Coaching leadership teams tips

Sustaining Communities of Practice School-wide Positive Behaviour Support Queensland, Australia Conference 2011 Presented by Anne W. Todd University of Oregon [email protected]

www.uoecs.org www.pbis.org

•  Provide some research & further resources the 4 Elements needed for Capacity Building & Sustainability across three tiers of support

  Preview Coaches Fidelity of Implementation Checklist

  Preview TIPS Meeting Foundations  Clearly defined purpose and roles  What happens BEFORE, DURING, AFTER a meeting  Meeting Minute and Action Planning Form

  Preview the Problem Solving Process  Defining “problems” with precision  Using data for decision-making

2

 Early Childhood  Academic and Social Behavioral Supports  Response to Intervention  Behavior Specialist Support  Meetings focusing on Support across all

three Tiers  Team Initiated Problem Solving ◦ Data use for decision-making

  Coaching is the active and iterative delivery of: ◦  (a) prompts that increase successful behavior, and ◦  (b) corrections/redirections that decrease unsuccessful

behavior.

◦  Coaching is done by someone with credibility and experience with the target skill(s) ◦  Coaching is done on-site, in real time   Before activities/meeting, During meetings, After meetings ◦  Coaching is done after initial training ◦  Coaching is done repeatedly (e.g. monthly) ◦  Coaching intensity is adjusted to need   Initial implementation coaching   Sustained implementation coaching

  Fluency with trained 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

  Most often due to ability to increase coaching intensity at critical points in time.

  Build local capacity   Become unnecessary…but remain available

  Maximize current competence   Never change things that are working   Always make the smallest change that will have the biggest impact

  Focus on valued outcomes   Tie all efforts to the benefits for children

  Emphasize Accountability   Measure and report; measure and report; measure and report.

  Build credibility through:   (a) consistency, (b) competence with behavioral principles/practices,

(c) relationships, (d) time investment.

  Precorrect for success   Contact before problems emerge

Training Outcomes Related to Training Components

Training Outcomes

Training Components Knowledge of Content

Skill Implementation

Classroom Application

Presentation/ Lecture

Plus Demonstration

Plus Practice

Plus Coaching/ Admin Support Data Feedback

10% 5% 0%

30% 20% 0%

60% 60% 5%

95% 95% 95%

Joyce & Showers, 2002

SYSTEMS

PRACTICES

DATA

Supporting Staff & Student Behavior and Decision Making

Building Capacity and Sustainability

OUTCOMES

For Social Competence, Academic Achievement, and Safety 4 Integrated

Elements

Coaches Fidelity Checklist, continued

More resources at www.pbis.org

School-wide Behavior Systems

in Place

School-wide Behavior Systems

NOT in place

Literacy Interventions in

Place Improved Literacy

NO Literacy Improvement

Literacy Interventions NOT in Place



(Kellem et al.)

  Having data is necessary but insufficient

  Building effective team process (roles/ protocol) is essential.

  Use an electronic Agenda that prompts problem solving

  Problem solving starts with precise problem statements

  Use data-based decision rules to build, implement and modify solutions.

People aren’t ,red from solving problems – they’re are ,red from solving the same problems over and over.

  Universal Screening ◦  Proportion of students with   0-1 Office Discipline Referrals (ODRs)   2-5 ODRs   6+ ODRs

  Progress Monitoring   Compare data across time ◦  Prevent previous problem patterns

  Define Problems with precision that lead to solvable problems

Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual. 16

17

~80% of Students

~15%

~5%

0-1 office discipline referral

6+ office discipline referrals

2-5 office discipline referrals

Using office discipline referrals as a metric for universal screening of student social behavior


0

2

4

6

8

10

12

Aug Sept Oct Nov Dec Jan Feb Mar Apr May Jun

0-1

2-5

6+

Cum

ulat

ive

Mea

n O

DR

s

Cumulative Mean ODRs Per Month for 325+ Elementary Schools 08-09

Jennifer Frank, Kent McIntosh, Seth May

Kimberly L. Ingram, Teri Lewis-Palmer and George Sugai Journal of Positive Behavior Interventions October 2005 vol. 7 no. 4 224-236

 Does it make any difference if you build a behavior support plan on information from a functional assessment?

