Idaho SWPBIS Training Institute

Transcription

1 Idaho SWPBIS Training Institute Katie Bubak, SESTA Coordinator Gina Hopper, SESTA Director

2 Coaches Training June 11-12, 2012: Moscow, ID North Team Training August 1-2, 2012: Coeur d Alene, ID August 1 (afternoon only) -2, 2012: Coeur d Alene, ID December 3, 2012: TBA March 4, 2013: TBA December 3, 2012: TBA March 4, 2013: TBA

3 Coaches Training June 14-15, 2012: Boise, ID Southwest Team Training August 6-7, 2012: Nampa, ID August 6 (afternoon only) -7, 2012: Nampa, ID December 5, 2012: TBA March 6, 2013: TBA December 5, 2012: TBA March 6, 2013: TBA

4 Coaches Training June 21-22, 2012: Pocatello, ID Southeast Team Training August 9-10, 2012: Twin Falls, ID August 9 (afternoon only) -10, 2012: Twin Falls, ID December 7, 2012: TBA March 8, 2013: TBA December 7, 2012: TBA March 8, 2013: TBA

5 Coaches Schedule Idaho SWPBIS Training Institute Day 1 & 2 (Coaches Only) Idaho SWPBIS Training Institute Day 3 & 4 (Coaches Only on Morning of Day 3; Team Will Join for Remainder of Training) Webinar Roles and Responsibilities of the Coach and the Administrator (Coaches & Administrator Only) Idaho Council for Exception Children Conference (Attendance is Optional) June 2012 June 11-12: Moscow, Idaho; University Inn, Best Western June 14-15: Boise, Idaho; Yanke Center June 21-22: Pocatello, Idaho; Clarion Inn August 2012 August 1-2: Coeur d Alene, Idaho; Hampton Inn August 6-7: Nampa, Idaho; Hampton Inn August 9-10: Twin Falls, Idaho; Herrett Center September 2012 TBA October 2012 November 2012 October 3-5: Sun Valley, Idaho Washington Northwest PBIS Conference November 5-6: Bellevue, Washington (Coaches *Costs will be Covered by SESTA) December 2012 Idaho SWPBIS Training Institute Day 5 (Coach & Team) Webinar SWIS Facilitator Training (Coaches *Costs will be covered by SESTA) Northwest PBIS Conference (Attendance is Optional) Idaho SWPBIS Training Institute Day 6 (Coach & Team) Webinar January 2013 December 3: TBA (North) December 5: TBA (Southwest) December 7: TBA (Southeast) TBA February 2013 TBA March 2013 April 2013 February 27-March 1: Eugene, OR March 4: TBA (North) March 6: TBA (Southwest) March 8: TBA (Southeast) TBA

6 Objectives of Training Institute: Participants will explore: o Features of PBIS approach. o Practices and systems of the PBIS approach. o Components of schoolwide discipline systems. o Fundamental classroom and behavior management strategies. o Ways to collect and analyze data for decision making. o Effective high intensity assessment and intervention strategies for students with severe problem behavior. o Methods of professional development and in-service training. o Strategies for providing technical assistance and on-going training/support.

7 Objectives of Day 1: Participants will explore: Features of PBIS. Features of SWPBIS. Elements of effective staff development and coaching. Characteristics of effective coaches. Roles and responsibilities of coaches and administrators. The similarities and differences of consulting, coaching, and collaborating.

8 Days 1-2 Overview Day 1 Day 2 Overview of PBIS, SWPBIS, PBIS Idaho Elements of effective staff development Effective coaching systems and coaches Role & responsibilities (coach & administrator) Characteristics of supporting relationships Strategies for active listening Verbal tools Mediational questioning Non-judgmental responses

9 Processes that Develop a Learning Community Use strategies that ensure every voice is heard. Create and maintain a safe-to-risk climate. o o Learning = taking risks Taking risks requires cognitive safety Set and follow norms that support a learning community. Maintain a focus on the purpose. Collaborate. o o o Common commitment Valuing diversity and all contributions Interdependence Share leadership and followership roles. Support whole-brain processing (thinking and feeling). Take time for reflection.

