Coaching School-Wide Positive
Behavioral Interventions and
Supports (SWPBIS)
Northeast PBIS (NEPBIS) Coaches Training
Coaching Day 5
INSERT TRAINER NAMES
with support from Brandi Simonsen, Jen Freeman,
Susannah Everett, & George Sugai
Advance Organizer
• Introduction and Focus on Coaching
Quick Review and Focus on Coaching Class-wide PBIS
• Coaching Self-Assessment and Reports
Re-introduce Yourself and Your school
• Advanced Skill Building
Using Data to Drive Decision Making for Classrooms
• Preparation for Next Training Event
Main Coaching Objectives
By the end of today’s meeting, you will be able to…
– …Describe your role as a coach.
– …Articulate the basic elements of SWPBS.
– …Identify resources for SWPBS.
– …Problem solve roadblocks in coaching
– …Facilitate your team’s activities at the next SWPBS
team training.
TRAINING EXPECTATIONS:
RESPECT…
SELF
• Self-monitor (Are you participating?
Engaged as a learner? Talking during
allotted times?)
• Stretch, break, stand as needed
OTHERS
• Cell phones (inaudible): Converse in
lobbies and breaks
• Work as a team: Room for every voice,
reinforce participation
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Chapter Header (e.g., I)
Advance Organizer
• Introduction and Focus on Coaching
Quick Review and Focus on Coaching Class-wide PBIS
• Coaching Self-Assessment and Reports
Re-introduce Yourself and Your school
• Advanced Skill Building
Using Data to Drive Decision Making for Classrooms
• Preparation for Next Training Event
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OVERVIEW OF
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(CHAPTER I)
How is it going with your various roles?
Facilitate
Share advanced
content with team
Share information at
faculty meetings
Coaching
Roles
Team meetings
Activities at training
events
Implementation
Local PBS expert
Positive “nag”
Link to resources
(e.g., nepbis.org,
www.pbis.org)
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BASICS OF
SWPBIS
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(CHAPTER II)
Critical Features of PBIS
Supporting Culturally Equitable
Social Competence & Academic Achievement
Supporting
Culturally
Knowledgeable
Staff Behavior
(Vincent,
Randal,
Cartledge,
Tobin, &
SwainBradway,
2011;
Sugai,
O’Keefe, &
Fallon
2012 ab)
OUTCOMES
Supporting
Culturally Valid
Decision
Making
PRACTICES
I.C
Supporting Culturally Relevant
Evidence-based Interventions
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COACHING TEAM
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(CHAPTER III)
Facilitating Effective Team Meetings
(see details in Coaches’ Workbook)
1.
Be prepared and expect others to be as well
2.
Begin on time by reviewing agenda and outcomes
3.
Involve everyone
4.
Use data to clearly and quickly define a problem
before beginning problem solving
5.
Create an action plan
6.
At the end of the meeting debrief
7.
After the meeting, electronically publish meeting
minutes
III.A.i
Using Data Effectively
(see details in Coaches’ Workbook)
1.
Collect appropriate and relevant data
2.
Organize the data in a user-friendly manner that aides
comprehension
3.
Review and analyze the data at least monthly to guide decisionmaking
4.
Make data available to all stakeholders
5.
Provide staff development to all staff to use data to inform decision
making
6.
Use data analysis to inform decisions related to school-wide
programs, classroom-based instructional practices, and studentspecific interventions
7.
Review data collection procedures and practices to ensure that
data accurately reflect school events
8.
Collect data on extent to which practice or intervention is being
implemented accurately and fluently (implementation fidelity)
III.A.ii
Advance Organizer
• Introduction and Focus on Coaching
Quick Review and Focus on Coaching Class-wide PBIS
• Coaching Self-Assessment and Reports
Re-introduce Yourself and Your school
• Advanced Skill Building
Using Data to Drive Decision Making for Classrooms
• Preparation for Next Training Event
Activity:
Coaching Self-Assessment
• Work
individually
(or with
partner
coach) for
15 min
• Review and Update Coaching SelfAssessment
• Develop an Action Plan to address
areas for growth from your self
assessment
• Present 1-2 “strengths” and 1-2
“concerns or challenges” (1 min.
reports)
A reminder you’ll see throughout
to help us remember the role.
Coaching Reports
(+ or Δ)
1-2 Details to introduce yourself
1-2 Strengths
(with respect to coaching)
1-2 Concerns or challenges
(with respect to coaching)
Advance Organizer
• Introduction and Focus on Coaching
Quick Review and Focus on Coaching Class-wide PBIS
• Coaching Self-Assessment and Reports
Re-introduce Yourself and Your school
• Advanced Skill Building
Supporting and Responding to Behavior in Classrooms
• Preparation for Next Training Event
What roles do coaches play?
