Transcript Coaching: Best Practice & Lessons Learned George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut October 3, 2011 www.pbis.org www.cber.org www.swis.org.

Coaching: Best Practice &
Lessons Learned
George Sugai
OSEP Center on PBIS
Center for Behavioral Education & Research
University 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”
WAIT for
New
Problem
Expect, But
HOPE for
Implementation
Hire EXPERT
to Train
Practice
REACT to
Problem
Behavior
Select &
ADD
Practice
Integrated
Elements
Supporting Social Competence &
Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
PRACTICES
Supporting
Student Behavior
Basic “Logic”
PRACTICES
Implementation
Fidelity
Training
+
Coaching
+
Evaluation
Maximum
Student
Outcomes
Session Outcomes
Describe 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 is
Framework for enhancing
adoption & implementation of
Continuum of evidencebased interventions to
achieve
Academically & behaviorally
important outcomes for
All students
Integrated
Elements
Supporting Social Competence &
Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
PRACTICES
Supporting
Student Behavior
GENERAL
IMPLEMENTATION
PROCESS:
“Getting Started”
Team
Agreements
Data-based
Action Plan
Evaluation
Implementation
“What are we looking for?”
Evaluation Features
Effective
• Desired outcome?
Efficient
• Real implementer?
Relevant
• Contextual & cultural?
Durable
• Lasting?
Scalable
• Transportable?
Logical
• Conceptually Sound?
CONTINUUM OF
SCHOOL-WIDE
INSTRUCTIONAL &
POSITIVE BEHAVIOR
SUPPORT
FEW
~5%
~15%
SOME
Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
ALL
~80% of Students
Tertiary Prevention:
Specialized
Individualized
Systems for Students
with High-Risk Behavior
Secondary Prevention:
Specialized Group
Systems for Students
with At-Risk Behavior
Intensive
Targeted
Universal
Few
Some
All
Dec 7, 2007
PBIS
Continuum of
Support for
ALL
Behavior
Continuum
Academic
Continuum
Integrated
Continuum
Mar 10 2010
Intensive
Anger man.
Prob Sol.
Continuum of
Support for
ALL
Targeted
Ind. play
Adult rel.
Attend.
Universal
Coop play
Peer interac
Label behavior…not
Dec 7, 2007 people
ESTABLISHING CONTINUUM of SWPBS
~5%
~15%
TERTIARY PREVENTION
• Function-based support
• Wraparound
• Person-centered planning
•
•
SECONDARY PREVENTION
• Check in/out
• Targeted social skills instruction
• Peer-based supports
• Social skills club
•
~80% of Students
PRIMARY PREVENTION
• Teach SW expectations
• Proactive SW discipline
• Positive reinforcement
• Effective instruction
• Parent engagement
•
District-Region
School
SWPBS
Leadership
Team
Specialized Behavior
Support Team
SWPBS Tier 1
T1 Systems
T1 Practices
Group-based Tier 2
T2 Systems
T2 Practices
Individual Tier 3
T3 Systems
T3 Practices
Funding
Visibility
Political
Support
Policy
SWPBS
Implementation LEADERSHIP TEAM
Blueprint
(Coordination)
www.pbis.org
Training
Coaching
Evaluation
Local School/District Implementation
Demonstrations
Behavioral
Expertise
IMPLEMENTATION
W/ FIDELITY
CONTINUUM OF
CONTINUOUS
EVIDENCE-BASED
PROGRESS
INTERVENTIONS
MONITORING
UNIVERSAL
SCREENING
RtI
DATA-BASED
DECISION MAKING
& PROBLEM
SOLVING
CONTENT
EXPERTISE &
FLUENCY
PREVENTION
& EARLY
INTERVENTION
RCT & Group Design PBIS Studies
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 grouprandomized 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 schoolwide 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.
Academic-Behavior Connection
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.
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
Student
Behavior
Teacher
Practice
Continua of
Responsiveness
& Support
CONTEXT
or
SETTING
School
Reform
District
Operations
Integrated
Elements
Supporting Social Competence &
Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
PRACTICES
Supporting
Student Behavior
PRACTICE
“Making a
turn”
Effective
IMPLEMENTATION
Effective
Maximum
Student
Benefits
Not
Effective
Fixsen & Blase, 2009
Not Effective
Start
w/
What
Works
Focus
on
Fidelity
Detrich, Keyworth, & States (2007). J. Evid.-based Prac. in Sch.
Basic “Logic”
PRACTICES
Implementation
Fidelity
Training
+
Coaching
+
Evaluation
Maximum
Student
Outcomes
1. Specification
of implementation
approach
7. Resources for
sustainable &
scalable coaching
capacity?
