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The Importance of Coaching in Implementation of Evidence-based Practices. Rob Horner University of Oregon www.pbis.org. Goals. Current assumptions/research about coaching Define our experience with coaching in PBS implementation Implications for building district capacity. - PowerPoint PPT Presentation
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The Importance of The Importance of Coaching in Coaching in Implementation of Implementation of Evidence-based PracticesEvidence-based Practices
Rob HornerUniversity of Oregon
www.pbis.org
GoalsGoalsCurrent assumptions/research
about coaching
Define our experience with coaching in PBS implementation
Implications for building district capacity
Coaching DefinedCoaching DefinedCoaching 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
Outcomes of CoachingOutcomes of CoachingFluency with trained skillsAdaptation 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.
Training Outcomes Related to Training Components
Training OutcomesTraining Components
Knowledge of Content
Skill Implementation
ClassroomApplication
Presentation/ LecturePlusDemonstrationPlus PracticePlus Coaching/ Admin SupportData Feedback
10% 5% 0%
30% 20% 0% 60% 60% 5%
95% 95% 95%
Joyce & Showers, 2002
Coaching Coaching within SWPBS within SWPBS ImplementationImplementationContext:
◦9000 schools implementing SWPBS nationally
Defining the Role Internal vs External
Selecting CoachesTraining and support for coachesAssessing Impact
Leadership Team
FundingVisibility Political
Support
Training Coaching Evaluation
Local Demonstration Schools
Active Coordination
BehavioralExpertise
Coaching vs. TrainingCoaching vs. TrainingCoaching involves active
collaboration and participation, but not group instruction.
◦Small group◦Build from local competence◦Sustainable
Who should be a coach?Who should be a coach?Internal vs External
Internal coaches are employed in the school where they provide support
External coaches are employed outside the schools where they provide support (e.g. by district, region, state).
Who should be a coach?Who should be a coach?Internal Coach External Coach
Advantages Knowledge of schoolStaff relationshipsRegular access
Independent Outside perspectiveMultiple schools experience
Disadvantages Conflicting rolesNarrow range of experiences
Limited knowledge of schoolLimited relationshipsLess frequent access
Who should be a coachWho should be a coachCoaching Competencies
Necessary PreferredParticipate in team training
Able to attend team meetings at least monthly
Effective working with adults
Knowledgeable about school operating systems
Professional Commitment
Knowledge about SWPBS
Knowledge about behavior support practices (targeted, individual)
Skilled in collection and use of data for decision-making.
What Coaches DoWhat Coaches DoWork with team during initial SW-PBS trainingMeet with new teams monthly on-siteTelephone/email contact as needed“Positive” nag
Self-assessment (EBS Survey, Team Checklist) Action planning Activity implementation On-going evaluation
School self-evaluation efforts State-wide Initiative evaluation efforts (SET)
Guide State-wide initiative Feedback to Taskforce
What Coaches DoWhat Coaches DoDissemination of outcomes and
effectsSWIS Facilitation
◦Implement and support use of data-based decision making.
Commitment of CoachesCommitment of CoachesTeam Support
◦ First Year (1-2 teams) (participate in training and planning)◦ Second Year (Maintain initial teams, start 3-5 teams)◦ Future Years (10-15 teams total)
FTE commitment◦ 20-50%
Roles/Background◦ Behavior Specialists, Special Education
Teachers◦ Consultants, Administrators◦ School Psychologists, Counselors, Social
Workers
Guiding Principles for Effective Guiding Principles for Effective CoachingCoaching
Build local capacity Become unnecessary…but remain available
Maximize current competence Never change things that are working Always make the smallest change that will have the biggest
impactFocus on valued outcomes
Tie all efforts to the benefits for childrenEmphasize Accountability
Measure and report; measure and report; measure and report.Build credibility through:
(a) consistency, (b) competence with behavioral principles/practices, (c) relationships, (d) time investment.
Precorrect for success
Specific ExpectationsSpecific Expectations◦ Attend and participate in team training◦ Meet with your team(s) at least monthly
Provide technical assistance as needed◦ Monitor and report on team efforts
Team Checklist EBS Survey/ SET/ ISSET Annual Profile/Summary Data
◦ Present on School-wide PBS at district, state, national forums.
◦ Assist district to build capacity for sustained implementation (re-define your role over time)
◦ Meetings with Coordinator and Taskforce for purposes of state-wide planning
Assist Teams in Using Data for Assist Teams in Using Data for Decision-makingDecision-making
Using Team-Checklist and EBS Survey data for Team Action Planning
Using SET/ TIC data for evaluationUsing ODR/ Academic (ORF) data
for assessment, planning and reporting.
Keeping faculty involved through regular data reporting.
