Nevada’s Total Performance System for Coaching

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Jodie Soracco, M.Ed., BCBAKathryn Roose, M.A., BCBA

Welcome!

Thanks to: • Nevada Department of Education

• Office of Safe and Respectful Students

• Nevada Center for Excellence in Disabilities

• Department of Education, UNR

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Outcomes of this Session

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Learn about a system for coaching that significantly reduces the need for direct supervision.

Creating observable, measureable strategic objectives for coaches.

Learn about using individual scorecards with specific measures and goals.

Understand systems for pinpointing improvement opportunities and designing improvement plans.

Learn about opportunities for coaches to earn incentives.

www.nevadapbis.org

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SWOT Analysis

• Tool for organizing information, presenting solutions, identifying roadblocks and emphasizing opportunities

• Primary objective is to assist organizations in developing a full awareness of all the factors, positive and negative, that may affect strategic planning and decision-making

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http://www.businessnewsdaily.com/4245-swot-analysis.html

https://www.mindtools.com/pages/article/newTMC_05.htm

Wiggle Wiggle Expectations

1. Wiggle away from seat, at least 5 steps

2. Always wiggle with someone new

3. Stay on topic while wiggling

4. Conclude wiggling by the end of the song

Now wiggle to a partner and state the

expectations for wiggling!

NEVADA’S TOTAL PERFORMANCE SYSTEM FOR COACHES

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Coaching for Competence & Impact

1. Ensure Intervention (EBP) Fidelity

2. Ensure Implementation (process) Fidelity

3. Develop Organizational Systems to Promote Professional Judgment and Sustainability

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Coaching or facilitation capacity refers to a system’s ability to organize personnel and resources for prompting and encouraging local school training and implementation efforts.

~ Sugai & Horner (2006)

Duda, M. A. & Barrett, S. (n.d.). Coaching for competence and impact: Brief 1: Defining coaching.

Acknowledgments

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Business as Usual

• Management by Exception• The employee

– is unaware of the business strategy– does not know his personal role in accomplishing

the strategy– does not know how well he’s doing or how to

improve results– has no personal stake in the success of the

business strategy

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Business as Usual

• Management by perception– Often based on likeability rather than objective

measures

– Employees learn that getting along with the boss is more important than performance

• Employees are provided with mission statements and annual objectives (if they’re lucky!)

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Free Operant Organization

1. Personal Consequences– Arrange personal consequences to be in line with the

organization’s overall objectives

2. Focused Performance Management– Develop and track performance measures

3. Positive Leadership– Positive reinforcement, upward feedback

4. Stakeholder Pay– Employees must have a stake in personal and

organizational achievements

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Total Performance System

• “Management Without Supervision”

• Management with positive reinforcement

• Reduces the need for direct supervision

• Managers may spend more time:– Planning

– Coordinating

– Optimizing performance

13Abernathy (2000, 2011, 2014)

Alignment with Abernathy’s TPS

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Observable, measureable

strategic objectives

Expectation Matrix

Self-Manageme

nt Tools

Feedback Rubrics

Personal scorecards with

specific measures and

goals

Feedback Scorecard

Managers assist in pinpointing

ongoing opportunities and

designing improvement

plans

Performance Charts

Tactical Improveme

nt Plan

Employees share in the

organization’s success

Performance-Based

Incentives

COACHING MATRIXObjective Measures to Evaluate Individual Progress

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PBIS Theory

• Coaching “Types”

1. Coaching Individuals for behavior change

2. Coaching Teams or Groups for team behavior change

3. Systems Coaching for creating organizational support to facilitate alignment and practitioner competence

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Coaching Individuals

• Focus is on skill acquisition and application of the skill in context after training has occurred

• Coaches provide support and performance feedback (content specific: academic, behavior) to ensure use, fluency, and acceptable adaptation of trained skill

17Year 2

Coaching Teams or Groups

• Focus shifts from individual to team or groups

• Coaching focuses on skills related to collaboration and facilitation, and group dynamics as the team applies new skills in context

18Year 1

Systems Coaching

• Focus is on organizational support and change

• Involves working simultaneously at multiple levels of the system

• “Systems coaches work to create alignment to ensure that service supports, guidance documents, and policies support organizational change that is in service to staff delivering the EPB as intended.”