10 Partner Interview Provide 3 pieces of professional information about yourself. 2 pieces of personal information. Share 1 thing that you enjoy doing at which you are particularly successful.

11 What is PBIS? PBIS stands for Positive Behavior Interventions and Support. PBIS is a decision making framework that guides selection, integration, and implementation of the best evidence-based academic and behavior practices for improving important academic and behavior outcomes for all students. (

12 What PBIS is NOT: A specific practice or curriculum, but rather a general approach to preventing problem behavior. Limited to any particular group of students, but rather for all students. New, but rather is based on a long history of behavioral practices and effective instructional design strategies. (

13 What is PBIS?

14 Idaho s Tiered Instructional and Positive Behavioral Interventions and Support (PBIS) Framework Academic Systems Behavioral Systems Intensive, Individual Interventions Individual Students Assessment-based High Intensity Targeted Group Interventions Some students (at-risk) High efficiency Rapid response 1-5% 1-5% 5-10% 5-10% Intensive, Individual Interventions Individual Students Assessment-based Intense, durable procedures Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Universal Interventions All students Preventive, proactive 80-90% 80-90% Universal Interventions All settings, all students Preventive, proactive

15 Video: Response to Intervention: A Tiered Approach to Instructing ALL Students

16 What is SWPBIS? Schoolwide PBIS (SWPBIS) Improving student academic and behavior outcomes is about ensuring all students have access to the most effective and accurately implemented instructional and behavioral practices and interventions possible. SWPBIS provides an operational framework for achieving these outcomes. More importantly, SWPBIS is NOT a curriculum, intervention, or practice, but IS a decision making framework that guides selection, integration, and implementation of the best evidence-based academic and behavioral, practices for improving important academic and behavior outcomes for all students. (

17 What does SWPBIS Emphasize? In general, SWPBIS emphasizes four integrated elements: Data for decision making. Measurable outcomes supported and evaluated by data. Practices with evidence that these outcomes are achievable. Systems that efficiently and effectively support implementation of these practices. (

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19 It Begins WITH and ENDS Without Commitment PBIS requires administrators, faculty, team members, and coaches to make a commitment to systems, practices, and data in order to effectively and efficiently implement and sustain SWPBIS within the context of an effective community. (SERESC: The Southeastern Regional Education Service Center)

20 What is PBIS Idaho? Our vision at PBIS Idaho is to bring Schoolwide Positive Behavioral Intervention Support (SWPBIS) to all Idaho Schools who see the benefit and make available the PBIS framework for all teams who are working with individual students who display high-intensity, high-risk, and/or high challenging behavior.

21 The PBIS Idaho model Is a systems-level approach to proactive schoolwide discipline that is designed to increase the capacity of schools to adopt and sustain research-validated behavioral practices for all students.

22 Coaching Goals: Two Big Ideas

23 Supporting systematic change in a school community is a long-term journey that begins with dreams and big ideas which can be embraced by faculty, administration, students, families, and community members initially with words which develops into actions or behaviors and then become habits through practice to ultimately form climate or culture. (SERESC: The Southeastern Regional Service Center)

24 What factors lead to teachers changing their classroom practices?

25 6 key elements contribute to effective staff development that helps teachers change their classroom practices. 1. A deep understanding of teachers strengths and weaknesses. 2. Concrete evidence that influences beliefs and shows that change will be worth the effort. 3. Communication and assistance (coaching) in ways that meet each teacher s learning style and needs. 4. A focus on problems that concern the teachers. 5. Deep, Level III collaboration. 6. A common framework for unbiased discussion of education. (Kise, 2006)

26 Assumptions: o o o o o o Adult Learning Adults have a drive toward competence, which is linked to self-image and efficacy. Learning is enhanced when adults are active, involved, and self-directed. What is to be learned must hold meaning; it must connect with current understandings, knowledge, experience, and purpose. We don t learn from experience as much as we learn from processing our experience both successes and failures. Self-refection, self-assessment, and selfdirection are critical to learning and development. Learning is both an opportunity and a risk; it requires dissonance and change. Learning is the continual process of identity formation, or growing into more of who we are becoming. (New Teacher Center, 2011)

