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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
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%
+
+
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”
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
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