Welcome to the California PBIS Coalition Webinar Training (The webinar will start shortly) For Todays Webinar: ◦ All participants will be in listen only mode. ◦ If You Telephoned In Please Mute Your Phone ◦ If you have questions during the presentation please use the chat feature located in the Go To Meeting Tool Bar. Questions will be answered throughout the webinar ◦ Todays webinar will be recorded and made available to you at a later date ◦ All Webinars will be posted at: www.pbisca.org ◦ Follow up questions may be sent to Michael Lombardo: [email protected]Now Open Registration and Call for Papers 2017 California PBIS Conference www.pbisca.org
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Welcome to the California PBIS Coalition Webinar Training(The webinar will start shortly)
For Todays Webinar:◦ All participants will be in listen only mode.◦ If You Telephoned In Please Mute Your Phone◦ If you have questions during the presentation please use the chat feature
located in the Go To Meeting Tool Bar. Questions will be answered throughout the webinar
◦ Todays webinar will be recorded and made available to you at a later date◦ All Webinars will be posted at: www.pbisca.org◦ Follow up questions may be sent to Michael Lombardo:
[email protected] OpenRegistration and Call for Papers 2017 California PBIS Conferencewww.pbisca.org
Nancy Franklin, LAUSD - Steve Gonzalez, SSD - Josh Harrower, CSUMB Shinay Bowman, San Bernardino COE
Rob Horner, U of O - Ginny Joseph, TUSD - Ken Fitzgerald, Stanislaus COE
Barbara Kelley, CalTAC - Michael Lombardo, PCOE - Rebecca Celes Mendiola, SCCOE
Kami Murphy, DMSELPA -
Represented by CA PBIS District, SELPA and County Leaders who are implementing PBIS across California
CPC’s Mission
The California PBIS Coalition promotes a safe and positive social culture in all California school communities by:
- Sharing effective academic and behavior practices- Providing opportunities for networking- Supporting deeper learning of PBIS implementation- Using fidelity and outcome data to inform our practice
Events Registration and Call for Papers Now Open for the 2017 California PBIS Conference Early Registan Ends June 30th
Accepted presentations will receive one free registration to the conference Key Note Speakers: Dr. Steve Goodman and Dr. Rob Horner
PBIS Recognition System is now Accepting Applications until May 30th
www.pbisca.org
Todays Webinar: Effective Implementation for PBIS in Education Dr. Fixsen, Dean is a Senior Scientist at the Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill; Co-Founder (with Karen Blase) of the National Implementation Research Network; Co-Director (with Caryn Ward) of the State Implementation and Scaling-up of Evidence-based Practices (SISEP) Center; and President of the Global Implementation Initiative. Dr. Ward, is Associate Director of Education and Measurement at the Univeristyof North Carolina’s National Implementation Research Network. Caryn is the Co-Director of the State Implementation and Scaling up Center of Evidence Based Practices She also leads the development of implementation capacity and fidelity measures. Previously, she served as a school psychologist, a Response To Intervention (RTI) District Coordinator, and the project director for the NC RTI Consortium.
Effective Implementation
for PBIS in Education
Caryn Ward & Dean L. Fixsen
National Implementation Research Network
University of North Carolina at Chapel Hill
Objectives• Describe what it takes to
consistently realize educationally significant outcomes (i.e. Formula for Success)
•Assess whether any practice or program is usable
•Know where to find tools to support your team’s functioning
•Identify best practices for coaching within a coaching system
“The real difficulty in changing the course of any enterprise lies not in developing new ideas
but in escaping old ones.”
John Maynard Keynes
Many Visions / Definitions of Coaching
Coaching is…
A process for negotiating the distance between acquiringnew skills and applying them skillfully.
A pathway to increase use of an intervention with fidelity
Assistance in a learning process
A cyclical process designed as an extension of training
Collaborative planning aimed at the refinement of skill sets
0
10
20
30
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50
60
70
80
90
100
Thorough Knowledge Strong Skill Transfer Implementation
% o
f Tea
cher
s
Study Theory Add Demonstration Add Practice Add Coaching
Coaching and Training Competency Drivers(Joyce & Showers, 2002)
Example of the Impact of Coaching on Student Outcomes:Average Major Discipline Referrals per Day per Month
Coach returns from leave
Coach present
Coach goes on leave
Adapted from Rob Horner
Why Coaching?• Increases effective use of concepts and skills that were taught during
professional learning
• Assists practitioners to contextualize the concepts and skills to their settings
• Increases the likelihood of sustainability of practice
• Reduces staff turnover
Types of Coaching
Coaching for Individual Change: focus on skill development, support and performance feedback (content specific: academic, behavior, social/emotional health, behavioral health, wellness)
Coaching for Systems Change: focus on organizational change to effectively use the practice - removing barriers to providing implementation supports, aligning initiatives.