ExamplesExamplesIllinoisNorth CarolinaMichigan
PBIS in Illinois
July 17, 2008Developing Local Systems of Care for Children and Adolescents with
Mental Health Needs and their FamiliesTraining Institutes
Nashville, TN
Lucille Eber Ed.D.IL PBIS Network
PBIS Schools Over Ten Years: PBIS Schools Over Ten Years: Trained & Partially or Fully ImplementingTrained & Partially or Fully Implementing
23120
184303
394 444520
587654
874
0100200300400500600700800900
1000
Year1
9/98
Year2
9/00
Year3
9/01
Year4
6/02
Year5
6/03
Year6
6/04
Year7
6/05
Year8
6/06
Year9
6/07
Year10
6/08
num
ber o
f sch
ools
# IL PBIS Schools & # External CoachesJune 30, 2008
The Organization of PBIS in The Organization of PBIS in IllinoisIllinois900 schools implementing 900 schools implementing SWPBSSWPBS ISBE
Coordination
ChicagoCoordinators
NorthCoordinators
CentralCoordinators
SouthCoordinators
46 Coaches(10)
33 Schools
495 Coaches(84)
525 Schools
193 Coaches(20)
203 Schools
105 Coaches(29)
127 Schools
Elementary
Middle
CapacityCapacitySchools per Coach per RegionSchools per Coach per Region
Schools per Coach by Region
0
1
2
3
4
5
6
7
8
Chicago North Central South
Scho
ols
per C
oach
Schools/External Schools/ Internal
Illinois Suspension Rates Illinois Suspension Rates per 100per 100
PBS slope = -1.15
Non PBS slope = -.37
Illinois Suspension Rates per Illinois Suspension Rates per 100 for Black and Hispanic 100 for Black and Hispanic StudentsStudents
PBS Slope = -1.85
Non PBS Slope = -,34
North CarolinaNorth CarolinaPositive Behavior Support Positive Behavior Support InitiativeInitiative
Partners’ UpdateFebruary 2009
Heather R. ReynoldsNC Department of Public InstructionBob AlgozzineBehavior and Reading Improvement Center
http://www.dpi.state.nc.us/positivebehavior/
State PBS CoordinatorHeather R Reynolds
North CarolinaNorth CarolinaPositive Behavior Support Positive Behavior Support InitiativeInitiative
North CarolinaNorth CarolinaPositive Behavior Support Positive Behavior Support InitiativeInitiative
Office discipline referral data (majors) from schools implementing PBS in North Carolina [07-08] compare favorably with national averages.
North CarolinaNorth CarolinaPositive Behavior Support Positive Behavior Support InitiativeInitiative
Levels of behavior risk in schools implementing PBS were comparable to widely-accepted expectations and better than those in comparison schools not systematically implementing PBS.
North CarolinaNorth CarolinaPositive Behavior Support Positive Behavior Support InitiativeInitiative
[A]chievement causes [B]ehavior?
[B]ehavior causes [A]chievement?
[Context causes [A]chievement and [B]ehavior?.
Steve [email protected]/miblsi
GoalsGoals
1. Share information about Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi)
2. Provide examples of improving the quality and quantity of the data collected
3. Provide examples of acting upon project data to improve outcomes
Participating Participating SchoolsSchools
2004 Schools (21)
2005 Schools (31)
2006 Schools (50)
2000 Model Demonstration Schools (5)
2007 Schools (165)
0
50
100
150
200
250
300
2003-2004 2004-2005 2005-2006 2006-2007Existing Schools New Schools
Project Data:Project Data:Outcomes, Process and System Outcomes, Process and System DevelopmentDevelopment
Major Discipline Referrals per 100 Students per Year Major Discipline Referrals per 100 Students per Year (Schools implementing (Schools implementing >> 80% on Team Implementation Checklist) 80% on Team Implementation Checklist)
DIBELS Instructional Recommendations and Major DIBELS Instructional Recommendations and Major Discipline Referral per Cohort per YearDiscipline Referral per Cohort per Year
DIBELS Benchmark
Major Discipline Referrals
0%10%20%30%40%50%60%70%80%90%
100%
2000 2001 2002 2003 2004 2005Year
Perc
ent o
f stu
dent
s
School District
Participating School Example: Participating School Example: Fourth Grade Reading MEAP Results Fourth Grade Reading MEAP Results
Began MiBLSi Implementation
Improving the quality and Improving the quality and quantity of project dataquantity of project data
Percent of Process and System Data Collected by Percent of Process and System Data Collected by CohortCohort
Improving the accuracy and Improving the accuracy and Consistency of Recording Office Consistency of Recording Office Discipline ReferralsDiscipline Referrals
Developing Fluency with Developing Fluency with Discipline Referral Discipline Referral CategoriesCategories
Example Exercise 2: Match the example situation below to the correct problem behavior on the discipline categories answer sheet. Write the letter in the column for Exercise 2.
Example Situation
A. Issac picked up his lunch and notice that another student was sitting in his usual spot at the table. Issac squeezes into his spot forcing the student to abruptly slide off the seat and onto the floor.
