Coaching: Best Practice & Lessons Learned

Coaching: Best Practice & Lessons Learned

George SugaiOSEP Center on PBIS

Center for Behavioral Education & ResearchUniversity of Connecticut

October 3, 2011

www.pbis.org www.cber.org www.swis.org

Problem Statement

“We give schools strategies & systems for improving practice & outcomes, but implementation is not accurate, consistent, or durable, & desired outcomes aren’t realized. School personnel & teams need more than exposure, practice, & enthusiasm.”

“Train & Hope”

REACT toProblemBehavior

Select &ADD

Practice

Hire EXPERTto TrainPractice

WAIT forNew

Problem

Expect, But HOPE for

Implementation

SYST

EMSPRACTICES

DATASupportingStaff Behavior

SupportingStudent Behavior

OUTCOMES

Supporting Social Competence &Academic Achievement

SupportingDecisionMaking

IntegratedElements

Basic “Logic”SY

STEM

S

PRACTICES

DATA

Training+

Coaching+

Evaluation

Maximum Student

OutcomesImplementation

Fidelity

Session OutcomesDescribe features of implementation framework.

Define coaching.

Describe functions of coaching for implementation.

Describe strategies for enhancing coaching outcomes.

Develop action plan based on self-assessment of individual coaching strengths & needs.

PBIS as Framework

PBIS isFramework for enhancing adoption & implementation of

Continuum of evidence-based interventions to achieve

Academically & behaviorally important outcomes for

All students

SYST

EMSPRACTICES



OUTCOMES



IntegratedElements

Agreements

Team

Data-based Action Plan

ImplementationEvaluation

GENERAL IMPLEMENTATION

PROCESS: “Getting Started”

• Desired outcome?Effective

• Real implementer?Efficient

• Contextual & cultural?Relevant

• Lasting?Durable

• Transportable?Scalable

• Conceptually Sound?Logical

“What are we looking for?”Evaluation Features

Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Secondary Prevention:Specialized Group

Systems for Students with At-Risk Behavior

Tertiary Prevention:Specialized

IndividualizedSystems for Students

with High-Risk Behavior

~80% of Students

~15%

~5%

CONTINUUM OFSCHOOL-WIDE

INSTRUCTIONAL & POSITIVE BEHAVIOR

SUPPORT

ALL

SOME

FEW

Universal

Targeted

Intensive

All

Some

FewPBIS

Continuum of Support for

ALL

Dec 7, 2007

Integrated Continuum

Mar 10 2010

Academic Continuum

Behavior Continuum

Universal

Targeted

IntensiveContinuum of Support for

ALL

Dec 7, 2007

Prob Sol.

Coop play

Adult rel.

Anger man.

Attend.

Peer interac

Ind. play

Label behavior…not people

~80% of Students

~5%

ESTABLISHING CONTINUUM of SWPBS

SECONDARY PREVENTION• Check in/out• Targeted social skills

instruction• Peer-based supports• Social skills club•

TERTIARY PREVENTION• Function-based support• Wraparound• Person-centered planning• •

PRIMARY PREVENTION• Teach SW expectations• Proactive SW discipline• Positive reinforcement• Effective instruction• Parent engagement•

~15%

District-Region

School

SWPBS Leadership

Team

SWPBS Tier 1

T1 Systems T1 Practices

Specialized Behavior Support

Team

Group-based Tier 2


Individual Tier 3


Funding Visibility PolicyPoliticalSupport

Training Coaching Behavioral ExpertiseEvaluation

LEADERSHIP TEAM(Coordination)

Local School/District Implementation Demonstrations

SWPBS Implementation

Blueprint

www.pbis.orgFocus

IMPLEMENTATION W/ FIDELITY

CONTINUUM OF EVIDENCE-BASEDINTERVENTIONS

CONTENT EXPERTISE &

FLUENCY

PREVENTION & EARLY

INTERVENTION

CONTINUOUSPROGRESS

MONITORING

UNIVERSAL SCREENING

DATA-BASEDDECISION MAKING

& PROBLEM SOLVING

RtI

Bradshaw, C.P., Koth, C.W., Thornton, L.A., & Leaf, P.J. (2009). Altering school climate through school-wide Positive Behavioral Interventions and Supports: Findings from a group-randomized effectiveness trial. Prevention Science, 10(2), 100-115