Facilitate
Share advanced
content with team
Share information at
faculty meetings
Coaching
Roles
Team meetings
Activities at training
events
Implementation
Local PBS expert
Positive “nag”
Link to resources
(e.g., nepbis.org,
www.pbis.org)
SWPBIS&Coaching&Workbook&&&&&&1&
!
School'wide!Positive!Behavioral!
Interventions!and!Supports!(SWPBIS):!
&
Coaching!Workbook
Communicate
1
&
&
&
&
&
!
Center!on!Positive!Behavioral!Interventions!and!Supports!
NorthEast!Positive!Behavioral!Interventions!and!Supports!!
(updated&September&2015)&
&
&
&
(www.nepbis.org)&
(www.pbis.org)&
!
!
1
I.A.ii
!
&This&document&is&supported&in&part&by&the&OSEP&Center&on&Positive&Behavioral&Interventions&
and&Supports&(http://pbis.org).&The&Center&is&supported&by&a&grant&from&the&Office&of&Special&
Education&Programs,&US&Department&of&Education&(H326S130004).&Opinions&expressed&herein&
are&those&of&the&authors&and&do&not&necessarily&reflect&the&position&of&the&US&Department&of&
Education,&and&such&endorsements&should&not&be&inferred.&
Content
Knowledge
Last time we met, we discussed where
school-wide data fit into these roles.
•
Recognizing and communicating changes in staff behavior
that should be celebrated/reinforced (e.g., school-wide roll
out!)
•
Encouraging team to identify their accomplishments and
plan for reinforcement
• Providing specific, descriptive feedback on progress towards
goals and other successes
• Pinpointing specific targets of opportunity for growth,
developing specific action plans, updating progress along
the way
• Ensuring that both program quality/fidelity data and student
outcome data are used for problem solving and decision
making
Today,
we
will
focus
on
diving
into
your
adapted from:
data to consider supports for classrooms.
Reassess and
revise solution(s)
as needed
Monitor
outcomes and
compare
to goal(s)
Implement
solution(s)
with integrity
and fidelity
Identify problems
with precision
Establish
goal(s)
Develop
solution(s)
Identify problems
with precision
Data-Driven Problem Solving
for Classrooms
• We are about to engage in a series of
activities that require you to review
and use your school’s data on
pbisapps.org
– Log on to pbisapps.org
– Go to closed survey windows
– Choose a survey (e.g., Self
Assessment Survey, Team Checklist)
– Choose View Reports
• Remember different types of reports
(total, subscale, subsubscale, item
reports)
Staff Input: Self-Assessment Survey
Results for Classroom
Current Status and Improvement Priority
Activity:
Review Your School’s Self-Assessment Survey
• Work
individually
(or with
partner
coach) for
15 min
• Follow directions to log-on to
pbisapps.org and retrieve SelfAssessment Survey (SAS) data.
• Review your school’s SAS data for
classrooms.
– Identify 1-2 key strengths and 1-2 need areas
– Review your plan for administering this survey
again this year (note intended timeline on
evaluation plan)
• Share 1 min reports (strengths, need
areas, and questions for classrooms).
SWIS Data: Referrals By Location
Drill Down: Referrals by Problem
Behavior in the Classroom
Drill Down: Inappropriate Language in
the Classroom by Perceived Motivation
Activity:
Review Your Office Discipline Referrals (ODRs) D
• Work
individually
(or with
partner
coach) for
15 min
If you do not
presently have
ODR data to
review, use this
time to develop
an action plan
to secure a
user-friendly
interface.
• Log-on to pbisapps.org (or appropriate
site) to review your school’s ODR data.
• Review your school’s ODR data for
classrooms.
– Identify 1-2 improvements relative to last year
or observations
– Identify and precisely define 1-2 problems
related to ODR data
– Review your plan for using ODR data to
monitor progress
• Share 1 min reports (strengths, need
areas, and questions for classrooms).
Fidelity Review: SWPBIS Tiered
Fidelity Inventory
Example: Team Implementation Checklist
Subscale Report focus on Classroom
Activity:
Review Your School’s Fidelity Data (TIC/TFI)
• Work
individually
(or with
partner
coach) for
30 min
• Log-on to pbisapps.org.
• Review your school’s fidelity data (TIC
and/or TFI) for classrooms.