6. Evaluation of
implementation
integrity
5. Expected
outcomes of
effective coaching
2. Purpose of
coaching in
implementation
approach
3. Coaching
functions or
activities
4. Who engages
in above coaching
functions
1. Description of organization’s
implementation approach
Challenge, need, problem, issue
Inputs
Evidence-based
practice/solution
Materials,
resources,
funding
Outputs
Implementation
approach
Implementation
fidelity
Student
outcomes
Funding
Visibility
Political
Support
Policy
SWPBS
Implementation LEADERSHIP TEAM
Blueprint
(Coordination)
www.pbis.org
Training
Coaching
Evaluation
Local School/District Implementation
Demonstrations
Behavioral
Expertise
GENERAL
IMPLEMENTATION
PROCESS:
“Getting Started”
Team
Agreements
Data-based
Action Plan
Evaluation
Implementation
Dean Fixsen
Karen Blase
UNC
Effective
Implementation
Science
(SISEP)
Plan-Do-Study-Act Cycle
Where are you in implementation process?
Adapted from Fixsen & Blase, 2005
✔EXPLORATION &
ADOPTION
✔INSTALLATION
• We think we know what we need, so we
ordered 3 month free trial (evidence-based)
• Let’s make sure we’re ready to
implement (capacity infrastructure)
✔INITIAL
• Let’s give it a try & evaluate
(demonstration)
IMPLEMENTATION
✔FULL
• That worked, let’s do it for real
(investment)
IMPLEMENTATION
SUSTAINABILITY &
CONTINUOUS
REGENERATION
• Let’s make it our way of doing business
(institutionalized use)
2. Coaching purpose in organization’s
implementation approach
Contextualize,
prompt, &
reinforce
implementation
Enhance
implementation
fidelity
Document &
showcase
outcomes
Coaching
Bridge
Set of
between
Positive &
responsibilities,
training &
supportive
actions,
implementation
resource &
activities
……not
facilitation
…..not person administrative ….not nagging
accountability
3. Coaching functions or activities
Internal v.
external
coaching
Classroom
Grade
School
District
Regional
State
Continuum
of intensity
based on
responsiveness
Data-based,
reporting,
decision
making,
evaluation
Guidance for
team startup
Communications
network
Prompting &
reminding
Technical
assistance
COACHING
FUNCTIONS
(enabling)
Positive
reinforcement
Resource access
Problem solving
Data-based
decision making
4. Who
Person (e.g., SP, SW, SC, SE, A, T)
Knowledge
fluency
Practice
fluency
Time &
support
Social skills
Continuum of
Coaching
Functions
Student
Classroom
School
District
State
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
outcomes
Formative
selfassessments
& checklists
Coaching of
coaching
Implementation fidelity
7. Resources for sustainable &
scalable coaching capacity?
Professional
development
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….
Working Smarter
Initiative,
Project,
Committee
Attendance
Committee
Character
Education
Safety
Committee
School Spirit
Committee
Discipline
Committee
DARE
Committee
EBS Work
Group
Purpose
Outcome
Target
Group
Staff
Involved
SIP/SID/e
tc
Sample Teaming Matrix
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
DARE
Committee
Prevent drug use
High/at-risk
drug users
Don
EBS Work Group
Implement 3-tier
model
All students
Eric, Ellen,
Marlee, Otis,
Emma
Decrease office
referrals, increase
attendance, enhance
academic
engagement, improve
grades
Goal #3
Goal #2
Goal #3
Sample Coaching Activities
Before Team
Training
During Team
Training
After Team Training
Review SWPBS
Workbook
Remind of
coaching role
Acknowledge team
effort
Verify coaching
role w/ Coordinator
Let team lead
process
Remind data
review
Review coaching
role w/ Principal
Document
agreements
Remind meetings
schedule
Review team
status
Keep on task &
reinforce progress
Assist w/ action
plan
Request behavior
data, forms,
procedures
Remind of big
ideas
Prompt/Acknowled
ge admin
participation
Review tools
Remind to include
all staff
Prompt outcomes
Coaching &
Monitoring Progress:
SWPBS Example
Coaching Evaluation Tools
School-wide
Evaluation Tool
• External
• Tier I implementation
Team
Implementation
Checklist
• Self-assessment
• Tier I implementation
Benchmarks of
Quality
• Team/coach self-assessment
• Tier I implementation
Benchmarks of
Advanced Tiers
• Coach/team assessment
• Tiers II/III
Individual Student
Support Evaluation
Tool
• Tier II/III implementation
• External assessment
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