27 Your experience as a coach 1. Experience as an educational coach (i.e., behavioral, instructional, academic, reading/literacy) with clearly defined role and responsibilities. 2. Experience as an educational coach without a clear understanding of roles and responsibilities. 3. No experience as an educational coach but have a clear understanding of future role and responsibilities. 4. No experience as an educational coach and lack understanding of role and responsibilities.

28 As educators, we read research indicating teacher quality is the most important factor in student achievement, so we simply select a good teacher who has the most knowledge (or more likely, the most seniority) from within the ranks of the staff, promote him or her, and bestow upon the teacher the title of instructional coach. One minute a classroom teacher; the next, a teacher educator. We don t have a clear idea what that title means or what the person in the role should be doing specifically, but we charge ahead, trusting (or often just hoping) that the person with the title will somehow discover the way. (Hall & Simeral, 2008)

29 Effective coaching incorporates an array of interrelated approaches that promote coherence, focus, and alignment at multiple levels of school systems: Investment in human capital Sustainability Equity and internal accountability Connecting school and district (Annenberg Institute for School Reform)

30 A growing body of research suggests that coaching is a promising element of effective professional development in some of the following ways. Effective coaching encourages collaborative, reflective practice. Effective embedded professional learning promotes positive culture change. A focus on content encourages the use of data analysis to inform practice. Coaching promotes the implementation of learning and reciprocal accountability. Coaching supports collective, interconnected leadership across a school system. (Annenberg Institute for School Reform)

31 Outcomes of coaching: Fluency with training 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 (

32 Training Components Presentation/ Lecture Plus Demonstration Training Outcomes Related to Training Components (Joyce & Showers, 2002) Knowledge of Content Training Outcomes Skill Implementation Classroom Application 10% 5% 0% 30% 20% 0% Plus Practice 60% 60% 5% Plus Coaching/ Admin Support/ Data Feedback 95% 95% 95%

33 Challenges to Effective Coaching Too great a focus on the classroom isolates coaching from systemic goals. Coaching is one element of a professional development system, not the only answer. Coaching models are often not adapted well. Whether voluntary or mandated, coaching can fail to reach resistant teachers. School and central office supports are often underused or inaccessible. (Annenberg Institute for School Reform)

34 Challenges to Effective Coaching cont Coaching programs often lack assessment indicators and systematic documentation of impact. A focus on process limits the rigorous analysis of data and content. Coaching often focuses on broad strategies to the exclusion of differentiation and equity. Teachers are typically the learners, but learning must occur at all levels. (Annenberg Institute for School Reform)

35 What are the characteristics of an effective coach?

36 An effective coach Is highly self-reflective. Is skilled in recognizing others strengths, abilities, and beliefs. Is a servant leader. Is patient. Considers the bus question. (Hall & Simeral, 2008)

37 Coaching is The active delivery of: o Prompts that increase successful behavior. o Corrections that decrease unsuccessful behavior. Done by someone with credibility and experience with the target skill(s). Done on-site, in real time. Done repeatedly (e.g. monthly). Flexible, adjusting intensity as needed. (

38 Coaching is Set of responsibilities, actions, activities not a person. Bridge between training & implementation not administrative accountability. Positive & supportive not nagging. (

39 Coaching Is the art of identifying and developing a person s strengths. Even when a teacher needs to build skills in areas that are natural weaknesses for them, coaches help them do that through techniques that utilize strengths. Is a partnership between the coach and the person being coached. (Kise, 2006)

40 Coaching Recognizes that individual differences will and should occur in how most changes are implemented in the classroom. A coach works to understand how a practice fits with an individual teacher s style and then helps that teacher develop his or her own strategies within the parameters of a school reform. (Kise, 2006)

