training/coaching meeting & team training debriefing george sugai center for behavioral...
TRANSCRIPT
Training/Coaching Meeting & Team
Training Debriefing
George Sugai
Center for Behavioral Education & ResearchCenter on Positive Behavioral Interventions & Supports
Neag School of EducationUniversity of Connecticut
29 May 2015
www.pbis.org www.neswpbs.org www.cber.org
Agenda
Announce-ments
• Pbis.org & ppt
• Neswpbs.org
• Chicago & SF
Team training debrief
• Engagement?
• Action planning?
Coaching & training
• Review• TIC & TFI• Next Steps
Open topics
• Oct 21-24 Chicago www.pbis.org• Mar 22-25 San Francisco apbs.org
Coaching
Set of responsibilities,
actions, activities
…..not person
Bridge between training &
implementation ……not
administrative accountability
Positive & supportive resource & facilitation
….not nagging
COACHING FUNCTIONS
Technical Assistance
Guidance for team startup
Implementation checklist
Resource access
Problem solving
Data-based decision making
Positive reinforcement
Prompting & reminding
Communications network
Sample Coaching ActivitiesBefore Team Training
Review SWPBS Workbook
Verify coaching role w/ Coordinator
Review coaching role w/ Principal
Review team status
Request behavior data, forms, procedures
Review tools
During Team Training
Remind of coaching role
Let team lead process
Document agreements
Keep on task & reinforce progress
Remind of big ideas
Remind to include all staff
Prompt outcomes
After Team Training
Acknowledge team effort
Remind data review
Remind meetings schedule
Assist w/ action plan
Prompt/acknowledge admin
participation
PERSON w/
(not position) SWPBS content
knowledge
Coaching authority & permission
Positive communication
& social skills
Constructive problem solving & consultation skills
Teaching skills
Flexible schedule
E.g., school psychologist, counselor,
social worker, special educator,
administrator
COACHING
OUTCOMES
Implementation accuracy & fluency
Maximum student benefit
Transfer of coaching to new implementation
Continuous data-based review
Increased implementation efficiency
Big Ideas…Coaching =
Bridging training & implementation
Shared activities or functions,…not person
Knowing what your coaching
Maximizing implementation fidelity & student benefit
Constructive prompting, modeling, & reinforcement
Continuous progress monitoring
Training Capacity
Content knowledge
Implementation experience
Range of implementation
examples
Culture/context consideration
Expert teacher qualities
Outcome oriented
Data driven
System-capacity oriented
Training considerations
Purpose
Visibility
Support, readiness, buy-in
Orientation
Skill building
Implementation
Frequency & Duration
1-time
Series
Informal v. formal
Format
Lecture v. interactive
High v. low activity
Formal v. informal agenda
Large v. small
Individual v. team
Outcome
Knowledge
Skills
Activities
SWPBS (aka PBIS, MTSS-B, MTBF, RtI-B…)
for enhancing adoption & implementation of
of evidence-based interventions to achieve
& behaviorally important outcomes for
students
Framework
Continuum
Academically
All
Implementation of evidence-
based practices
IMPLEMENTATION
Effective Not Effective
PRACTICE
Effective
Not Effective
Maximum Student Benefits
Fixsen & Blase, 2009
SYST
EMS
PRACTICES
DATA
OUTCOMES
Vincent, Randall, Cartledge, Tobin, & Swain-Bradway 2011;
Sugai, O’Keeffe, & Fallon, 2012ab
Supporting Important Culturally Equitable Academic & Social
Behavior Competence
Supporting Culturally Relevant Evidence-based Interventions
Supporting Culturally
Knowledgeable Staff Behavior
Supporting Culturally Valid Decision Making
SWPBS emphasis
Primary Prevention:School-/Classroom-Wide Systems for
All Students,Staff, & Settings
Secondary Prevention:Specialized Group
Systems for Students with At-Risk Behavior
Tertiary Prevention:Specialized
IndividualizedSystems for Students
with High-Risk Behavior
~80% of Students
~15%
~5%
CONTINUUM OFSCHOOL-WIDE
INSTRUCTIONAL & POSITIVE BEHAVIOR
SUPPORT
ALL
SOME
FEW
SWPBS: Core Practice Features
SECONDARY PREVENTION• Team-led implementation w/ behavior expertise• Increased social skills instruction, practice• Increased supervision & precorrection• Increased opportunities for reinforcement• Continuous progress monitoring•
TERTIARY PREVENTION• Multi-disciplinary team w/ behavior expertise • Function-based behavior support• Wraparound, culture-driven, person-centered supports & planning• School mental health• Continuous monitoring of progress & implementation fidelity• Increased precorrection, supervision, reinforcement
PRIMARY PREVENTION• Team-led implementation • Behavior priority• Social behavior expectations• SW & CW teaching & encouraging of expectations• Consistency in responding to problem behavior• Data-based decision making
Prec
isio
n
Enga
gem
ent
Feed
back
Prac
tice
Team
wor
k
• SWPBS practices, data, systems
• Policy, funding, leadership, priority, agreement
District Behavior Team
• 2 yr. action plan• Data plan• Leadership• Team meeting
schedule
School Behavior Team • SWPBS
• CWPBS• Small group• Individual student
School Staff
• Academic• Expectations &
routines• Social skills• Self-management
Student Benefit
Internal Coaching Support
External Coaching Support
Basic SWPBS Implementation Framework
Team Support
Regional/State Leadership
Agreements
Team
Data-based Action Plan
“Plan”
Implementation“Do”
Evaluation“Check”
General Implementation
Process
State/Country
District
School
Students
Staff
Principal, Superintendent
All Staff, Students,Administrators
= Coaching
IMPLEMENTATION W/ FIDELITY
CONTINUUM OF EVIDENCE-BASEDINTERVENTIONS
CONTENT EXPERTISE &
FLUENCY
TEAM-BASED IMPLEMENTATION
CONTINUOUSPROGRESS
MONITORING
UNIVERSAL SCREENING
DATA-BASEDDECISION MAKING
& PROBLEM SOLVING
CORE FEATURESSWPBS
Basic Meeting Structure
VerifiedNeed Planning Purpose &
OutcomesContent
Operations
Decisions &Outcomes
Summary ofOutcomes & Agreements
Follow-up& Evaluation
Before During After
Solving problems & resolving conflicts
Achieving agreements & making decisions
Specifying measureable outcomes
Setting/modifying agenda & minutes
Establishing roles/responsibilities
Providing opportunities for participation & contributions
Agreements & Routines
Conducting meeting: Basics
• State/restate purpose & expected outcomes• Assign roles/responsibilities
– Note taker– Facilitator
• State/restate “rules” & agreements for conducting meeting– Approving decisions– Agreeing/disagreeing– Contributing & participating
• Conclude w/ summary of agreements, tasks, & deadlines
What will team do?
* Develop teaching matrix* Develop teaching schedule* Develop data collection & use system* Model teaching behavior expectations
What will staff do?
* Teach daily 1st week* Remind & reinforce daily* Precorrect 20%
What will students do?
* Respect behaviors* Responsible behaviors* Safe behaviors
PBIS Action Planning Logic
• Review “big ideas” from yesterday & today – Review Meeting Guidelines– Accomplishments to date & current data– Complete TIC with regional officer/coach (Team Implementation
Checklist)• What will you do to celebrate end of year?• What will you do at beginning of next year?• Action Plan for June 2015-August 2016
– What will team do?– What will staff do?– What will students do?– Next Meeting?– Staff Presentation?
Action Planning2:30 – 4:15
AttentionPlease
1 MinuteNew Spokesperson