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Coaching for Implementation: Best Practices Perspective
George SugaiOSEP Center on PBIS
Center for Behavioral Education & ResearchUniversity of Connecticut
June 9 2010
www.pbis.org www.scalingup.org www.swis.org
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www.pbis.org
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PURPOSE
Describe coaching from
perspective of capacity building
& effective implementation
fidelity & student outcomes
• Rationale• General Framework• Examples & considerations
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Rationale
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Ineffective Implementation of Effective Practices?
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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.”
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“Train & Hope”
REACT toProblemBehavior
Select &ADD
Practice
Hire EXPERTto TrainPractice
WAIT forNew
Problem
Expect, But HOPE for
Implementation
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Implementation Challenge
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“Making a turn”
IMPLEMENTATION
Effective Not Effective
PRACTICE
Effective
Not Effective
Maximum Student Benefits
Fixsen & Blase, 2009
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SWPBS/PBIS Lessons Learned
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General Framework
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SYST
EMS
PRACTICES
DATASupportingStaff Behavior
SupportingStudent Behavior
OUTCOMES
Supporting Social Competence &Academic Achievement
SupportingDecisionMaking
IntegratedElements
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Educational & Social Benefits
Basic “Logic”
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“Coaching”
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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?
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Planning Questions
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Funding Visibility PolicyPoliticalSupport
Training CoachingBehavioral Expertise
Evaluation
LEADERSHIP TEAM(Coordination)
Local School/District Implementation Demonstrations
SWPBS Implementation
Blueprint
www.pbis.org
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Agreements
Team
Data-based Action Plan
ImplementationEvaluation
GENERAL IMPLEMENTATION
PROCESS: “Getting Started”
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“Scale-worthy” Evidence-based PracticeHorner & OR 2009
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Effective Implementation
Science(SISEP)
Implementation Stages
Implementation Drivers
PEP –PIP Loops
Plan-Do-Study-Act Cycle
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Stages of Implementation
Exploration
Installation
Initial Implementation
Full Implementation
Innovation
Sustainability
Implementation occurs in stages:
Fixsen, Naoom, Blase, Friedman, & Wallace, 2005
2 – 4 Years
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© Fixsen & Blase, 2008
Performance Assessment (Fidelity)
Coaching
Training
Selection
Systems Intervention
Facilitative Administration
Decision Support Data System
Com
pete
ncy O
rganizationStudent Benefits
Leadership
Adaptive
Technical
Integrated & Compensatory
ImplementationDrivers
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Policy Practice Feedback Loops
Policy (Plan)
Practice (Do)
Structure
Procedure
Policy
Practice
Fee
dbac
k
Study - A
ctP
olic
y E
nabl
ed P
ract
ices
(PE
P)
Pra
ctic
e In
form
ed P
olic
y(P
IP)
“Ext
ern
al”
Sys
tem
Ch
ang
e S
up
po
rt
Fixsen & Blase, 2009
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PDSA CyclesBasis 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)
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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
IndividualizedSystems for Students
with High-Risk Behavior
~80% of Students
~15%
~5%
CONTINUUM OFSCHOOL-WIDE
INSTRUCTIONAL & POSITIVE BEHAVIOR
SUPPORT
ALL
SOME
FEW
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All
Some
FewContinuum of Support for
ALL
Dec 7, 2007
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Continuum of Support for ALL
Dec 7, 2007
Science
Soc Studies
Reading
Math
Soc skills
Basketball
Spanish
Label behavior…not people
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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
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~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%
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Student
Classroom
School
State
District
Continuum of Coaching Functions
* SchPsy * SW * SCoun * SpEd * Admin * BehSpc *
Anyone w/ opportunity to coach
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“Easier to coach what you know & have experienced.”
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Evaluation Criteria
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“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.
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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….
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Initiative, Project,
Committee
Purpose Outcome Target Group
Staff Involved
SIP/SID/etc
Attendance Committee
Character Education
Safety Committee
School Spirit Committee
Discipline Committee
DARE Committee
EBS Work Group
Working Smarter
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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
Are outcomes
measurable?
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SWPBS Team Training Example
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Before Team Training1. 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
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During Team Training1. Remind team of coaching role2. Let team lead process3. Document agreements4. Keep team on task & reinforce progress5. Remind team of big ideas (“refrigerator
magnets”) from presentations6. Remind team to include all staff7. Prompt outcomes: Team Implementation
Checklist, Team Action Plan, Committee Review, EBS Self-assessment Survey
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After Team Training1. 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
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Coaching & Monitoring Progress:
SWPBS Example
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Getting Started: “Team Implementation Checklist” (TIC)
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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
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Planning Questions
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