Tier 2/3 Coaching Functions & Skills

Kimberli Breen Michele Capio

Illinois PBIS Network

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

Identify the function of district level planning and leadership team roles

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 Example

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

Describe the basic functions and skills for Tier 2/3 coaching

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

Coaching for Capacity Building

District Example

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

Learn how to create a train the trainers model for coaching the implementation of Tier 2/3

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

Direct Modeling

Facilitator

External Coach

Problem Solving Team

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