Bradshaw, C.P., Koth, C.W., Bevans, K.B., Ialongo, N., & Leaf, P.J. (2008). The impact of school-wide Positive Behavioral Interventions and Supports (PBIS) on the organizational health of elementary schools. School Psychology Quarterly, 23(4), 462-473.

Bradshaw, C. P., Mitchell, M. M., & Leaf, P. J. (2010). Examining the effects of School-Wide Positive Behavioral Interventions and Supports on student outcomes: Results from a randomized controlled effectiveness trial in elementary schools. Journal of Positive Behavior Interventions, 12, 133-148.

Bradshaw, C.P., Reinke, W. M., Brown, L. D., Bevans, K.B., & Leaf, P.J. (2008). Implementation of school-wide Positive Behavioral Interventions and Supports (PBIS) in elementary schools: Observations from a randomized trial. Education & Treatment of Children, 31, 1-26.

Horner, R., Sugai, G., Smolkowski, K., Eber, L., Nakasato, J., Todd, A., & Esperanza, J., (2009). A randomized, wait-list controlled effectiveness trial assessing school-wide positive behavior support in elementary schools. Journal of Positive Behavior Interventions, 11, 133-145.

Horner, R. H., Sugai, G., & Anderson, C. M. (2010). Examining the evidence base for school-wide positive behavior support. Focus on Exceptionality, 42(8), 1-14.

Waasdorp, T. E., Bradshaw, C. P., & Leaf, P. J. (in press). The impact of school-wide positive behavioral interventions and supports on bullying and peer victimization: A randomized controlled effectiveness trial. Journal of Positive Behavioral Interventions.

RCT & Group Design PBIS Studies

• Reduced major disciplinary infractions• Improvements in academic achievement

• Enhanced perception of organizational health

& safety• Improved school climate• Reductions in teacher reported bullying

behavior

Algozzine, B., Wang, C., & Violette, A. S. (2011). Reexamining the relationship between academic achievement and social behavior. Journal of Positive Behavioral Interventions, 13, 3-16.

Burke, M. D., Hagan-Burke, S., & Sugai, G. (2003). The efficacy of function-based interventions for students with learning disabilities who exhibit escape-maintained problem behavior: Preliminary results from a single case study. Learning Disabilities Quarterly, 26, 15-25.

McIntosh, K., Chard, D. J., Boland, J. B., & Horner, R. H. (2006). Demonstration of combined efforts in school-wide academic and behavioral systems and incidence of reading and behavior challenges in early elementary grades. Journal of Positive Behavioral Interventions, 8, 146-154.

McIntosh, K., Horner, R. H., Chard, D. J., Dickey, C. R., and Braun, D. H. (2008). Reading skills and function of problem behavior in typical school settings. Journal of Special Education, 42, 131-147.

Nelson, J. R., Johnson, A., & Marchand-Martella, N. (1996). Effects of direct instruction, cooperative learning, and independent learning practices on the classroom behavior of students with behavioral disorders: A comparative analysis. Journal of Emotional and Behavioral Disorders, 4, 53-62.

Wang, C., & Algozzine, B. (2011). Rethinking the relationship between reading and behavior in early elementary school. Journal of Educational Research, 104, 100-109.

Academic-Behavior Connection

“Viewed as outcomes, achievement and

behavior are related; viewed as causes of

each other, achievement and behavior are

unrelated. In this context, teaching behavior

as relentlessly as we teach reading or other

academic content is the ultimate act of

prevention, promise, and power underlying

PBS and other preventive interventions in

America’s schools.”

