a campus
• Functions of the coordinator
– Work with the PBS team to establish and achieve
campus PBS goals
– Work with the PBS team and staff to implement PBS
systems with fidelity
– Review data trends to identify issues at each level of
intervention
– Review campus needs and facilitate access to
training and other resources
– Coordinate data collection for formative and
summative evaluation
Consulting Responsibilities At Each
Level
• Schoolwide level coach for
– Active Supervision Training/PD
– Increasing the 3:1 ratio in common area
– Working on referrals coming from a particular
common area
– Increased support at the schoolwide level
– Safety issues
– Data based decision making to determine
needs and resources at the schoolwide level
Consulting Responsibilities At Each
Level
• Classroom level coach for
– Classroom Management Training/Other PD
– Working on classroom management issues
identified by observation data
– Individual classroom observations/support plans
– Consultation requests from
teachers/administrators
– Book studies with targeted teacher groups
– Data based decision making to determine needs
and resources at the classroom level
Consulting Responsibilities At Each
Level
• Student level coach for
– CAPTURE/Other PD
– Working on student issues identified by
observation data
– Individual student observations/support plans
– Consultation requests from
teachers/administrators
– Collaboration with existing campus-based
intensive needs resources (IMPACT, SPED and
GenEd Behavior Specialists)
– Access to mental health and other wraparound
services
How Does a Zone Team
Coordinate Services?
• Service coordination priorities determined as an
entire district team
• Service coordination priorities serve as
guidelines for individual zone teams
• Each zone team determines their training and
support needs through weekly zone team
meetings
• Coordination is flexible within zones
Using Data to Set Priorities
Systems Identified for PBS Goals
Discipline Data
1.2
6.3
1.6
1.5
6.2
6.8
2.1
1.7
2.1
11.8
47.1
11.8
6.1
75.0
5.9
23.5
7.8
12.5
6.7
6.9
37.5
58.8
64.7
56.3
92.7
47.1
23.5
A
90.1
91.7
91.1
37.5
11.8
B
Team
91.8
68.8
47.1
41.2
92.2
C
School-wide
6.3
D
Classroom
A
B
C
D
E
Student
Values indicate percentage of schools
Tier1 (0-1ref)
Tier2 (2-5 ref)
E
All
District
Tier3 (more than6)
Values indicate percentage of students
How Do We Maintain Fidelity?
•
•
•
•
Centralized zone training
Goal setting process
Service Coordination and Planning Tool
AISD PBS Benchmark Tool
Goal Setting Process
Goal:
Data Indicators for Evidence of Need:
Concerns:
PBS System Impacted:
System Structures to be Addressed:
Action Steps:
Data Indicators for Evidence of Progress:
Centralized Zone Training
• Training on common topics across all PBS
campuses
– Training on ‘Team Systems’ in January
– Training on ‘Sustaining Momentum and Planning for
Next Year’ in April/May
• Training manuals to ensure access to same
information
–
–
–
–
–
Volume 1: Introduction to PBS
Volume 2: Team Systems
Volume 3: Schoolwide Systems
Volume 4: Classroom Systems
Volume 5: Student Systems
Service Coordination and Planning Tool
AISD PBS Benchmark Tool
• Measures fidelity across four PBS systems- Team,
Schoolwide, Classroom, Student
• Measures level of implementation for essential structures
within each system
• Allows for comparison across all campuses overall, and
for each individual system
PBS Quarterly Campus Report
• Provides implementation status on system on which goal
is based
• Provides status of outcomes within a particular system
• Summarizes campus priorities
• Allows comparison of team systems status across all
PBS schools
Sustainability Strategies: The Flow
in Illinois
• Illinois PBIS Network Staff
• District Leadership Team for School Improvement
(Academic and Behavioral Early Intervention)
• External Coaches for all Tiers
• Building Leadership Team for School Improvement
(Academic and Behavioral Early Intervention)
• Internal Coaches for all tiers
• Individual Building Teams
• Teacher Performance
• Student Outcomes
Activity: Give 1 – Get 1
• Write one good idea that you have gotten
in this session on the index card provided.
• Follow next prompt… and smile.
Thank you for your contribution to
today and the future.