 Conduct a functional assessment: ◦ Plan A: Indicated by functional assessment ◦ Plan B: Contra-indicated by functional

assessment

www.pbis.org

  Three Schools

  Six students identified for high rates of verbal and physical aggression toward others.

  Whole school implementation of SWPBIS   Whole school addition of Stop-Walk-Talk   Direct observation of problem behavior on

playground.

Scott Ross, University of Oregon 26

Predictable, consistent, positive and safe social culture (expectations defined, taught, acknowledged)

Everyone can identify “respectful” and non-respectful behavior.

“Stop”

Walk

Talk

Change in the rewards for bullying.

Change in likelihood of bullying

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Baseline Acquisition Full BP-PBS Implementation

Num

ber o

f Inc

iden

ts o

f Bul

lyin

g B

ehav

ior

School Days

School 1 Rob

Bruce

Cindy

Scott

Anne

Ken

School 2

School 3

3.14 1.88 .88 72%

BP-PBS, Scott Ross 29

28% increase 19% decrease

BP-PBS, Scott Ross 30

21% increase

22% decrease

31

Example from Illinois

Two Research Studies

  Four students   Staff person for morning check in   Staff person for afternoon check out   All staff on board   Parents knowledgeable about the program   Getting started = one day ◦  All staff alerted, parent/guardian alerted, student

taught how to use the system   Direct Observation: 120 10 second intervals =

20 minutes measuring the % of intervals engaged in problem behavior

Baseline CICO

20 minute observations= 120 ten second intervals

Peer composite= 4 randomly selected students for 5 minutes each= 20 minute obs.

% of intervals engaged in problem behavior

Direct Observation data for

Research purposes

Baseline CICO

 Two fourth grade males  Class of 32 students  Reported low intensity but chronic

problem behaviors  Began CICO program established at

school  Multiple baseline across settings ◦ ABCBC

BL CICO FB-CICO

Math

CICO FB-CICO

Reading

Sessions

FB-CICO in reading = Choice of sitting IF all 3’s both kids prior to lunch

FB-CICO in math = opportunity to go to check out together at end of school day

% of 120 ten second intervals on-task Creah

BL CICO FB-CICO CICO FB-CICO

Math

Reading

Sessions

FB-CICO in math = opportunity to go to check out together at end of school day

FB-CICO in reading = Choice of sitting IF all 3’s both kids prior to lunch

% of 120 ten second intervals on-task Keaton

Review Status and

Identify Problems

Develop and Refine

Hypotheses

Discuss and Select

Solutions

Develop and Implement Action Plan

Evaluate and Revise

Action Plan

Problem Solving Foundations

Team Initiated Problem Solving (TIPS) Model

0%

20%

40%

60%

80%

100%

0%

20%

40%

60%

80%

100%

0%

20%

40%

60%

80%

100%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90%

100%

School A

School B

School C

School D

Foundation Score

Baseline Coaching TIPS %

DO

RA

Fou

ndat

ions

Sco

re

0% 10% 20% 30% 40% 50% 60% 70% 80% 90%

100%

0%

20%

40%

60%

80%

100%

School B

0%

20%

40%

60%

80%

100%

0%

20%

40%

60%

80%

100%

School A

School D

School C

Baseline Coaching TIPS

Thoroughness of decision-making

% D

OR

A T

horo

ughn

ess S

core

Structure of meetings lays foundation for efficiency & effectiveness

 Core roles ◦  Facilitator ◦ Minute taker ◦ Data analyst ◦ Active team member

 Backup for each role Can one person serve multiple roles?

Are there other roles we could build it? (e.g. Reporter?)

Typically NOT the administrator

44

45

Problem

Solution Out of Time

Use Data

A key to collective problem solving is to provide a visual context that allows everyone to follow and contribute

PBIS Team Meeting Minutes and Problem-Solving Action Plan Form Today’s Meeting: Date, time, location: Facilitator: Minute Taker: Data Analyst: Next Meeting: Date, time, location: Facilitator: Minute Taker: Data Analyst: Team Members (bold are present today)

Today’s Agenda Items Next Meeting Agenda Items 01. 02. 03.