Algozzine, Wang, & Violette (2011), p. 16.

PBIS Lessons Learned

Invest in 1-3 yrs of on-going PD

Provide annual boosters

Establish school & district/regional COACHING

Annual self-assessment of integrity & outcomes

Integrate initiatives w/ similar outcomes

Establish local content & implementation expertise

CONTEXTor

SETTING

Teacher Practice

Student Behavior

School Reform

District Operations

Continua of Responsiveness

& Support

Focus on Coaching

SYST

EMSPRACTICES



OUTCOMES



IntegratedElements

“Making a turn”

IMPLEMENTATION

Effective Not Effective

PRACTICE

Effective

Not Effective

Maximum Student Benefits

Fixsen & Blase, 2009

Detrich, Keyworth, & States (2007). J. Evid.-based Prac. in Sch.

Startw/

What Works

Focus on Fidelity

Basic “Logic”SY

STEM

S

PRACTICES

DATA

Training+

Coaching+

Evaluation

Maximum Student

OutcomesImplementation

Fidelity

Coaching

Considerations

1. Specification of implementation

approach 2. Purpose of

coaching in implementation

approach

3. Coaching functions or

activities

4. Who engages in above coaching

functions

5. Expected outcomes of

effective coaching

6. Evaluation of implementation

integrity

7. Resources for sustainable &

scalable coaching capacity?

1. Description of organization’s implementation approach

Challenge, need, problem, issue

Inputs

Evidence-based

practice/solution

Materials, resources,

funding

Implementation approach

Outputs

Implementation fidelity

Student outcomes

Funding Visibility PolicyPoliticalSupport

Training Coaching Behavioral ExpertiseEvaluation

LEADERSHIP TEAM(Coordination)

Local School/District Implementation Demonstrations

SWPBS Implementation

Blueprint

www.pbis.org

Agreements

Team

Data-based Action Plan

ImplementationEvaluation

GENERAL IMPLEMENTATION

PROCESS: “Getting Started”

www.scalingup.org

Dean FixsenKaren Blase

UNC

http://www.pbis.org/

Effective Implementation

Science(SISEP)

Implementation Stages

Implementation Drivers

PEP –PIP Loops

Plan-Do-Study-Act Cycle

Where are you in implementation process?Adapted from Fixsen & Blase, 2005

• We think we know what we need, so we ordered 3 month free trial (evidence-based)

✔EXPLORATION & ADOPTION

• Let’s make sure we’re ready to implement (capacity infrastructure)✔INSTALLATION

• Let’s give it a try & evaluate (demonstration)

✔INITIAL IMPLEMENTATION

• That worked, let’s do it for real (investment)

✔FULL IMPLEMENTATION

• Let’s make it our way of doing business (institutionalized use)

SUSTAINABILITY & CONTINUOUS

REGENERATION

2. Coaching purpose in organization’s implementation approach

Contextualize, prompt, & reinforce

implementation

Enhance implementatio

n fidelity

Document & showcase outcomes

Coaching

Set of responsibilities,

actions, activities

…..not person

Bridge between training &

implementation ……not

administrative accountability

Positive & supportive resource & facilitation

….not nagging

3. Coaching functions or activities

Internal v. external coaching

ClassroomGradeSchoolDistrict

RegionalState

Continuum of intensity based on

responsive-ness

Data-based,

reporting, decision making,

evaluation

COACHING FUNCTIONS(enabling)

Guidance for team startup

Technical assistance

Resource access

Problem solving

Data-based decision making

Positive reinforcement

Prompting & reminding

Communications network

4. Who

Person (e.g., SP, SW, SC, SE, A, T)

Knowledge fluency

Practice fluency

Time & support Social skills

Student

Classroom

School

State

District

Continuum of Coaching Functions

5. Expected outcomes of effective coaching

Accurate & fluent practice implementation

Maximum student

outcomes

Durable & generalizable

implementation w/ less

coaching

Example“Easier to coach what you know & have experienced.”

