Coaching for Implementation: Best Practices Perspective George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut.

Coaching for Implementation: Best Practices Perspective

George SugaiOSEP Center on PBIS

Center for Behavioral Education & ResearchUniversity of Connecticut

June 9 2010

www.pbis.org www.scalingup.org www.swis.org

www.pbis.org

PURPOSE

Describe coaching from

perspective of capacity building

& effective implementation

fidelity & student outcomes

• Rationale• General Framework• Examples & considerations

Rationale

Ineffective Implementation of Effective Practices?

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

Implementation Challenge

“Making a turn”

IMPLEMENTATION

Effective Not Effective

PRACTICE

Effective

Not Effective

Maximum Student Benefits

Fixsen & Blase, 2009

SWPBS/PBIS Lessons Learned

General Framework

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingStudent Behavior

OUTCOMES

Supporting Social Competence &Academic Achievement

SupportingDecisionMaking

IntegratedElements

Educational & Social Benefits

Basic “Logic”

“Coaching”

General Considerations• Who’s coaching?

• Who’s being coached?

• Who directly & indirectly benefits from coaching?

• What is being coached?

• Where does coaching occur?

• How are coaches prepared?

• Who coaches the coaches?

• How is coaching provided?

• How is coaching implementation fidelity evaluated?

• How is coaching effectiveness evaluated?

• Are practice implementation benefits meaningful?

Planning Questions

Funding Visibility PolicyPoliticalSupport

Training CoachingBehavioral Expertise

Evaluation

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”

“Scale-worthy” Evidence-based PracticeHorner & OR 2009

www.scalingup.org

Dean FixsenKaren Blase

UNC

Effective Implementation

Science(SISEP)

Implementation Stages

Implementation Drivers

PEP –PIP Loops

Plan-Do-Study-Act Cycle

Stages of Implementation

Exploration

Installation

Initial Implementation

Full Implementation

Innovation

Sustainability

Implementation occurs in stages:

Fixsen, Naoom, Blase, Friedman, & Wallace, 2005

2 – 4 Years

© Fixsen & Blase, 2008

Performance Assessment (Fidelity)

Coaching

Training

Selection

Systems Intervention

Facilitative Administration

Decision Support Data System

Com

pete

ncy O

rganizationStudent Benefits

Leadership

Adaptive

Technical

Integrated & Compensatory

ImplementationDrivers

Policy Practice Feedback Loops

Policy (Plan)

Practice (Do)

Structure

Procedure

Policy

Practice

Fee

dbac

k

Study - A

ctP

olic

y E

nabl

ed P

ract

ices

(PE

P)

Pra

ctic

e In

form

ed P

olic

y(P

IP)

“Ext

ern

al”

Sys

tem

Ch

ang

e S

up

po

rt

Fixsen & Blase, 2009

PDSA CyclesBasis for Minnesota’s M2D3 Framework

Shewhart (1924); Deming (1948); Six-Sigma (1990)

Plan – Develop specific things to do

Do – Do them (make sure)

Study – See what happens

Act – Make adjustments

Cycle – Do over and over again until the goal is reached (again)

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

All

Some

FewContinuum of Support for

ALL

Dec 7, 2007

Continuum of Support for ALL

Dec 7, 2007

Science

Soc Studies

Reading

Math

Soc skills

Basketball

Spanish

Label behavior…not people

Continuum 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•

SECONDARY PREVENTION• • • • •

TERTIARY PREVENTION• • • • •

PRIMARY PREVENTION• • • • • •

~15%

Student

Classroom

School

State

District

Continuum of Coaching Functions

* SchPsy * SW * SCoun * SpEd * Admin * BehSpc *

Anyone w/ opportunity to coach

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

Evaluation Criteria

“Treatment integrity is the extent to which essential intervention components are delivered in a comprehensive and consistent

manner by an interventionist trained to deliver the intervention” Sanetti & Kratochwill, in press.

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 Committee

Character Education

Safety Committee

School 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 #2

Goal #3

Sample Teaming Matrix

Are outcomes

measurable?

SWPBS Team Training Example

Before Team Training1. Review SWPBS Workbook

2. Verify coaching role with Coordinator

3. Review coaching role with Principal

4. Review status of team: principal, grade level representatives, special educator, counselor, parent, classified staff members (Committee Review)

5. Ask team to bring discipline data, behavior incident reports, ODR forms, school discipline policy, procedures for teaching SW behavior expectations, procedures for encouraging SW expectations, etc.

6. Review tools: Team Implementation Checklist, EBS Self-Assessment Survey, Committee Review, Action Planning

During Team Training1. Remind team of coaching role2. Let team lead process3. Document agreements4. Keep team on task & reinforce progress5. Remind team of big ideas (“refrigerator

magnets”) from presentations6. Remind team to include all staff7. Prompt outcomes: Team Implementation

Checklist, Team Action Plan, Committee Review, EBS Self-assessment Survey

After Team Training1. Acknowledge/reinforce principal & team for progress at training

2. Prompt team to – Meet & review PBS purpose & action plan with staff

– Collect school data

– Meet w/in 1 month

– Complete Team Implementation Checklist 1 month later

3. Contact team leader 2x in first month & ask – What is planned

– If assistance needed

4. Set schedule to attend team meeting 1x month

5. Monitor & assist in development & completion of team action plan

6. Review/complete Coaches Implementation Checklist

7. Document team & coaching accomplishments, speed bumps, challenges, solutions

Coaching & Monitoring Progress:

SWPBS Example

Getting Started: “Team Implementation Checklist” (TIC)

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

Planning Questions

[email protected]

[email protected]

www.pbis.org