1.  2. 

Information for Team, or Issue for Team to Address

Discussion/Decision/Task (if applicable) Who? By When?

Administrative/General Information and Issues

Implementation and Evaluation Precise Problem Statement, based on review of

data (What, When, Where, Who, Why)

Solution Actions (e.g., Prevent, Teach, Prompt, Reward, Correction, Extinction,

Safety) Who? By When?

Goal, Timeline, Decision Rule, & Updates

Problem-Solving Action Plan

Our Rating Yes So-So No

1. Was today’s meeting a good use of our time? 2. In general, did we do a good job of tracking whether we’re completing the tasks we agreed on at previous meetings?

3. In general, have we done a good job of actually completing the tasks we agreed on at previous meetings? 4. In general, are the completed tasks having the desired effects on student behavior?

Evaluation of Team Meeting (Mark your ratings with an “X”)

Where in the Form would you place:

1.  Planning for next PTA meeting?

2.  Too many students in the “intensive support” for literacy

3.  Schedule for hallway monitoring for next month

4.  There have been five fights on playground in last month.

5.  Next meeting report on lunch-room status.

  Regular meetings & regular attendance & regular time   The “right” people   The right roles ◦  Facilitator ◦  Minute Taker ◦  Data Analyst ◦  Active Team Members

  Accomplishments – Products of successful meeting ◦  Meeting Minutes (record of decisions & tasks concerning

administrative/general issues) ◦  Problem-Solving Action Plan (record of decisions & tasks

concerning problems identified by team)

48

 Decisions are more likely to be effective and efficient when they are based on data.

 The quality of decision-making depends most on the first step (defining the problem to be solved)   Define problems with precision and clarity

 Data help us ask the right questions…they do not provide the answers: Use data to ◦  Identify problems ◦ Refine problems ◦ Define the questions that lead to solutions

 Data help place the “problem” in the context rather than in the students.

 The process a team uses to problem solve is important: ◦ Roles:

  Facilitator; Recorder; Data analyst; Active member

◦ Organization  Agenda; Old business (did we do what we said we would

do); New business; Action plan for decisions.  What happens BEFORE a meeting  What happens DURING a meeting  What happen AFTER a meeting

  Build “decision systems” not “data systems”  Use data in “decision layers” ◦  Is there a problem? (overall rate of ODR) ◦  Localize the problem

  (location, problem behavior, students, time of day)

◦  Get specific  Don’t drown in the data   It’s “OK” to be doing well   Be efficient

  Documentation of   Logistics of meeting (date, time, location, roles)  Agenda items for today’s meeting ( and next meeting)  Discussion items, decisions made, tasks and timelines assigned   Problem statements, solutions/decisions/tasks, people assigned to implement

with timelines assigned, and an evaluation plan to determine the effect on student behavior

  Reviewing Meeting minutes  An effective strategy for getting a snapshot of what happened at the previous

meeting and what needs to be reviewed during the upcoming meeting  What was the issue/problem?, What were we going to do?, Who was going to do it and by

When?, and How are we measuring progress toward the goal?

  Visual tracking of focus topics during and after meetings   Prevents side conversations   Prevents repetition   Encourages completion of tasks

Develop Hypothesis

Discuss and Select

Solutions Develop and Implement Action Plan

Evaluate and Revise

Action Plan .


Identify Problems


  Build a picture for the pattern of office referrals in your school.

  Compare the picture with a national average

  Compare the picture with previous years

  Compare the picture with social standards of faculty, families, students.


Goal

1.  Identify problems empirically 2.  Identify problems early 3.  Identify problems in a manner that

leads to problem solving not just whining

  What data to monitor ◦  ODR per day per month ◦  OSS, ISS, Attendance, Teacher report ◦  Team Checklist/ SET (are we doing what we planned to do?)

  What question to answer ◦  Do we have a problem?

  What questions to ask of Level, Trend, Peaks ◦  How do our data compare with last year? ◦  How do our data compare with national/regional norms? ◦  How do our data compare with our preferred/expected status?

  If a problem is identified, then ask ◦  What are the data we need to make a good decision?