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Review of Matrix

• Antecedent intervention to insure time is being allocated adequately and expectations are being met

• Write concrete examples to start to develop fluency with the expectations

• Keep track of activities as they are completed to avoid last minute scramble

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THE COACHES CODEGuidelines for Conduct

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Yar! Know

the Code!

Underlying Need

• A code of ethics to help guide ethical decision-making

• “Coaches Code” was created and will be shared as a general reference to address ethical and professional concerns that are relevant to all job functions of the external coach or interactions between the external coach and client(s)

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Ethical Decision Making Process

Process of evaluating and choosing among alternatives in a manner consistent with ethical principles. • Distinguish and eliminate unethical options • Select the best ethical alternative• Commitment

– Doing the right thing despite the cost

• Consciousness– Behaving consistently and applying ethical principles to daily

behavior

• Competency– Collect and analyze information, develop alternatives, predict

probable consequences/risks

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1.0 Conduct

2.0 Responsibility to

the Client

3.0 Coach as a Teacher/Observe

r

4.0 The Coach and the

Workplace

5.0 Responsibility to

Behavior Analysis & PBIS

in their District/Commun

ity

Coaches uphold high standards of professional

behavior at all times.

The coach maintains the best interest

of clients.

Coaches only delegate

responsibilities to others who may be expected to

perform competently

The Coach: • Adheres to job commitments• Works within scope of training• Develops interventions that benefit the

System/Team/Individual• Resolves conflicts in a professional

demeanor & within guidelines

The coach has a responsibility to: • Support principles of BA &

PBIS• Disseminate work/outcomes

communities• Be fluent with the Coaches

Code• Discourage misrepresentation

Wiggle Wiggle Expectations

1. Wiggle to a partner. Introduce yourself and give a high five

2. Share how the matrix and/or the Coaches Code could be utilized in your personal situation

SELF-MANAGEMENT TOOLS

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Managing Without Supervising

• Self-management tools are crucial for Managing Without Supervising

• Coaches have a clear understanding of what is expected of them in all domains

• They have tools to track progress

• They know exactly how they will be evaluated

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Monday Meetings• GoToMeeting call with State Coordinator and

External Coaches

• Highlights of the previous weeks activities

• Discuss intended activities for the next week

• Share successes, challenges, questions, etc.

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Target Sheet

• List all targets discussed during meeting and add targets throughout the week as needed

• Link target to coaching competencies

• Indicate with Y/N, to the best of your control, were you able to complete each target

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Weekly Targets(List all targets discussed during meeting and add targets throughout the week as needed)

Coach Competency

Start Date

Complete Date

Notes To the best of my control, I completed this target (Y/N)

1)

2)

3)

4)

5)

6)

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Name:__________________ Week of:__________________ Percent Goals Met:_______ /________ = _______%

A weekly target is a clear and measurable definition of an activity or action that you plan to complete this week (i.e., power point for training, 50 slides completed). Please complete discussed targets by the end of the week. If additional targets arise throughout the week, add them to your list. Target sheets are due weekly. All activities should be tied to the External Coach Expectation Competencies.

Weekly Targets(List all targets discussed during meeting and add targets throughout the week as needed)

Coach Competency

Start Date

Complete Date

Notes To the best of my control, I completed this target (Y/N)

1) Collect meeting agendas and problem statement from school teams

T 2 2/14 2/17 y

2) Write the monthly newsletter T 4 2/16 n

3) Attend Coaches Training #2 S 1 2/15 2/15 y

4) Facilitate Lyon County PBIS DLT D 3 2/18 2/18 y

5) Read Disproportionality Article S 9 2/14 McIntosh, 2014 n

6) Attend weekly coaches meeting S 1 2/17 2/17 Tele-conference y

7) Return emails S 2 2/15 2/15 y

8) Present Webinar to Internal Coaches C 2 2/18 2/18 y

9)

10)

11)

12)

13)

14)

15)

Name: Bojenkins Smith Week of:2/14-2/18/2014 Percent Goals Met:___6___ /___8____ = __75___%

A weekly target is a clear and measurable definition of an activity or action that you plan to complete this week (i.e., power point for training, 50 slides completed). Please complete discussed targets by the end of the week. If additional targets arise throughout the week, add them to your list. Target sheets are due weekly. All activities should be tied to the External Coach Expectation Competencies.