– Identify 1-2 key strengths and 1-2 need areas
– Precisely define problem statements
– Review your plan for administering this survey
again this year (note intended timeline on
evaluation plan)
• Share 1 min reports (strengths, need
areas, and questions for classrooms).
Identify problems
with precision
Establish
goal(s)
Develop
solution(s)
A new and useful resource from OSEP and pbis.org
Interactive
Map
of
Core
Interactive!Map!of!Core!Features!
Features
"
"
Classroom"Interventions"and"Supports
Foundations"(Table"1)
1.1"Settings
The!physical!layout!of!the!
classroom!is!designed!to!be!
effective
1.2"Routines
Predictable!classroom!
!
routines!are!developed!and!
taught
1.3"Expectations
Three!to!five!classroom!rules!
are!clearly!posted,!defined,!
and!explicitly!taught
Practices"(Table"2)
Data"Systems"(Table"3)
Prevention
Response
2.1"Supervision
Provide!reminders!
(prompts),!and!actively!
scan,!move,!and!interact!
with!students
2.5"Error"Corrections
Use!brief,!contingent,!and!
specific!statements!when!
misbehavior!occurs
2.2"Opportunity
Provide!high!rates!and!
varied!opportunities!for!all!
students!to!respond!
2.3"Acknowledgment
!
Using!specific!praise!and!
other!strategies,!let!
students!know!when!they!
meet!classroom!
expectations
2.4"Prompts"and"
Precorrections
Provide!reminders,!before!
a!behavior!is!expected,!
that!clearly!describe!the!
expectation
2.6"Other"Strategies
Use!other!strategies!that!
preempt!escalation,!
minimize!inadvertent!
reward!of!the!problem!
!
behavior,!create!a!
learning!opportunity!for!
emphasizing!desired!
behavior,!and!maintain!
optimal!instructional!time!
2.7"Additional"Tools"
More!tips!for!teachers!!
3.1"Counting
Record!how!often!or!how!
many!times!a!behavior!
occurs!(also!called!
frequency)
3.2"Timing
Record!how!long!a!behavior!
lasts!(also!called!duration).
3.3"Sampling
Estimate!how!often!a!
!
behavior!occurs!during!part!
of!an!interval,!the!entire!
interval,!or!at!the!end!of!an!
interval!
3.4"ABC"Cards,"Incident"
Reports,"or"Office"
Discipline"Referrals
Record!information!about!
the!events!that!occurred!
before,!during,!and!after!a!
behavior!incident
Self-Assessment
Decision Making Chart
Tables with Definitions, Examples, NonExamples, and Resources
Additional Tools
Scenarios to illustrate implementation
Activity:
Supporting and Responding to Behavior
• Work
individually
(or with
partner
coach) for
20 min
• Review the “Supporting and Responding” to
Behavior resource on pbis.org
• Based on your data, consider where your
school has the greatest needs (and
opportunities for growth). Be prepared to
share the data and your thoughts about a
potential plan during team training, as they’ll
have a similar activity.
• Update your coaching action plan to reflect
needed supports for you in this area.
Advance Organizer
• Introduction and Focus on Coaching
Quick Review and Focus on Coaching Class-wide PBIS
• Coaching Self-Assessment and Reports
Re-introduce Yourself and Your school
• Advanced Skill Building
Using Data to Drive Decision Making for Classrooms
• Preparation for Next Training Event
Topics to Be Covered on Day 8
• Quick Recap of Day 7 Training
• Celebrate Accomplishments
• Tier 1: Class-Wide PBIS
– Focus on practices
– Focus on Systems
• Action Planning
Activity:
Show, Tell, and Ask
• Work as
team for
10 min
• Review your action plan and identify
– 1-2 accomplishments
– 1-2 questions or concerns shared by most
members of team
• You’ll have 5 min to show, tell, and
ask!
Class-Wide PBIS:
Focus on Practices
Evidence Based Practices in
Classroom Management
1.
Maximize structure in your classroom.
2.
Post, teach, review, monitor, and reinforce a
small number of positively stated expectations.
3.
Actively engage students in observable ways.
4.
Establish a continuum of strategies to
acknowledge appropriate behavior.
5.
Establish a continuum of strategies to respond
to inappropriate behavior.
(Simonsen, Fairbanks, Briesch, Myers, & Sugai, 2008)
1. Maximize structure in your classroom.
• Develop Predictable Routines
– Teacher routines
– Student routines
• Design environment to (a) elicit appropriate
behavior and (b) minimize crowding and
distraction:
–
–
–
–
Arrange furniture to allow easy traffic flow.
Ensure adequate supervision of all areas.
Designate staff & student areas.