 Precise problem statements include information about the 5 Big questions: ◦ What is problem, and how often is it

happening ◦ Where is it happening ◦ Who is engaged in the behavior ◦ When the problem is most likely ◦ Why the problem is sustaining

  Primary Statements ◦  Too many referrals ◦  September has more

suspensions than last year ◦  Gang behavior is

increasing ◦  The cafeteria is out of

control ◦  Student disrespect is

out of control

  Precision Statements ◦  There are more ODRs

for aggression on the playground than last year. These are most likely to occur during first recess, with a large number of students, and the aggression is related to getting access to the new playground equipment.

An Example Elementary Playground Problems

 Total enrollment= 550   3 classes per grade level   18 classrooms (30/class)

 Primary Problem Statement ◦  fighting and physical aggression on playground

  550 students full playground area, expectations, equipment use

 Precise Problem Statement ◦  High rates of physical aggression, disrespect and inappropriate language on the playground during second and third grade recess. Many students are involved and it appears they are trying to get access to equipment/games   180 2ne/3rd graders, routine for accessing/sharing equipment/games

0

5

10

15

20

25

30

Planning time Implementation time:staff Implementation time: students

2 precison elements

4+ precision elements

hour

s

  Gang-like behavior is increasing

  Texting during school is becoming more negative

  Bullying (verbal and physical aggression) on the playground is increasing during “first recess,” is being done mostly by four 4th grade boys, and seems to be maintained by social praise from the bystander peer group.

  A large number of students in each grade level (6, 7, 8) are using texting to spread rumors, and harass peers. Texting occurs both during the school day, and after school, and appears to be maintained by attention from others.

  Carly is having reading difficulties

  50% of 2nd graders are not meeting math benchmarks

  Carly is reading 20 cwpm (goal is 60), skips or guesses at words she doesn’t know, mostly during language arts

  2nd graders, who entered school after Oct 31, do not know whole numbers 75-100 and are not accurately adding two digit numbers because of lack of skills

 Compare data across time  Moving from counts to count/month

Tota

l Offi

ce D

isci

plin

e R

efer

rals

Total Office Discipline Referrals as of January 10

  Look first at your patterns (tell the story) ◦  Level, Trend ◦  Peaks ◦ Match data to current perceptions

 Compare your data ◦ With national median ◦ With last year ◦ With what your faculty/students/ families want

Grade Range Number of Schools

Mean Enrollment per school

Median ODRs per 100 per school day

K-6 2565 452 .22

6-9 713 648 .50

9-12 266 897 .68

K-(8-12) 474 423 .42

Elementary School with 150 Students Compare with National Median 150 / 100 = 1.50 1.50 X .22 = .33

Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.

71

Elementary School 465 students (465/ 100 = 4.6 X .22= 1.01)


Elementary School 1500 Students (1500/100 =105 X .22= 3.3)


Describe the narrative for this school

What When

Where

Who

Why

What are the data you are most likely to need to move from a Primary to a Precise statement?

 What is perceived as maintaining the problem behavior?

 Always assess motivation AFTER you have defined who, what, where?

 Look for the “primary” motivation if there are multiple options.

Why

Why

Prevention How can we avoid the problem context? Who, When, Where Schedule change, curriculum adaptation, etc

How can we define, teach, and monitor what we want? Teach appropriate behavior Use problem behavior as negative example

Teaching

Reward How can we build in systematic reward for desired behavior?

Extinction How can we prevent problem behavior from being rewarded?

Curricular Adaptations

How can we modify the curriculum to problem behavior from occurring?

Corrective Consequence

What are efficient, consistent consequences for problem behavior?

Data Collection How will we collect and use data to evaluate (a) implementation fidelity, and (b) impact on student outcomes?

565 students Grades 6,7,8

  Identified problem ◦  for last 4 mos., Major ODRs per day higher

than national median ◦  increasing trend across all 5 mos.

 Primary or Precise???!

Trevor Test Middle School 11/01/2007 through 01/31/2008 (last 3 mos.)

