Introduction

Whether due to natural attrition (retirement or moving), new Positive Behavior Intervention and Support (PBIS) implementation, or personnel reassignment, the need to train new LEA PBIS Coach/Coordinators is an unavoidable reality. Professional development opportunities and coaching are significant considerations for supporting implementation of any initiative. Professional development and collaboration directly correlate to positive outcomes (Cornell, 2010; McLaughlin & Talbert, 2006; Till, 2011). Research also indicates that coaching impacts successful outcomes (Israel, Carnahan, Snyder, & Williamson, 2012; Joyce & Showers, 2002; Jager, Reezigt, & Creemers, 2012; Joyce, et al. 1996; Mraz, Algozzine, & Kissel, 2009) and increases sustainability (Fixsen & Blasé, 1993; Sugai, & Simonson, 2007; Kincaid, & Dewhirst, n.d.). The model supporting PBIS implementation in North Carolina includes a professional development and coaching framework to promote sustainability from the state to the school level (Lo, Algozzine, Algozzine, Horner, & Sugai; 2010; Sugai, 2010). This study investigated the impact of current training and coaching practices for LEA coordinators on district outcomes based on the School-Wide Evaluation Tool (Horner, Todd, Lewis-Palmer, Irvin, Sugai & Boland, 2004) and Implementation Inventory (Lewis & Newcomer, 2005).

Materials and methods

A 13 item on-line survey was developed to assess the relationship between professional development and district outcomes for PBIS district coach/coordinators.

Participants30 coach/coordinators participated in the survey. Their participation represented 30 school districts or 26% of North Carolina school districts. 70% had 3 or fewer years experience and 30% had 4 or more years experience as a district coach/coordinator.

SampleThe survey was distributed by each of the 8 PBIS Regional Coordinators via email to his or her corresponding regional PBIS contact list of district representatives. The invitation to participate specified that participants for the survey should identify as district, rather than school-based, PBIS coach/coordinators.

MeasuresThe survey questions addressed the frequency of attendance and perceived value of regional, state, and national professional development opportunities. The outcome variables for coaching impact were measured using the district mean score for the School-wide Evaluation Tool and the Implementation Inventory.

Results Conclusions

Got Coaching? The Impact of Training for LEA Coordinators on Sustainability of PBIS at District, Regional, and State Levels

Literature citedCornell, Chris. (2010, November 24). The Importance of Professional Development The Free Library. (2010). Retrieved from

http://www.thefreelibrary.com/The Importance of Professional Development-a01074178253Fixsen, D., & Blase, K. (1993). Creating new realities: Program development and dissemination. Journal of Applied Behavior

Analysis, 26, 597-615.Horner, R. H., Todd, A., Lewis-Palmer, T., Irvin, L., Sugai, G., & Boland, J. (2004). The school-wide evaluation tool (SET): A

research instrument for assessing school-wide positive behavior support. Journal of Positive Behavior Intervention, 6, 3-12.

 Israel, M., Carnahan, C. R., Snyder, K. K., & Williamson, P. (2012). Supporting new teachers of students with significant disabilities through virtual coaching: A proposed model. Remedial and Special Education, xx, 1-10. doi: 10.1177/0741932512450517

Jager, B., Reezigt, G. J., & Creemers, B. P. (2002). The effects of teacher training on new instructional behavior in reading comprehension. Teaching and Teacher Education, 18, 831-842

Joyce, B., & Showers, B. (2002). Student achievement through staff development (3rd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.

Kincaid, D. & Dewhirst, M. (n.d.) Establishing sustainable coaching capacity at the district and state level. Retrieved from www.pbis.org

Lewis, T., & Newcomer, L. (2005). School-wide PBIS implementation inventory. Retrieved from http://www.iss.k12.nc.us/pbs/inventory.pdf

Lo, Y., Algozzine, B., Algozzine, K., Horner, R., & Sugai, G. (2010). Schoolwide positive behavior support. In B. Algozzine, A. P. Daunic, & S. W. Smith (Eds.), Preventing problem behaviors (2nd ed.) (pp. 33-51). Thousand Oaks, CA: Corwin.

