Developing an Effective

District Coaches’ Network

Michele Kelk, Ph.D.
Kate Bell, Ph.D.
Lisa Powers, Ph.D.
SpecialSchool District of St. LouisCounty

Our Purpose Today…
•Present lessons learned for SW-PBIS coaches at the building and district level.
•Share the organizational structures that benefit and support the coaching process.
Why Coaching?
  • Continues support beyond team start-up
  • Team sustainability/accountability
  • Technical assistance/problem solving
  • Positive reinforcement
  • Prompts (“positive nags”)
  • Public relations/communications
  • Support network across schools
  • Link between professional developers & teams
  • Local facilitation
What is “Coaching Capacity?”
  • Personnel & resources organized to facilitate, assist, maintain, & adapt local school professional development implementation efforts
  • Coaching is set of responsibilities, actions, & activities
Lessons Learned
Lesson 1
Schoolwide systems need to be in place to support all students prior to building secondary and tertiary systems, therefore need to focus on SW PBIS coaches (at the universal level) first!
Lesson 2
Requirement in year 2 to send minimum of 2 participants
Lesson 3
Have to want to serve in the capacity of a building coach
  • Attendance at previous introductory PBIS team training sessions
  • Coaches experienced with school team implementation
team member
  • Supervisor endorsement
  • District agreements & support given
Lesson 4
Not enough to be expert in PBIS content knowledge, you also need facilitation skills
Curriculum included in coaches PD:
  • Using PBIS Team Implementation Checklist
  • Preparing for Using the School-wide Data Management System
  • Using Data to Guide Decisions
  • Completing and Using PBS Surveys
  • Developing and Using a Survey
  • Developing and Using Social Validity Survey
  • Using Data to Guide Instruction: Common Area Routines and Practices
  • Leading the Development of Teaching School-wide Behavior Expectations
  • Teaching Behavior
  • Assessing Classroom Management
  • Developing and Using Strategies for Generating Ideas
  • Learning Walk
  • Facilitation Skills
  • Assessing Committee / Workgroups
  • Literature Study Group
  • Year-end Evaluation
  • Action Planning
Lesson 5
Not enough to provide training you also need on-site coaching:
  • Developing an agenda
Feedback on agenda
  • Data analysis
Feedback on data discussion
  • Action planning
  • Feedback on:
Running a meeting
Opening, staying with agenda, closing, action steps
Guiding questions
Problem solving
Participant
Timelines
Lesson 6
Need to plan for sustainability and capacity building
  • On-going professional development available to cultivate new building coaches
Turnover and burnout
Continuous regeneration
Lesson 7
Regularly scheduled networking meetings (district level)
  • Communication
  • Sharing
  • Learning
  • Support students who move around
  • Celebration
Lesson 8
Have separate coaches for PBIS SW and secondary/tertiary level systems
  • Need to have clear understanding of:
Systems
ABA (science of behavior)
FA/BIP
Evidence-based interventions
Individual data systems
Lesson 9
Need a district-wide action plan to guide:
  • Professional development
Training
Coaching
  • Evaluation
  • Collaboration/coordination
  • Funding, political support, & visibility
Lesson 10
Celebrate successes / Notes
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REFERENCES USED IN PROFESSIONAL DEVELOPMENT

Garmston, R., & Wellman, B. (1999). The adaptive school: A source book for developing collaborative groups. Norwood, MA: Christopher-Gordon Publishers, Inc.

Lane, K. L. & Beebe-Frankenbergen, M. (2004). School-based interventions: The tools you need to succeed. Boston, MA: Pearson Education, Inc.

Lane, K. & Wehby, J. (2006). Assessment Schedule. VanderbiltUniversity: Project Positive Behavior Intervention: Project PBS.

Lane, K. & Wehby, J. (2006). Secondary Intervention Grid. VanderbiltUniversity: Project Positive Behavior Intervention: Project PBS.

Lane, K. & Wehby, J. (2006). Tertiary Intervention Grid. VanderbiltUniversity: Project Positive Behavior Intervention: Project PBS.

Lane, K. & Wehby, J. (2006). Treatment Integrity Rating Scale. VanderbiltUniversity: Project Positive Behavior Intervention: Project PBS.

Simonsen, B., Fairbanks, S., Briesch, A. & Sugai, G. (2006). Classroom Management: Self-Assessment, Revised. University of Connecticut: Center on Positive Behavioral Interventions and Supports.

Sprague, J. & Golly, A. (2005). Best behavior building positive behavior support in schools. Longmont, CO: Sopris West Educational Services.

Sprick, R., Garrison, M., & Howard, L. (1998). CHAMPS: A proactive and positive approach to classroom management. Longmont, CO: Sopris West. Effective Teaching Plan modified from Classroom management plan.

Sugai, G & Todd, A. (2004). Positive Behavior Support: Conducting Leadership Team Meetings. University of Oregon: Center on Positive Behavioral Interventions and Supports.

Sugai, G., (2001). Working Smarter. Center on Positive Behavioral Interventions and Supports. On-line @

Sugai G., Horner, R., & Todd, A. (2003). EBS Self-Assessment Survey version 2.0. University of Oregon: Educational and Community Supports

Sugai, G., Lewis-Palmer,T., Todd,, A. & Horner, R. (2005). School-wide Evaluation Tool version 2.1. University of Oregon: Educational and Community Supports.

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PBIS Coaches

Kelk, & Bell, 2007