EXPANDING URBAN SCHOOL CAPACITY THROUGH COACHING School District of - PowerPoint PPT Presentation

PUT ME IN COACH! EXPANDING URBAN SCHOOL CAPACITY THROUGH COACHING School District of Philadelphia Erika McDowell, M.A. Devereux Center for Effective Schools Laura Rutherford, Ph.D., NCSP , BCBA

School District of Philadelphia 215 schools (147 elementary, 14 middle, 53 high schools)   Total student enrollment: 124,184 Student race/ethnicity:  Black: 52%  Hispanic: 21%  White: 14%  Asian: 7%  Multi-racial/Other: 6%  Students learning English: 12.1%  Percent of students who achieved proficiency on state testing:   English/Language Arts: 27%  Math: 13% 100% free and reduced lunch 

3 McIntosh, K., Predy, L., Upreti, G., Hume, A. E. & Mathews, S. (2014). Administrator Role Sustaining SWPBIS at your School

Most Important Perceived Factors for Sustainability 1. School administrators actively support PBIS 2. School administrators describes PBIS as a top priority for the school 3. A school administrator regularly attends and participates in PBIS team meetings 4. The PBIS school team is well organized and operates efficiently 5. The school administrators ensure that the PBIS team has regularly scheduled time to meet McIntosh, K., Predy, L., Upreti, G., Hume, A. E. & Mathews, S. (2014)

Predicting Abandonment of SWPBIS  Investigation of 1861 schools across three states  Of these, 70 schools stopped implementation  Most schools abandoned within first three years  The only predictor of abandonment was urban settings  44 schools provided reason for abandonment  82% School Administrator Support  11% Insufficient Data Submission  5% Competing Initiatives Nese, McIntosh, Nese, Bloom, Johnson, Phillips, & Hoselton (2016)

History of PBIS in SDP

History of SWPBIS in SDP 2003 – 2006 Project REACH 2014 – 2019 – School Climate First 2009 - 2010 – United Way (9 Schools – Transformation Grant (20 Schools SWPBIS - Demonstration Counselor (31+ New Schools and Added funding disrupted and Project Consultation) Supports for Implementing discontinued after 1 year) Schools) 1999 2009 PRESENT 2008 – 2012 CDC Grant (2 Schools – 2014 – 2016 2001 – 2005 MH Services at Tier II) Youth Forum Cities DOE Grant (4 Schools part of (2 Schools + City-Wide Violence Parent Education) Prevention Program) 2009 – 2012 Project ACCELERATE 2018 – 2021 Comprehensive School Safety Grant (4 Schools to enhance implementation)

Challenges in Sustainability  Administrative Support  Lack of Resources  District level  Staff  School level  Materials  Budget  Administrative Turnover  Lack of Follow-Up  District level  School level  No ongoing support after funding ends  School Staff Turnover  No accountability for schools after grant ends  Data System

Coaching Support

Addressing Sustainability through Coaching  “Train & Hope” is not an effective model  Individuals and schools that receive follow-up consultation/facilitation are successful (Joyce and Showers, 2002)  SWPBIS is most successful when implemented within a coaching model (Andreou & McIntosh, 2013; Bambara, Nonnemacher, & Kern, 2009; Coffey & Horner, 2012)

MTSS: Critical Coaching Functions  Team start up support  Deliver prompts and reinforcement  Promote and monitor the fidelity of implementation  Improve public relations and communications  Facilitate team sustainability and  Provide link to outside accountability supports  Technical assistance and  Provide content expertise problem solving Freeman et al., 2018

Standard Coaching vs. Philly Coaching Standard Coaching Philly Coaching All standard coaching procedures Initial Training   Suggesting modifications to better fit  Prompting  culture & context Providing performance Strategic relationship and community   building feedback Supporting overall school climate  Facilitating skill fluency  Being flexible meeting the schools  needs General notes and  feedback Continuous modeling of TIPS key roles  Relationship building Retraining through acquisition staff   members and administrators

PBIS Implementation Background ❖ Training and implementation began 2014 ❖ Manual completed ❖ Roll-out occurred for students and staff ❖ Posters were strategically posted around school building ❖ Lesson plans were created, taught, and executed ❖ CICO manual completed 2016, but not implemented