B. Ian comes to school wearing a T-shirt with a sexually suggestive picture.
C. During the test, Timothy is looking at Jennifer’s paper and copying her answers.
D. Taneshia walks to school each morning. She plays in the yard across from the school until the bell rings. After she sees all the student run into the building, she walks towards the school, late again.
E. During lunch, Franz collects the empty milk cartons from his classmate. He sets them on the floor in a line and then stamps on the cartons making a loud noise with each stomp.
F. Alexandra has been following Ben around the playground. She sometimes makes various noises (that seems to bother him) when she is near. Sometime she tells him how she and her brother will stop him on the way home from school and beat him up.
G. Susan and Jill are best friends. Jill lives several houses down from the school. During lunch Jill talks Susan into coming over to see her new puppy. The school has a rule about staying on school property at lunch.
H. Billy’s teacher asks the class to take out their math book. Billy groans and says that math is stupid while not taking out his book. His teacher then tells him he needs to get his book from his desk. Billy says he hates math, he hates school and he is not going to do it.
I. Mr. Walter happens to walk into the boy restroom to find Matt and Chris wadding up paper towels and stuffing them into the toilet.
J. Rebecca has been having difficulty with her assignments at school. Her teacher, Ms. Swanson, sent a note home with Rebecca to be signed by her parents and returned the next day. However, when the note was returned the signature was Rebecca’s mother’s name but written in Rebecca’s handwriting.
K. The first grade class writes in a journal. The topic focuses on a particular letter each day. During the letter “F” day, Sarah writes a word she has learned from some tough kids on the playground. She shows her journal to all of the students around her.
Problem Behavior Exercise 1 Exercise 2 Exercise 3
Inappropriate language
Fighting physical injury
Defiance/Disrespect
Lying/Cheating
Harassment/Tease/Taunt
Disruption
Excessive Tardiness
Truancy
Property Damage
Forgery/Theft
Other
Acting on the Data to Improve Acting on the Data to Improve Classroom ManagementClassroom Management
Major Discipline Referrals by LocationMajor Discipline Referrals by Location
Began focusing on Began focusing on classroom management classroom management
support 2005-2006support 2005-2006
MEAP- 4MEAP- 4thth grade Reading Assessment grade Reading Assessment29 Elementary Schools In Michigan29 Elementary Schools In Michigan
Schoolwide: Over 55% of major discipline referrals from classroom
Schoolwide: Under 55% of major discipline referrals from classroom
Probability of scoring below 75% proficiency on 4th grade MEAP (Reading): .78
Probability of scoring above 75% proficiency on 4th grade MEAP (Reading): .75
Improving Targeted Student Improving Targeted Student InterventionIntervention
Interviews with staff and self assessment indicate a need to develop targeted support systems
Checklist for Individual Student Support Systems Checklist for Individual Student Support Systems (CISS) Results from Cohort 4 (n=34 schools) (CISS) Results from Cohort 4 (n=34 schools)
Improving Targeted Student Improving Targeted Student Intervention StrategiesIntervention Strategies
Building Leadership Teams:◦“Quick Sort” process for identifying
students and linking to interventionsFocused training for practitioners:
◦ Using Behavior Education Program (check in- checkout)
Supporting CoachesSupporting Coaches
Conducting Self-Assessment to identify needs
Providing support based on results◦Coach training 2 – 4 time per year◦Coach manual◦Coach website◦Coach conference (March 13-14)
Coaches Self-AssessmentCoaches Self-Assessmentadapted from: Sugai, Todd and Horner, 2006adapted from: Sugai, Todd and Horner, 2006
01234567
Sep Oct Nov Dec Jan Feb Mar Apr May
Avg.
Ref
erra
ls pe
r Day
05-06 06-07
Example of the Impact of Coaching on Student Outcomes:Example of the Impact of Coaching on Student Outcomes:Average Major Discipline Referrals per Day per MonthAverage Major Discipline Referrals per Day per Month
Coach returns Coach returns from leavefrom leave
Working with School Teams to use Working with School Teams to use datadata
Data Review/Action planning with building leadership teams
Pre-training coaches/principals in the data review content
Providing worksheets to guide data review process
Team Evaluation of Outcome, Process and Systems Team Evaluation of Outcome, Process and Systems DataData
EBS Team Implementation Checklist by FeatureEBS Team Implementation Checklist by Feature
Lesson LearnedLesson 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
Building Capacity Building Capacity StatewideStatewideDistricts need capacity to:
◦Deliver regular training on core content
Annual orientation Staff development
◦Incorporate expectations in regular staff evaluations
◦Provide expertise for more intense support need requirements.
Regular meetings with building personnel around “emerging challenges.”
Avoid passing the Avoid passing the planning buckplanning buckState asks districts to build a
planDistricts ask schools to build a
planSchools ask teachers to build a
plan
““Even if you’re on the right track, Even if you’re on the right track, you’ll get run over if you just sit you’ll get run over if you just sit there” there”
- Will Rogers - Will Rogers