Coach Consult Note

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FEEDBACK RUBRICS

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Feedback Rubrics

• Monthly Feedback Session with External Coach

• Provides feedback on performance with respect to:– Responsible, Data-Driven, Professional

– State/Overall, District, Teams, Content/Presentations

– In Total

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State/Overall Rubric

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Figure 1: Expectation Matrix

District Rubric

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Teams Rubric

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Content/Presentation Rubric

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FEEDBACK SCORECARDObjective Feedback on Progress Towards Goals

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Monthly Feedback

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Feedback ScoreCard

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PERFORMANCE CHARTS Visual Display of Progress

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Monthly Overall: Location

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Monthly Overall: Expectations

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Progressive: Location

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Progressive: Expectations

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Wiggle Wiggle Expectations

1. Wiggle to a partner. Introduce yourself and give a high five

2. Share how any of the following could be utilized in your personal situation

• Self-Management Tools

• Feedback Rubrics

• Feedback Scorecard

• Performance Charts

TACTICAL IMPROVEMENT PLAN Flowchart Pinpointing Obstacles to Maximum Performance

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Abernathy Theory

• How we typically address poor performance– Look for problems inside the person

– Managers point to characteristics like cooperativeness, dedication, commitment, work ethic

• It is easier for managers to blame their employees than themselves– “If I only had good students, I could teach!”

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Circular Reasoning

Mary doesn’t meet her work

deadlines

Why?

Because she lacks work ethic

How do you know this?

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Pinpointing Obstacles to Maximum Performance

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Target High Opportunity

Measure

Measure Validity Issue?

Performance Improvement

Issue?

Behavior Issue?

Selection or Training

Behavior Prompts

Behavior Feedback

Behavior Consequences

Process Issue

Coach Utilization Work Methods

Adapted from Abernathy, 2000

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PERFORMANCE-BASED INCENTIVES

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Abernathy Theory

• Performance Pay– Aligns employee’s goals with the organization’s

goals

– Those who contribute more earn more

– Fosters self-management

– Rewards innovation

– Ensures customer focus

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Incentive Structure

Step 1:

• Red = 0

• Yellow = 1

• Green = 2

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Example:Reds: 3 x 0 = 0Yellows: 10 x 1 = 9Greens: 18 x 2 = 36 =

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Step 2: Multipliers

District Behavior Data

80% of schools = x3!

50% of schools = x2!

• At or below National Median

• Stable or decreasing trend

• Offered during non-TFI months

TFI

80% of schools at 80% fidelity = x3!

50% of schools at 80% fidelity = x2!

• Only offered during TFI months (October, February, May)

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Testimonial

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ACoaches

Testimonial

Raffle Time!

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SURPRISE!! Raffle #2!

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References

Abernathy, W. B. (1996). The sin of wages: Where the conventional pay system has led us, and how to find a way out. PerfSys Press.

Abernathy, W. B. (2000). Managing without supervising: Creating an organization-wide performance system. WB Abernathy & Associates.

Abernathy, W. B. (2011). Pay for profit: Designing an organization-wide performance-based compensation system. Performance Management Publications, Incorporated.

Abernathy, W. B. (2014). The liberated workplace: Transitioning to Walden Three. Performance Management Publications, Incorporated.

Duda, M. A. & Barrett, S. (n.d.). Coaching for competence and impact: Brief 1: Defining coaching. Retrieved August 2015 from the SW PBS Training wiki: https://sites.google.com/a/pbismaryland.org/sw-pbs-training/home

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