Seating arrangements (groups, carpet, etc.)
2.
Post, Teach, Review, Monitor, and reinforce a
small number of positively stated
expectations.
Establish
Evaluate
Monitor
Teach
Prompt
3. Actively engage students in observable ways.

Provide high rates of opportunities to respond

Consider various observable ways to engage
students

Link engagement with outcome objectives
4.
Establish a continuum of strategies to
acknowledge appropriate behavior.
•Specific and Contingent Praise
•Group Contingencies
•Behavior Contracts
•Token Economies
5.
Establish a continuum of strategies to respond
to inappropriate behavior.
• Error Corrections
• Differential
Reinforcement
• Planned ignoring
• Response Cost
• Time out from
reinforcement
Evidence-Based Practices in
Classroom Management
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
IV.B
Minimize crowding & distraction
Maximize structure & predictability
State, review, & reinforce positively stated expectations.
Provide more acknowledgement for appropriate than
inappropriate behaviors.
Maximize varied opportunities to respond.
Maximize active engagement.
Actively & continuously supervise.
Respond to inappropriate behaviors quickly, positively, &
directly.
Establish multiple strategies for acknowledging
appropriate behavior.
Generally provide specific feedback for errors & corrects.
Another useful resource from OSEP and pbis.org
Activity:
Discussion on Class-Wide PBIS
• Work as
team for
15 min
• Review “Supporting and Responding to
Behavior” on pbis.org
• Discuss the extent to which you believe
all/most teachers are implementing
all/most of the evidence-based critical
features of classroom management.
• What are biggest challenges?
• Prepare to present 1 “big idea” from
your group.
Class-Wide PBIS:
Focus on Systems
To Support
Implementation
What is implementation?
• Implementation is “…specified set of activities designed to
put into practice an activity or program of known
dimensions” (Fixsen, Naoom, Blasé, Friedman, & Wallace, 2005, p. 5)
• It’s what we do.
• Implementation outcomes include “changes in…
– “…adult professional behavior”
– “…organizational structures and cultures…to support the changes in
adult professional behavior”
– “…relationships to consumers, stakeholders, …and systems
partners” (Fixsen et al., 2005, p. 12)
Isn’t there science to guide
implementation?
Translated into our language (based on theirs)…
• Begin with an “it” (evidence-based practice [EBP] or
program; aka “source” or “best example”)
• Identify the “who” (individuals who work to implement with
fidelity; aka “purveyors”)
• Identify the “where” (individuals and organizations that will
adopt the EBP; aka “destination”)
• Determine “how”: train, prompt, and use data (performance
feedback; aka “feedback mechanism” or information flow)
• Consider context (aka “influence”)
(Fixsen, Naoom, Blasé, Friedman, & Wallace, 2005, p.12)
Isn’t there science to guide
implementation?
“New
“Old Way”
It:
EBP
Where:
Teacher / Classroom
Context
Who:
Implementation
“Supporters”
How:
Train, prompt, use
data
(Fixsen, Naoom, Blasé, Friedman, & Wallace, 2005, p.12)
This is one way to start organizing our
implementation supports
It:
EBP
We know
what these
are!
Where:
Teacher / Classroom
We know
where!
But…
Who:?
Implementation
“Supporters”
Expert
Peer
How
SelfContext
often?
How:?
Train, prompt, use
data
Who
On
what?
needs
what?
(Adapted from Fixsen, Naoom, Blasé, Friedman, & Wallace, 2005, p.12)
We can’t afford to do everything, but
we can’t afford to do nothing...
We think there’s a lot in between!
NOTHING
BUT, how do we
organize all of this?
No Training or
Support
Provided
“Sit and
Get” training
delivered in
isolation
Didactic
training +
email
reminders
Didactic
training +
email
reminders +
periodic
check-ins
PLUS Self-management supports
EVERYTHING
Every teacher
receives
coaching and
performance
feedback
Multi-tiered Framework of Professional Development Support
Progress Monitoring
Walk-through, Student Data Review,
Teacher Collected Data
Universal Screening
Walk-through & Student Data
Review
Tier 3
Intensive PD: Data-driven
Consultation
Tier 2
Targeted PD: Self-Management with
Peer or Coaching Supports
Tier 1
Universal PD: Training & SelfManagement
(adapted from Simonsen, MasSuga, Briere, Freeman, Myers, Scott, & Sugai, 2013)
Bottom line…
“training by itself does not
result in positive
implementation…or
intervention outcomes”
(Fixen, Naoom, Blasé, Friedman, & Wallace, 2005, pp. 40-41)
So, what do we do?
