Coaching 102
Denise Binder
Stephanie Martinez
Experienced Coaches Training
October 24, 2005 at 12:30 – 2:00
This product was developed by Florida’s Positive Behavior Support Project through University of
South Florida, Louis de la Parte Florida Mental Health Institute funded by the State of Florida,
Department of Education, Bureau of Exceptional Education and Student Services, through federal
assistance under the Individuals with Disabilities Education Act (IDEA), Part B.
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%
2
Effective Teaming
3
Activity #1: Team Meetings
• What has worked or went well?
• What are some struggles your team is having?
4
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
5
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-reorganizeorganize
Stan Paprocki, 2003
• 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
6
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
7
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…
8
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
9
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
1
0
Activity #2
• Check where your team is and what you
would like to work on next
• Draft a timeline
• *Share Dade’s Calendar Example
1
1
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
1
2
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 kickoff)
– Share end of the year discipline data
– Share results of Staff and/or Students Climate
Surveys and proposed changes as a result
1
3
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?
1
4
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
1
5
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
1
6
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
1
7
Deciding on Training?
• What Month would you look at retraining?
1
8
Deciding on Training?
• What Expectations would you want to focus on?
1
9
Deciding on Training?
• Do you need to focus on a specific area?
2
0
Where Do We Go From Here?
2
1
School-wide Booster Training
• Definition: A “booster” training involves
reviewing the critical elements, establishing
clear implementation goals to improve Schoolwide outcomes, and motivating teams who
may have lost their focus. The objective is to
increase the school’s effectiveness in
implementing the PBS process.
2
2
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.
2
3
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.
2
4
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.
2
5
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.
2
6
SW Booster Training Requirements
• Must have turned in a completed Benchmarks
of Quality
• Must have turned in SW Booster Training
Checklist (see handout)
2
7
Activity #3: Keeping Motivated
• What are some things that you and/or your
team have done to keep motivated?
2
8
Gaining Parent and Community
Involvement
2
9
Activity #4
• What has your team done to get parents and
the community involved?
3
0
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
3
1
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
3
2
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
3
3
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
3
4
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
3
5
What about the top 20%
Monitoring your Frequent Flyers
3
6
Activity #5
• What are some interventions that your team
has put in place to work with the top students
in the to20%?
3
7
Utilize the Data
• Use data to identify your top 20%
–
–
–
–
Discipline Data (referrals by student)
Attendance Data
FCAT Data
Suspension Reports
3
8
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?
3
9
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 schoolwide expectations and act them out for the morning
announcements.
4
0
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.
4
1
Questions?
4
2