1. Coaching PLC April 5, 2011 Pat Mueller pat@evergreenevaluation.netpat@evergreenevaluation.net;

2. Coaching Defined Coaching is the active and iterative delivery of: (a) prompts that increase successful behavior, and (b) corrections that decrease unsuccessful behavior. Coaching is done by someone with credibility and experience with the target skill(s) Coaching is done on-site, in real time Coaching is done after initial training Coaching is done repeatedly (e.g. monthly) Coaching intensity is adjusted to need (Horner) 2

3. Outcomes of Coaching Fluency with trained skills Adaptation of trained concepts/skills to local contexts and challenges And new challenges that arise Rapid redirection from miss-applications Increased fidelity of overall implementation Improved sustainability Most often due to ability to increase coaching intensity at critical points in time. (Horner) 3

4. © Fixsen & Blase, 2008 Performance Assessment (Fidelity) Coaching Training Selection Systems Intervention Facilitative Administration Decision Support Data System Effective Coaching Adaptive Technical Integrated & Compensatory Competency Drivers Organization Drivers Leadership Implementation Drivers Steve Goodman Margie McGlinchey Kathy Schallmo 4

5. Planning Questions 1.What elements, structures, activities, etc. define the implementation approach of your organization? 2.What is the purpose of coaching in the implementation approach of your organization? 3.How are coaching functions or activities conducted within your implementation approach? 4.Who engages in above coaching functions within your implementation approach? 5.What are expected outcomes of effective coaching for your organization? 6.How does your organization evaluate implementation integrity of your coaching approach? 7.What resources are needed to implement sustainable & scalable coaching capacity? (Sugai) 5

6. 1. What elements, structures, activities, etc. define the implementation approach of your organization? Challenge, need, problem, issue Measurable goal/outcome Evidence-based practice/solution Materials, resources, funding Implementation infrastructure, activities, coordination, leadership (Sugai) 6

7. 2. What is the purpose of coaching in the implementation approach of your organization? Who is “coached?” Why needed? Other implementation supports or drivers? (Sugai) 7

8. 3.How are coaching functions or activities conducted within your implementation approach? Internal vs. external coaching Classroom, grade, school, district, regional, state Continuity of intensity based on responsiveness Data based reporting, decision-making, evaluation (Sugai) 8

9. 4.Who engages in above coaching functions within your implementation approach? Content fluency Experience with practice implementation Ongoing coaching opportunities Established engagement skills (Sugai) 9

10. 5.What are expected outcomes of effective coaching for your organization? Implementation accuracy & fluency of evidence- based practice Maximum student outcomes Durable & generalizable implementation Implementation-outcome accountability (Sugai) 10

11. 6.How does your organization evaluate implementation integrity of your coaching approach? Specified outcomes Formative self-assessments & checklists Data-based supervision & integrated PD Reporting, monitoring, performance feedback (Sugai) 11

12. 7. What resources are needed to implement sustainable & scalable coaching capacity? Professional development Supervision & coordination Time & scheduling Performance monitoring & informative feedback (Sugai) 12

13. Lessons Learned Implementation cannot be faster than your school staff capacity to implement Teams need to be taught how to analyze and use data Emphasis on directing resources to need and removing competing activities (Horner) 13

14. 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 (Sugai) 14

15. Slides borrowed from… (with permission) Coaching for Implementation: Best Practices Perspective George Sugai OSEP Center on PBIS; Center for Behavioral Education & Research University of Connecticut June 9 2010 and Coaching for Competence: Implementation of Evidence-based Practices Rob Horner University of Oregon Portland SPDG Regional Meeting 2009 www.pbis.org www.scalingup.org www.swis.orgwww.swis.org