64
One approach: SelfManagement
• Across multiple studies, we’ve found that selfmanagement with email coaching prompts resulted in
desired initial increases in specific classroom
management skills across teachers. We are still working
to enhance maintenanceTeachers…
and generalization of effects.
(Simonsen, Freeman,• Dooley,
Maddock,
& Kern,
under review;
Set a goal
(criterion
for selfreinforcement)
Simonsen Freeman, Dooley, Kern,
& Maddock, in preparation)
• Self-monitored daily
• Entered data into an Excel
Spreadsheet, which automatically
graphed daily skillrates relative to
goal
• Self-evaluated and self-reinforced
• Received weekly email prompts to
use skill and submit data
Strategies…What do you do?
• One shot in-service?
• On-going training?
• Mentoring?
• Coaching?
• Performance feedback?
• _____________________
• _____________________
• _____________________
66
Activity:
Jigsaw Class-Wide PBIS Systems
• Work as
team for
15 min
• Brainstorm ideas for improving
classroom management at your school
• Jigsaw for
15-20 min
• Count off and share ideas with
individuals from other schools to
refine/expand your ideas.
• Return to
school
team and
share 10
min
• Return to your school team, debrief,
and add relevant action steps to your
action plan.
• Prepare to present 1 “big idea” from
your group.
SWPBIS Action Planning
Activity:
Action Planning
• Work as
team for
75 min
• Complete the Team Implementation Checklist
• Return to your Action Plan
• Identify relevant resources and steps to help
move your school forward.
• In particular, make sure you have completed
all of the steps in getting started (review your
notebook).
• Present 2-3 “big ideas” from your group (1
min. reports)
Activity:
Getting Ready for Team Training
• Work with
partner
coach for
15 min
• Review implementation guidelines and
preview slides just presented.
• Discuss above with a partner
– Is there content you’d like re-explained?
– What key questions do you have?
– What questions/challenges do you
anticipate from your team members?
• Share key highlights (1 min. reports)
Review of
Coaching SWPBIS
Main Coaching Objectives
By the end of today’s meeting, you will be able to…
– …Describe your role as a coach.
– …Articulate the basic elements of SWPBS.
– …Identify resources for SWPBS.
– …Problem solve roadblocks in coaching
– …Facilitate your team’s activities at the next SWPBS
team training.
What roles do coaches play?
Facilitate
Share advanced
content with team
Share information at
faculty meetings
Coaching
Roles
Team meetings
Activities at training
events
Implementation
Local PBS expert
Positive “nag”
Link to resources
(e.g., nepbis.org,
www.pbis.org)
SWPBIS&Coaching&Workbook&&&&&&1&
!
School'wide!Positive!Behavioral!
Interventions!and!Supports!(SWPBIS):!
&
Coaching!Workbook
Communicate
1
&
&
&
&
&
!
Center!on!Positive!Behavioral!Interventions!and!Supports!
NorthEast!Positive!Behavioral!Interventions!and!Supports!!
(updated&September&2015)&
&
&
&
(www.nepbis.org)&
(www.pbis.org)&
!
!
1
I.A.ii
!
&This&document&is&supported&in&part&by&the&OSEP&Center&on&Positive&Behavioral&Interventions&
and&Supports&(http://pbis.org).&The&Center&is&supported&by&a&grant&from&the&Office&of&Special&
Education&Programs,&US&Department&of&Education&(H326S130004).&Opinions&expressed&herein&
are&those&of&the&authors&and&do&not&necessarily&reflect&the&position&of&the&US&Department&of&
Education,&and&such&endorsements&should&not&be&inferred.&
Content
Knowledge
Reassess and
revise solution(s)
as needed
Monitor
outcomes and
compare
to goal(s)
Implement
solution(s)
with integrity
and fidelity
Identify problems
with precision
Establish
goal(s)
Develop
solution(s)
A new and useful resource from OSEP and pbis.org
Consider Tattoos!
4 PBIS
Elements
School
Systems
Supporting Social Competence &
Academic Achievement
OUTCOMES
Classroom
Supporting
Decision
Making
Supporting
Staff Behavior
SWPBIS
Non-classroom
PRACTICES
~5%
Supporting
Student Behavior
Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
Tertiary Prevention:
Specialized
Individualized
Systems for Students with
High-Risk Behavior
~15%
Secondary Prevention:
Specialized Group
Systems for Students with
At-Risk Behavior
~80% of Students
Family
Student
You’re a coach!
Prepare for the next
training event, and
use your resources
to guide your team’s
activities (both at
training and at
school).