Coaching linked to implementation team

Coaching training linked with team training

Coaches participate in team training

New teams added with increased coaching fluency

Coaching capacity integrated into existing personnel

Supervisor approved & endorsed

District agreements & support given

Coaches experienced with team implementation

District-wide coordination provided

Regularly meetings for prompting, celebrating, problem solving etc.

6. Evaluation of coaching implementation integrity

Student outcome

s

Formative self-

assessments &

checklists

Coaching of coaching

Implemen-tation fidelity

7. Resources for sustainable & scalable coaching capacity?

Professional developmen

t

Supervision &

coordination

Time & scheduling

Performance monitoring

& informative feedback

Competing, Inter-related National Goals• Improve literacy, math, geography, science, etc.• Make schools safe, caring, & focused on teaching &

learning• Improve student character & citizenship• Eliminate bullying• Prevent drug use• Prepare for postsecondary education• Provide a free & appropriate education for all• Prepare viable workforce• Affect rates of high risk, antisocial behavior • Etc….

Initiative, Project,

Committee

Purpose Outcome Target Group

Staff Involved

SIP/SID/etc

Attendance CommitteeCharacter Education

Safety CommitteeSchool Spirit Committee

Discipline Committee

DARE Committee

EBS Work Group

Working Smarter

Initiative, Committee

Purpose Outcome Target Group

Staff Involved

SIP/SID

Attendance Committee

Increase attendance

Increase % of students attending daily

All students Eric, Ellen, Marlee

Goal #2

Character Education

Improve character

Improve character All students Marlee, J.S., Ellen

Goal #3

Safety Committee

Improve safety Predictable response to threat/crisis

Dangerous students

Has not met Goal #3

School Spirit Committee

Enhance school spirit

Improve morale All students Has not met

Discipline Committee

Improve behavior

Decrease office referrals

Bullies, antisocial students, repeat offenders

Ellen, Eric, Marlee, Otis

Goal #3

DARE Committee

Prevent drug use High/at-risk drug users

Don

EBS Work Group Implement 3-tier model

Decrease office referrals, increase attendance, enhance academic engagement, improve grades

All students Eric, Ellen, Marlee, Otis, Emma

Goal #2Goal #3

Sample Teaming Matrix

Are outcomes measurable?

SWPBS Team

Training Example

Sample Coaching ActivitiesBefore Team

Training

Review SWPBS Workbook

Verify coaching role w/ Coordinator

Review coaching role w/ Principal

Review team status

Request behavior data, forms, procedures

Review tools

During Team Training

Remind of coaching role

Let team lead process

Document agreements

Keep on task & reinforce progress

Remind of big ideas

Remind to include all staff

Prompt outcomes

After Team Training

Acknowledge team effort

Remind data review

Remind meetings schedule

Assist w/ action plan

Prompt/Acknowledge

admin participation

Coaching & Monitoring Progress:

SWPBS Example

• External• Tier I implementation

School-wide Evaluation Tool

• Self-assessment• Tier I implementation

Team Implementation Checklist

• Team/coach self-assessment• Tier I implementation

Benchmarks of Quality

• Coach/team assessment• Tiers II/III

Benchmarks of Advanced Tiers

• Tier II/III implementation• External assessment

Individual Student Support Evaluation

Tool

Coaching Evaluation Tools

Gawande, A. (2009).

The checklist

manifesto. NY:

MacMillan

Big Ideas• Coaching capacity is defined as activities or functions,

not person• End goal of coaching is to maximize adoption, durability,

& scalability of evidence-based practice experienced by students

• Coaching functions have varied levels of intensity• Coaching functions are shared responsibilities• Coaching capacity at multiple organizational levels

(teacher, school, district, region, state)• Coaching implementation capacity should be planned,

formal, continually monitored, and systematically evaluated

Coaching: Best Practice & Lessons Learned

Documents

Transcript of Coaching: Best Practice & Lessons Learned