SWPBS Coaching: More than Reminders · SWPBS Coaching: More than Reminders Donald H. Eichhorn Middle School Team & Coaches George Sugai ... “Getting Started” ... Adapted from

SWPBS Coaching:

More than Reminders

Donald H. Eichhorn Middle School Team & Coaches

George Sugai

OSEP Center on PBIS

Center for Behavioral Education & Research

University of Connecticut May 24 2012

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 to

Problem

Behavior

Select &

ADD

Practice

Hire EXPERT

to Train

Practice

WAIT for

New

Problem

Expect, But

HOPE for

Implementation

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 evidence-based interventions to achieve

Academically & behaviorally important outcomes for

All students

PRACTICES

Supporting

Staff Behavior

Supporting

Student Behavior

OUTCOMES

Supporting Social Competence &

Academic Achievement

Supporting

Decision

Making

Integrated

Elements

Basic

“Logic”

PRACTICES

Training

+

Coaching

+

Evaluation

Cultural/Context Considerations

Improve “Fit”

Start w/ effective, efficient, & relevant, doable

Prepare & support implementation

Implementation

Fidelity

Maximum

Student

Outcomes

Agreements

Team

Data-based

Action Plan

Implementation Evaluation

GENERAL

IMPLEMENTATION

PROCESS:

“Getting Started”

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

Individualized

Systems for Students

with High-Risk Behavior

~80% of Students

~15%

~5%

CONTINUUM OF

SCHOOL-WIDE

INSTRUCTIONAL &

POSITIVE BEHAVIOR

SUPPORT

ALL

SOME

FEW

Universal

Targeted

Intensive

All

Some

Few PBIS

Continuum of

Support for

ALL

Dec 7, 2007

Universal

Targeted

Intensive

Continuum of Support for ALL: “Molcom”

Dec 7, 2007

Prob Sol.

Coop play

Adult rel.

Anger man.

Attend.

Peer interac

Ind. play

Align behavioral supports

Self-assess

~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%

+

+

Integrated

Continuum

Mar 10 2010

Academic

Continuum

Behavior

Continuum

IMPLEMENTATION W/ FIDELITY

CONTINUUM OF EVIDENCE-BASED INTERVENTIONS

CONTENT EXPERTISE &

FLUENCY

PREVENTION & EARLY

INTERVENTION

CONTINUOUS PROGRESS

MONITORING

UNIVERSAL SCREENING

DATA-BASED DECISION MAKING

& PROBLEM SOLVING

RtI

Funding Visibility PolicyPolitical

Support

Training CoachingBehavioral

ExpertiseEvaluation

LEADERSHIP TEAM

(Coordination)

Local School/District Implementation

Demonstrations

SWPBS

Implementation

Blueprint

www.pbis.org

District-Region Team

School

SWPBS Leadership

Team

SWPBS T1

T1 Systems

T1 Practices

Specialized Behavior

Support Team

Group-based T2

T2 Systems

T2 Practices

Individual T3

T3 Systems

T3 Practices

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

“Making a

turn”

IMPLEMENTATION

Effective Not Effective

PR

AC

TIC

E Effective

Not

Effective

Maximum

Student

Benefits

Fixsen & Blase, 2009

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

Start w/

What Works

Focus on

Fidelity

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 PolicyPolitical

Support

Training CoachingBehavioral

ExpertiseEvaluation

LEADERSHIP TEAM

(Coordination)

Local School/District Implementation

Demonstrations

SWPBS

Implementation

Blueprint

www.pbis.org

Agreements

Team

Data-based

Action Plan

Implementation Evaluation

GENERAL

IMPLEMENTATION

PROCESS:

“Getting Started”

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

• 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 implementation

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

Classroom

Grade

School

District

Regional

State

Continuum of intensity based on

responsive-ness

….coaching RtI

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

Sample Coaching Activities

Before 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

Getting Started:

“Team Implementation Checklist” (TIC)

Data-based Decision Making

Data used to…..

1. Specify/define need

2. Select right evidence-based solution

3. Monitor implementation fidelity

4. Monitor progress

5. Improve implementation

4. Who

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

Knowledge fluency

Practice fluency

Time & support

Social skills

5. Expected outcomes of effective coaching

Accurate & fluent practice implementation

Maximum student

outcomes

Durable & generalizable

implementation w/ less coaching

6. Evaluation of coaching implementation integrity

Student outcomes

Formative self-

assessments & checklists

Coaching of coaching

Implemen-tation fidelity

• Desired outcome? Effective

• Real implementer? Efficient

• Contextual & cultural? Relevant

• Lasting? Durable

• Transportable? Scalable

• Conceptually Sound? Logical

“What are we looking for?” Evaluation Features

7. Resources for sustainable & scalable coaching capacity?

Professional development

Supervision &

coordination

Time & scheduling

Performance monitoring & informative feedback

Initiative,

Project,

Committee

Purpose Outcome Target

Group

Staff

Involved

SIP/SID/e

tc

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

Big Ideas…Coaching =

Shared activities or functions,…not person

Maximum adoption, durability, & scalability of evidence-based practice experienced by students

Implementation intensity based on responsiveness

Multiple organizational levels (teacher, school, district, region, state)

Planned, formal, continually monitored, & systematically evaluated