Competence of Coaches
Coaching Expertise in:
Expert knowledge, skills, and abilities related to the innovation content
Proactive teaching skills
Clear/descriptive communication with practitioners, administrators, & others
Relationship Development
Coaching for Competency: Core Functions
Develop knowledge, skills, and abilities of practitioners Encourage reflection and accurate self-reporting Provide personal support
Develop knowledge/
skills60%
Reflection20%
Personal support
20%
Initial Coaching
Develop knowledge/
skills20%
Reflection60%
Personal Support
20%
Coaching after Mastery
Training vs. Coaching
Training is the presentation of material to develop newknowledge and /or skill
Coaching is the on-site support needed to use new knowledge and/or skills under typical conditions.
One person may do BOTH… but the skills, functions and measures of effectiveness are different.
BuildFluency in behaviors/skills
useBuild Accuracy in
skills/behaviors
Increase Generalization of behaviors/skills
Coaching as a Solution
Repeated opportunities to use new skills
Create opportunities to provide feedback on new
skills
Coaching as a Solution
Is re-teaching needed?
Sample Coaching Meeting Agenda (45 min.)Concept
• Reminder re what we are working on now – the Big Idea Description
• 2-3 detailed descriptions of what was observed during the last observation (related to the Concept area)Reflection
• Practitioner views and commentsPractice
• What to say and do next time the opportunity arises (competence & confidence)Reflection
• Practitioner views and commentsPlan
• When, where, with whom the skill will be used next class/next week
Coaching
• Includes direct observation and feedback
• Competency development
• Coaching Service Delivery Plan• Assessments of coaching
effectiveness
Best Practices
Quick Vocabulary Lesson
• Systems Coach (Role)
• Coaching Service Delivery Plan (Tool)
• Coaching System (Organizational Supports)
Sue, the systems coach, uses her Coaching Service
Delivery Plan to guide her work with the School
Implementation Team. Sue’s role and responsibilities as a
systems coach are well-defined and supported through a coaching system defined by
her District.
Coaching Service Delivery Plan
•Specifies the concepts or skills (“what”) people need to learn to be able to effectively use a program / innovation
•Outlines the essential things coaches need to do (“how”) in order to develop teams or practitioners to be able to accurately use a program / innovation based on data
Why focus on coaching service delivery plans?
District Capacity Assessment (DCA) data:
• Item 24: District Implementation Team (DIT) uses a coaching service delivery plan to support building implementation teams
• Average score for this item is .51 (scores range from 0-2)
• N = 195 districts (national data from Spring 2016)
Coaching Service Delivery Plan
Details coaching
philosophy, principles, and
functions
Exists in writing
Acceptable ratios (e.g., 1:4 for new practice)
Frequency + Duration X Competency (Weekly or more frequent at first; less as performance criteria are met; never zero)
Intensity: Direct observation, conceptual feedback style, intervention concept areas, re-visit and re-practice to criteria, self-assessment
Data Sources Specified: Direct observation frequency and records that will be reviewed
Documentation and Feedback Procedures:Verbal (after each coaching observation); Written (monthly); Turnaround time (rapid); Transparency related to use of information
Organizational Supports for CoachingCoaching System: includes essential guidelines and procedures to ensure the individuals responsible for coaching understand the coach’s expectations and the expectations for the recipients of coaching
Components: Coaching service delivery expectations Roles and responsibilities that can be embedded into job descriptions Selection guidelines and procedures District resources, guidelines, and procedures that will allow coaches to fulfill their
responsibilities Supervision and accountability structures
Formula for Success
Fixsen, Blase, Metz, & Van Dyke (2015).
Our Current Context
Improved OutcomesGOAL
Our Current Context
Improved OutcomesGOAL
Active Implementation Stages
Assess need;Examine fit and
feasibility
Exploration InstallationInitial
ImplementationFull
Implementation
Assure resources;Develop supports
Initiate practice; use data to
improve supports
Practice is consistent;
positive outcomes
Identify Plan Get Started Get Better
On average, 2-4 years to reach Full Implementation
Improvement Cycles
Shewhart (1931); Deming (1986); Taylor et al. (2014)
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email: [email protected]: http://nirn.fpg.unc.eduThe mission of the National Implementation Research Network (NIRN) is to contribute to the best practices and science of implementation, organization change, and system reinvention to improve outcomes across the spectrum of human services.