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Session Objectives:
Identify the function of district level planning and leadership team roles
Describe the basic functions and skills for Tier 2/3 coaching
Learn how to create a train the trainers model for coaching the implementation of
District Leadership Team: Tier 2/3 Workgroup Roles & Functions
Roles: Decision-makers & stakeholders from:
• District• Buildings• Family & community
Functions: Support and sustain the accurate implementation of
Tier 2/3 evidence-based practices across the district Establish measurable outcomes to determine if
implementation efforts are effective Self-assess building & district implementation Action plan; staff functions, training & TA needs
Tier 2/3 Big Ideas for Building & District Administrators
• The link between academic and social success• ALL students get access to PBS; ALL students
should receive regular positive feedback• Administrators “need to know” the system, the
data/tools, and the practices well enough to guide/lead any “corrections” needed. Ex: If an individual behavior intervention plan is not
working, what should you look for or ask? Ensure that systems are in place and interventions are
offered routinely and rapidly at all 3 tiers for ALL students to be successful
District Models of Group TA
These 2 districts use different approaches based on leadership style, building-based outcomes & needs
Monthly opportunities for support.
Led by External Coach.
OptionalAll facilitators in the district must bring an active plan to scheduled meeting.
During meeting they team up with another facilitator and use tools (ISSET Checklist) to assess plans.
Mandatory
Meetings to Enhance Process
District
Building
Facilitator
• FBA/BIP “expert”• District Leadership Team• Special Education Admininstration• External Coaches• FBA/BIP Committee
• Principal• Special Education
Supervisor/Specialist• Systems Team v.s. PS Team
• Prepare for PS Mtg.• Support for tough conversations
with admin./special education
Celebrations
Revised FBA/BIP Process FBA/BIP Committees formed to continue
improvementFacilitators engaged in processHigher level of accountability for all
involved
Tier 2/3 Coaching Direct support to selected buildings
Co-facilitate and support Tier 2/3 Systems Planning Team meetings in each building Provide technical assistance and support to Tier 2/3 Systems Planning Team
members Provide technical assistance and support to Wraparound Facilitators Assist with data collection and data-based decision-making process Provide technical assistance and support to Tier 2 Problem-Solving’ Team members
(co-facilitating meetings to model where helpful)
District-level support Guide/lead data collection, analysis & use at district and building- levels Co-Facilitate District Tier 2/3 Workgroup meetings Facilitate sustainability and generalization of practices district-wide
Technical Assistance re: Effective team meetings Support to students & families Functional Behavior Assessment/Behavior Intervention Planning Wraparound facilitation Data-based decision-making (including SIMEO)
Intensive Tier 3 Support:Facilitators share plans (FBA/BIPs) with CoachCoach reviews and provides feedback on plans
Highlighting strengths/positive aspects Editing/deleting technically incorrect components Adds comments/questions to facilitate learning
Coach and Facilitator review updated plans together Coach explains feedback & asks probing questions
Final plans are shared with all Coaches/Facilitators (if others are part of the learning experience)
Note: ISSET Checklist may provide some guidance for Coaches new to providing FBA/BIP feedback
Survey Social Workers
2010
33/50 Responded 66%
Elementary 60.6%Middle 21.2%High School 27.3%
2011
30/50 Responded 60%
Elementary 70%Middle 3.3%High School 30%
Are you currently facilitating groups (3 or more students)?
2010 20110
10
20
30
40
50
60
70
80
90
100
YesNo
Are you using evidence-based curriculum for your work with individual students and groups?
Yes No Not Sure0
10
20
30
40
50
60
70
80
90
100
20102011
Do you currently conduct FBA/BIPs in your building?
2010 20110
10
20
30
40
50
60
70
80
90
100
Yes
Yes
2010 20110
10
20
30
40
50
60
70
80
90
100
No
No
Do you feel confident conducting functional behavior assessments and supporting a team in writing a behavior intervention plan?
Not Confident Somewhat Confident Confident Very Confident0
10
20
30
40
50
60
70
80
90
100
20102011
Coaching to CapacityPhase 1: Modeling – Coach models desired skills &
competencies: "Coach shows the Facilitator how to do it"
Phase 2: Support and Feedback - As the Facilitator begins to assume responsibility, the Coach observes: "Coach supports and provides feedback as the Facilitator
does it"Phase 3: Monitoring - The Coach observes over time
that the Facilitator performs and self-monitors independently: "Coach celebrates the Facilitator's ability to perform and
self-monitor"
Coaching to CapacityAbbreviated: Do FOR (modeling)Do WITH (supportive feedback)CHEER on (monitoring)
Model applied to all Tier 3 interventions: FBA/BIP Wrap Wrap-based RENEW
Intensive Tier 3 TA AppliedImmediately following Tier 3 training,
Facilitators identify youth and begin supportFacilitators share plans with CoachCoach reviews and gives feedback on plans
Coach explains edits & asks probing questions Facilitator explains current work, student situation
and makes final edits they UNDERSTAND and AGREE with
Final plans implemented, progress-monitored & shared with all Coaches/Facilitators for learning
Building Capacity for Tier 3 TA Statewide
PBIS Network Do for Do with Cheer on
External Coach Do for Do with Cheer on
Facilitators Do for Do with Cheer on
Students & Families
On-going Coaching Support
• All training & material on website• Share and celebrate data (Newsletters, website)
• Monthly Coaches “Front Page News”• Monthly Coaches Network Mtgs. statewide• Support to District Leadership Teams• Group Technical Assistance for Facilitators• Direct Modeling of the Process at the
Building Level