41 Coaching Is NOT a method for squelching resistance to change without understanding the underlying causes of that resistance. Instead, it is a tool for understanding the fears and obstacles, real or imagined, that teachers face and then addressing those obstacles in ways that provide support for the teacher. (Kise, 2006)

42 Coaching Is far from a white rat supervision tool, where once the coach identifies a teachers type or learning style, he or she applies a given set of practices. Each teacher comes with not just a personality type, but concerns, educational experiences, models of excellence, tried-and-true methods, and prior successes and failures that also influence how they teach and how they need to be coached. (Kise, 2006)

43 Guiding Principles for Effective Coaching Build local capacity. o Become unnecessary but remain available. Maximize current competence. o Never change things that are working. o Always make the smallest change that will have the biggest impact. Focus on valued outcomes. o Tie all efforts to the benefits for children.

44 Guiding Principles for Effective Coaching cont... Emphasize accountability. o Measure and report; measure and report; measure and report. Build on credibility through: o o o o o Consistency, Competence with behavioral principles/practices, Relationships, Time investment, Precorrect for success. (

45 Article Jigsaw Activity 1. 5 Key Points to Building a Coaching Program (Knight, J. 2007) 2. How Coaches Can Maximize Student Learning (Saphier, J. & West, L. 2010) 3. Instructional Coaching. Helping Preschool Teachers Reach Their Full Potential ( Skiffington, S., Washburn, S., & Elliott, K. 2011) 4. Instructional Coaching. Professional Development Strategies That Improve Instruction (Annenberg Institute for School Reform) Got it. I know, understand, and/or agree with this. This is really important or interesting. I don t understand this, or this does not make sense to me.

46 Characteristics of the Coach and the Building Administrator What are their: Common Responsibilities. Distinct Responsibilities

47 Characteristics of the Coach and the Building Administrator Coach Building Administrator Common Responsibilities Develops relationships Observes teachers Analyzes assessments Provides resources Mentors/challenges teachers Strengthens the community of learners (Hall & Simeral, 2008)

48 Characteristics of the Coach and the Building Administrator Coach Peer Not an administrator Provides constructive feedback Models lessons Distinct Responsibilities Building Administrator Superior IS an administrator Provides summative feedback Evaluates lessons (Hall & Simeral, 2008)

49 Characteristics of the Coach and the Building Administrator Coach Servant leadership Collaborative goal setting Provides professional development Counsels teachers Motivation Distinct Responsibilities Building Administrator Visible leadership Directive goal setting Coordinates professional development Directs teachers Inspiration (Hall & Simeral, 2008)

50 Coaches and Administrators The key is for the coach and the administrator to view their roles as interdependent, relying on each other to fully support, challenge, and guide teachers as they strive for improvement. (Hall & Simeral, 2008))

51 When a teacher and a coach can enter a collaborative relationship with the expressed goal of learning together, the results are advantageous to all. Not only do both the teacher and coach enhance their professional skills, but by working together, they also engage in the practice of reflection. Ultimately, the students reap the benefits. It s a win-win situation. (Simeral & Hall, 2008)

52 Jigsaw Activity Consult-Collaborate-Coach

53 Consult To give or take counsel. This moves beyond simple advice giving. To offer counsel and to provide the why, what, and how, of your thinking.

54 To work together. Collaborate This means creating a space for true, shared idea generation and reflection with attention to one s own impulse control, so the protégé has room and an invitation to fully participate as an equal.

55 Coach A vehicle for transporting a valued colleague from one place to another. It is the protégé s journey. The coach is a guide and support system.

56 (Lipton & Wellman, 1999)

57 Practice Coaching

58 Video Activity Coach s Behavior Coachee s Behavior

59 Reflection Thinking back to the beginning of this session, how has your awareness or understanding of coaching changed? What questions do you still have about beginning this new phase in your career, even if you ve been a coach in the past?

60 Statewide Special Education Technical Assistance (SESTA) Center for School Improvement & Policy Studies, BSU Gina Hopper SESTA Director Katie Bubak SESTA Coordinator