1.  Most Disruptions occur in Cafeteria 2.  Most Disruptions occur in Cafeteria between

11:30 AM and 12:00 PM 3.  Most instances Inappropriate Language occur

in Cafeteria between 11:30 AM and 12:00 AM 4.  Many Students involved

  Many students from all grade levels are engaging in disruption, inappropriate language and harassment in cafeteria and hallway during lunch, and the behavior is maintained by peer attention

  A smaller number of students engage in skipping and noncompliance/defiance in classes, (mostly in rooms 13, 14 and 18), and these behaviors appear to be maintained by escape.

Prevention *Teach behavioral expectations in cafeteria *Maintain current lunch schedule, but shift classes to balance numbers. Teaching

Reward Establish “Friday Five”: Extra 5 min of lunch on Friday for five good days.

Extinction Encourage all students to work for “Friday Five”… make reward for problem behavior less likely

Corrective Consequence Active supervision, and continued early consequence (ODR)

Data Collection Maintain ODR record and supervisor weekly report

Review Status and

Identify Problems

Develop and Refine

Hypotheses

Discuss and Select

Solutions

Develop and Implement Action Plan

Evaluate and Revise

Action Plan

Problem Solving Foundations


◦  Before the meeting:   Call Facilitator to make sure

  Roles are defined   Big 5 SWIS reports are available   Agenda prepared   Prompt to ask questions during the meeting

  Check in with data analyst & help prepare data summary   Check in with Minute Taker

  Set up Meeting Minute form for the meeting ◦ During the meeting

  Reinforce organization   Help data analyst use SWIS decision-rules   Prevent drowning in data

◦ After meeting   Help Minute Taker clarify/clean up meeting minutes  Make sure meeting minutes are disseminated

◦  Before:   Call Facilitator

 Make sure issues from last meeting are on next meeting agenda  Make sure Big 5, internet, & projector are available   Prompt to ask questions during the meeting

  Help Data Analyst prep data summary   Check in with Minute Taker

  Prompt to project previous meeting minutes   ‘save as’ with the current meeting date

◦ During:  Make sure issues from last meeting are addressed   Prompt team members to use problem-solving Mantra, as needed   Prompt minute taker to ‘cut’ completed tasks & update/add items

throughout the meeting ◦ After:

  Help Minute Taker clarify/clean up meeting minutes

◦ Before:   email prompt to facilitator minute taker

◦ During:   be quiet, but supportive   Prompt team members as needed

◦ After:   Celebrate   Review meeting minutes, support as needed

  Stay on meeting minute distribution list

◦  Review meeting minutes, offer suggestions

  Attend meetings as schedule allows

◦  Prompt team members to use problem solving mantra

  Send email to team members acknowledging efforts and successes

  Annually, prompt team to conduct Meeting Foundations Checklist

Coaches Fidelity Checklist, continued

Develop Hypothesis

Discuss and Select

Solutions Develop and Implement Action Plan

Evaluate and Revise

Action Plan


Identify Problems

97

www.pbis.org

  Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.

  Todd, A. W., Horner, R. H., Newton, J. S., Algozzine, R. F., & Algozzine, K. M. (2011). Effects of Team Initiated Problem Solving on Meeting Practices of School-Wide Behavior Support Teams. Journal of Applied School Psychology.

  Todd, A. W., Kaufman, A., Meyer, G., & Horner, R. H. (2008). The Effects of a Targeted Intervention to Reduce Problem Behaviors: Elementary School Implementation of Check In - Check Out. Journal of Positive Behavioral Interventions, 10(1), 46-55.

  Ross, S. W., & Horner, R. H. (2009). Bully prevention in positive behavior support. Journal of Applied Behavior Analysis, 42(4), 747-759.

Ingram, K.L., Lewis-Palmer, T, & Sugai, G. Function-Based Intervention Planning: Comparing the Effectiveness of FBA Function-Based and Non—Function-Based Intervention Plans. Journal of Positive Behavior Interventions October 2005 vol. 7 no. 4 224-236.

Kellam, S. G., Ling. X., Merisca, R., Brown, C. H., & Ialong, N. (1998). The effect of the level of aggression in the first grade classroom on the course and malleability of aggressive behavior into middle school. Development and Psychopathology, 10, 165-185.

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