McLaughlin, M., & Talbert, J. (2006). Building School-Based Teacher Learning Communities. Teachers College Press: New York and London.

Mraz, M., Algozzine, B., & Kissel, B. (2009). The literacy coach’s companion, PreK-3. Thousand Oaks, CA: Corwin.Sugai, G. (2010). Coaching for implementation: Best practices perspective. Retrieved from www.pbis.org Sugai, G. & Simonson, B. (2007). CT SWPBS: Coaching. Retrieved from www.pbis.org Till, Shelby. (2011, June 6). Positive Impact Professional Development Has on the Classroom The Free Library. (2011). Retrieved

from http://www.thefreelibrary.com/Positive Impact Professional Development Has on the Classroom-a01074316487

For further informationPlease contact jennifer.phelps@dpi.nc.gov or cayce_mccamish@abss.k12.nc.us. More information about this survey and North Carolina PBIS can be obtained at www.ncpublicschools.org/positivebehavior. Poster available by scanning this QR Code and following the link:

Figure A Figure B

Figure C

Table D SETImp.

Inventory Mean dfPBIS Trainer Bootcamp

t=1.852, p=.07* (*Not significant)

Not Attend (M=93.3) Addend: (M=88.1)

28

Other Training (Ex: Regional, webinars from National Organizers, and Advanced Topics)

t=-2.469, p=.021 t=-2.502, p=.028

SET: Not Att. (M=90.5); Attend: (M=95.86)

IIO: Not Att. (M=1.96); Attend: (M=2.93)

22.86, 11.93

70%

30%

PBIS District Coach/Coorinators Years of Experience

0-3 years 4 or more years

63%

27%

10%

Number of Professional Development Opportuni-ties Attended

1-2 per year 3-4 per year 5 or more per year

NC Exceptional Children Conference

NC DPI Summer Institute

APBS

National PBIS Leadership Forum

FBA/BIP

TIPS

PBIS Trainer Bootcamp

Data Collection

Check-in/ Check-out

Other

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Professional Development Attended by Years of Experience (N=30)

4 or more years (N=9)0-3 years (N=21)

Table D

Figure E

Summary of Key Findings

Years of experience did not have a significant impact on outcomes as measured by SET and IIO.

The number of Professional Development opportunities attended did not have a significant impact on outcomes as measure by the SET and IIO.

The type of Professional Development attended did not appear to have a significant impact on outcomes, except “Other.”

73% of respondents indicated that the professional development opportunities available to them are helpful or very helpful.

73% of respondents indicated that the regional coach/coordinator meetings are helpful or very helpful.

50% attend Regional Coach/Coordinator meetings 0-2 times per year and 50% attend 3 or more times per year.

Attendance at Regional Coach/Coordinator meetings does not appear to have a significant impact on outcomes measured by the SET and IIO

This research has offered valuable insights about how to customize professional development opportunities to ensure they are meaningful for attendees. This research has demonstrated that coaches with more years of experience attend different professional development opportunities. These findings also suggest that further consideration should be given to the effectiveness of professional development opportunities to ensure a direct impact on proposed outcomes for schools, as measured by the SET and IIO. The findings also highlight the challenge of measuring the effectiveness of Professional Development opportunities. The following action items will be proposed to the NC PBIS Leadership Team in response to these findings:

• Ensure that sessions at the Exceptional Children Conference have sufficient advanced offerings.

• Consider all Professional Development options to ensure adequate balance to meet the needs of new and more experienced district coach/coordinators

• Identify specific concepts on the IIO and SET that might be improved in response to particular professional development opportunities and collect pre/post data.

JENNIFER PHELPS & CAYCE McCAMISH, NC POSITIVE BEHAVIOR INTERVENTION & SUPPORT INITIATIVE, WWW.NCPUBLICSCHOOLS.ORG/POSITIVEBEHAVIOR

• 66% of coaches with 0-3 years experience attend 1-3 professional development opportunities per year.

• 66% of coaches with 4+ years experience attend 4+ professional development opportunities per year.