Presentation on theme: "Coaching for Implementation: Best Practices Perspective George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut."— Presentation transcript:
Coaching for Implementation: Best Practices Perspective George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut June
PURPOSE Describe coaching from perspective of capacity building & effective implementation fidelity & student outcomes Rationale General Framework Examples & considerations
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 to Problem Behavior REACT to Problem Behavior Select & ADD Practice Select & ADD Practice Hire EXPERT to Train Practice Hire EXPERT to Train Practice WAIT for New Problem WAIT for New Problem Expect, But HOPE for Implementation Expect, But HOPE for Implementation
“Making a turn” IMPLEMENTATION EffectiveNot Effective PRACTICE Effective Not Effective Maximum Student Benefits Fixsen & Blase, 2009
SWPBS/PBIS Lessons Learned
SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Student Behavior OUTCOMES Supporting Social Competence & Academic Achievement Supporting Decision Making Integrated Elements
Educational & Social Benefits Basic “Logic”
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?
SWPBS Implementation Blueprint
Agreements Team Data-based Action Plan ImplementationEvaluation GENERAL IMPLEMENTATION PROCESS: “Getting Started”
“Scale-worthy” Evidence-based Practice Horner & OR 2009
Policy Practice Feedback Loops Policy (Plan) Practice (Do) Structure Procedure Policy Practice Feedback Study - Act Policy Enabled Practices (PEP) Practice Informed Policy (PIP) “External” System Change Support Fixsen & Blase, 2009
PDSA Cycles Basis 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 Individualized Systems for Students with High-Risk Behavior ~80% of Students ~15% ~5% CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT ALL SOME FEW
All Some Few Continuum 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 * SchPsy * SW * SCoun * SpEd * Admin * BehSpc * Anyone w/ opportunity to coach
“Easier to coach what you know & have experienced.”
“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 PurposeOutcomeTarget 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 PurposeOutcomeTarget Group Staff Involved SIP/SID Attendance Committee Increase attendance Increase % of students attending daily All studentsEric, Ellen, Marlee Goal #2 Character Education Improve character All studentsMarlee, J.S., Ellen Goal #3 Safety Committee Improve safetyPredictable response to threat/crisis Dangerous students Has not metGoal #3 School Spirit Committee Enhance school spirit Improve moraleAll studentsHas not met Discipline Committee Improve behaviorDecrease office referrals Bullies, antisocial students, repeat offenders Ellen, Eric, Marlee, Otis Goal #3 DARE Committee Prevent drug useHigh/at-risk drug users Don EBS Work GroupImplement 3-tier model Decrease office referrals, increase attendance, enhance academic engagement, improve grades All studentsEric, Ellen, Marlee, Otis, Emma Goal #2 Goal #3 Sample Teaming Matrix Are outcomes measurable?
SWPBS Team Training Example
Before Team Training 1.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 Training 1.Remind team of coaching role 2.Let team lead process 3.Document agreements 4.Keep team on task & reinforce progress 5.Remind team of big ideas (“refrigerator magnets”) from presentations 6.Remind team to include all staff 7.Prompt outcomes: Team Implementation Checklist, Team Action Plan, Committee Review, EBS Self-assessment Survey
After Team Training 1.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
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