Coaching for Implementation: Best Practices Perspective

1. Coaching for Implementation: Best Practices Perspective George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut June 15 2011 www.pbis.org www.scalingup.org www.swis.org

2. www.pbis.org

3. PURPOSE Describe coaching from perspective of capacity building & effective implementation fidelity & student outcomes • Rationale • General Framework • Examples & considerations

4. Rationale

5. 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 thanexposure, practice, & enthusiasm.”

6. REACT to Problem Behavior WAIT for New Problem Expect, But HOPE for Implementation Select & ADD Practice Hire EXPERT to Train Practice 34 “Train & Hope”

7. SWPBS/PBIS Lessons Learned

8. General Framework

9. Integrated Elements Supporting Social Competence & Academic Achievement OUTCOMES 15 Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

10. Basic “Logic” Educational & Social Benefits

11. “Coaching Considerations”

12. 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?

13. Planning Questions

15. SWPBS Implementation Blueprint www.pbis.org

16. Team 35 GENERAL IMPLEMENTATION PROCESS: “Getting Started” Agreements Data-based Action Plan Evaluation Implementation

17. www.scalingup.org Dean Fixsen Karen Blase UNC

18. Implementation Stages Implementation Drivers Effective Implementation Science (SISEP) PEP –PIP Loops Plan-Do-Study-Act Cycle

25. * SchPsy * SW * SCoun * SpEd * Admin * BehSpc * Anyone w/ opportunity to coach Continuum of Coaching Functions State District School Classroom Student

27. “Easier to coach what you know & have experienced.”

29. Evaluation Criteria

30. “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.

32. 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….

33. Working Smarter

34. Sample Teaming Matrix Are outcomes measurable?

35. SWPBS Team Training Example

36. Before Team Training • Review SWPBS Workbook • Verify coaching role with Coordinator • Review coaching role with Principal • Review status of team: principal, grade level representatives, special educator, counselor, parent, classified staff members (Committee Review) • 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. • Review tools: Team Implementation Checklist, EBS Self-Assessment Survey, Committee Review, Action Planning

37. During Team Training • Remind team of coaching role • Let team lead process • Document agreements • Keep team on task & reinforce progress • Remind team of big ideas (“refrigerator magnets”) from presentations • Remind team to include all staff • Prompt outcomes: Team Implementation Checklist, Team Action Plan, Committee Review, EBS Self-assessment Survey

38. After Team Training • Acknowledge/reinforce principal & team for progress at training • 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 • Contact team leader 2x in first month & ask • What is planned • If assistance needed • Set schedule to attend team meeting 1x month • Monitor & assist in development & completion of teamaction plan • Review/completeCoaches Implementation Checklist • Document team & coaching accomplishments, speed bumps, challenges, solutions

39. Coaching & Monitoring Progress: SWPBS Example

40. Getting Started:“Team Implementation Checklist” (TIC)

45. 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

46. Planning Questions

47. George.sugai@uconn.edu Robh@uoregon.edu www.pbis.org