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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
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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.”
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“Train & Hope”
REACT toProblemBehavior
Select &ADD
Practice
Hire EXPERTto TrainPractice
WAIT forNew
Problem
Expect, But HOPE for
Implementation
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SYST
EMSPRACTICES
DATASupportingStaff Behavior
SupportingStudent Behavior
OUTCOMES
Supporting Social Competence &Academic Achievement
SupportingDecisionMaking
IntegratedElements
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Basic “Logic”SY
STEM
S
PRACTICES
DATA
Training+
Coaching+
Evaluation
Maximum Student
OutcomesImplementation
Fidelity
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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.
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PBIS as Framework
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PBIS isFramework for enhancing adoption & implementation of
Continuum of evidence-based interventions to achieve
Academically & behaviorally important outcomes for
All students
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SYST
EMSPRACTICES
DATASupportingStaff Behavior
SupportingStudent Behavior
OUTCOMES
Supporting Social Competence &Academic Achievement
SupportingDecisionMaking
IntegratedElements
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Agreements
Team
Data-based Action Plan
ImplementationEvaluation
GENERAL IMPLEMENTATION
PROCESS: “Getting Started”
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• Desired outcome?Effective
• Real implementer?Efficient
• Contextual & cultural?Relevant
• Lasting?Durable
• Transportable?Scalable
• Conceptually Sound?Logical
“What are we looking for?”Evaluation Features
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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
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Universal
Targeted
Intensive
All
Some
FewPBIS
Continuum of Support for
ALL
Dec 7, 2007
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Integrated Continuum
Mar 10 2010
Academic Continuum
Behavior Continuum
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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
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~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%
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District-Region
School
SWPBS Leadership
Team
SWPBS Tier 1
T1 Systems T1 Practices
Specialized Behavior Support
Team
Group-based Tier 2
T2 Systems T2 Practices
Individual Tier 3
T3 Systems T3 Practices
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Funding Visibility PolicyPoliticalSupport
Training Coaching Behavioral ExpertiseEvaluation
LEADERSHIP TEAM(Coordination)
Local School/District Implementation Demonstrations
SWPBS Implementation
Blueprint
www.pbis.orgFocus
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IMPLEMENTATION W/ FIDELITY
CONTINUUM OF EVIDENCE-BASEDINTERVENTIONS
CONTENT EXPERTISE &
FLUENCY
PREVENTION & EARLY
INTERVENTION
CONTINUOUSPROGRESS
MONITORING
UNIVERSAL SCREENING
DATA-BASEDDECISION MAKING
& PROBLEM SOLVING
RtI
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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
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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.
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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
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CONTEXTor
SETTING
Teacher Practice
Student Behavior
School Reform
District Operations
Continua of Responsiveness
& Support
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Focus on Coaching
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SYST
EMSPRACTICES
DATASupportingStaff Behavior
SupportingStudent Behavior
OUTCOMES
Supporting Social Competence &Academic Achievement
SupportingDecisionMaking
IntegratedElements
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“Making a turn”
IMPLEMENTATION
Effective Not Effective
PRACTICE
Effective
Not Effective
Maximum Student Benefits
Fixsen & Blase, 2009
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Detrich, Keyworth, & States (2007). J. Evid.-based Prac. in Sch.
Startw/
What Works
Focus on Fidelity
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Basic “Logic”SY
STEM
S
PRACTICES
DATA
Training+
Coaching+
Evaluation
Maximum Student
OutcomesImplementation
Fidelity
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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?
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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
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Funding Visibility PolicyPoliticalSupport
Training Coaching Behavioral ExpertiseEvaluation
LEADERSHIP TEAM(Coordination)
Local School/District Implementation Demonstrations
SWPBS Implementation
Blueprint
www.pbis.org
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Agreements
Team
Data-based Action Plan
ImplementationEvaluation
GENERAL IMPLEMENTATION
PROCESS: “Getting Started”
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Effective Implementation
Science(SISEP)
Implementation Stages
Implementation Drivers
PEP –PIP Loops
Plan-Do-Study-Act Cycle
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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
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2. Coaching purpose in organization’s implementation approach
Contextualize, prompt, & reinforce
implementation
Enhance implementatio
n fidelity
Document & showcase outcomes
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Coaching
Set of responsibilities,
actions, activities
…..not person
Bridge between training &
implementation ……not
administrative accountability
Positive & supportive resource & facilitation
….not nagging
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3. Coaching functions or activities
Internal v. external coaching
ClassroomGradeSchoolDistrict
RegionalState
Continuum of intensity based on
responsive-ness
Data-based,
reporting, decision making,
evaluation
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COACHING FUNCTIONS(enabling)
Guidance for team startup
Technical assistance
Resource access
Problem solving
Data-based decision making
Positive reinforcement
Prompting & reminding
Communications network
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4. Who
Person (e.g., SP, SW, SC, SE, A, T)
Knowledge fluency
Practice fluency
Time & support Social skills
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Student
Classroom
School
State
District
Continuum of Coaching Functions
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5. Expected outcomes of effective coaching
Accurate & fluent practice implementation
Maximum student
outcomes
Durable & generalizable
implementation w/ less
coaching
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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.
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6. Evaluation of coaching implementation integrity
Student outcome
s
Formative self-
assessments &
checklists
Coaching of coaching
Implemen-tation fidelity
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7. Resources for sustainable & scalable coaching capacity?
Professional developmen
t
Supervision &
coordination
Time & scheduling
Performance monitoring
& informative feedback
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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….
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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
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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?
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SWPBS Team
Training Example
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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
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Coaching & Monitoring Progress:
SWPBS Example
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• 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
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Gawande, A. (2009).
The checklist
manifesto. NY:
MacMillan
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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