Barriers to Implementation ❖ Principal turnover in 2015 ❖ New Climate Manager 2015 ❖ Previous implementation of PBIS halted in 2015 ❖ Teacher buy-in issues (PBIS generally negative; belief in rewarding students) ❖ TIPS meetings (Tier I) were inconsistent, coach led, and not attended frequently ❖ CICO was never implemented Administration & Staff turnover Unfamiliar with data systems and use

How did we move toward success? Identify Ongoing Prioritize Root Solutions Assessment Causes

Solutions to Barriers ❖ Team Re-Configuration ❖ Recruiting New Members who had the skill set and commitment ❖ Data Interpretation and Training ❖ Giving staff internal capacity to run and analyze their own data

Team Re-Configuration 2015-2016 PBIS Team 2016-Current SCC Team ❖ School Principal ❖ Administrator (1) ❖ Climate Manager ❖ Team Lead (2) ❖ Team Members (3) ❖ Note Taker (1) ❖ Data Analyst(2) ❖ Activities/Celebrations (2) ❖ Time Keeper (1) ❖ Active Team Members (7)

Data Interpretation/Training 2015-2016 2016-Current Barriers Solutions • Not owning data • Building trust and system developing independence What Am I Reading? • • Ongoing availability Analyzing the data and communication. for my school • Systems training and What does this stuff mean? coaching

Areas of Opportunity  Staff buy-in and rebranding  Team-wide and school-wide  Recruiting staff invested in SCC/PBIS and committed to team and students  Displaying team unity and demonstrating consistency Administration & Staff turnover (Team Re-Configuration)

Cycles of Improvement  Paused traditional implementation efforts, reflected, and re-strategized  Took a breath from spinning wheels!  Prioritize the data and sharing with staff  Making the data fun and not scary! Unfamiliar with data systems and use (Data Interpretation/Training)

Outcomes

Take Aways ● Building a team takes time (Be resolute). ● Administrative Support and Buy-In is a must! ● Team members are honest/Coaching facilitates this process.

Coaching Through Turnover: Lessons Learned  Focus on building sustainability at the school level  Administrative support is key  Relationships help to provide long-lasting implications for PBIS development  Utilize coaching colleagues for support  Coaching Burnout  Remain positive

Building and Sustaining Coaching Capacity

Strategic Support of Coaching: Mentoring  Director of PBIS position created in late March 2018  Bi-weekly supervision meeting with Director  Monthly PBIS District Team Meeting (TA, District Coaches)  Mid-year Check-in  End Of Year Review

What happens in Supervision? - Structure Varies (group; 1:1) - Agenda (created by coaches; framework from director) - Review of district policies and initiatives - Goal setting for each case load (TIPS meetings, teaching, etc.) - Debrief on trainings and shadowing experiences *Technical Assistance usually not present

Monthly District Meetings - Mandatory Attendance - Agenda (created by director) - Review of trends across coaches and case loads - PAPBS Updates - Group Problem Solving - Bucket review/assignments

Integration with Other Climate Initiatives  Youth Mental Health First Aid  Restorative Practices  Second Step  Tune Up Tuesdays/New Hire Orientation  Conflict Resolution Education in Teacher Education (CRETE)  Department of Behavioral Health piloting new Behavioral Health Program

Collaboration Across Departments  Teaching and Learning  Specialized Services  Curriculum and Instruction  Leadership Development & Evaluation  FACE (Family and Community Engagement)  Strategic Partnerships

Technical Assistance  More than contractual agreement  Trust is the foundation of TA collaboration  Relationships are critical “I can FLY higher than an Eagle, ‘cause you are the wind beneath my wings”

Outcomes

In 2019- 2020…  …13 schools are eligible for initial recognition of implementation of Tier I by the PAPBS Network  …15 schools are eligible for sustained recognition of implementation of Tier I by the PAPBS Network  … 11 schools are eligible for recognition of implementation of Tiers 1 and 2 by the PAPBS Network  …2 schools are eligible for recognition of implementation of Tiers 1, 2, and 3 by the PAPBS Network 41 schools!

Other Glows of Philly Implementation  Some schools currently implementing PBIS have experienced an increase in attendance from their baseline year.  More that half of implementing schools experienced an increase in the percentage of students with zero suspensions.  PBIS schools scored significantly higher on English PSSAs than the non-PBIS schools in our district.

Wrap-Up