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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. www.pbis.org. PURPOSE - PowerPoint PPT Presentation
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Coaching for Implementation: Best Practices Perspective
George SugaiOSEP Center on PBIS
Center for Behavioral Education & ResearchUniversity of Connecticut
June 15 2011
www.pbis.org www.scalingup.org www.swis.org
www.pbis.org
PURPOSE
Describe coaching from
perspective of capacity building
& effective implementation
fidelity & student outcomes• Rationale• General Framework• Examples & considerations
Rationale
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.”
“Train & Hope”
REACT toProblemBehavior
Select &ADD
Practice
Hire EXPERTto TrainPractice
WAIT forNew
Problem
Expect, But HOPE for
Implementation
SWPBS/PBIS Lessons Learned
Invest in 1-3 yrs of on-going professional development
Provide annual boosters
Establish school & district/regional COACHING
Annual self-assessment of integrity & outcomes
Integrate initiatives with similar outcomes
Establish local content & implementation expertise
General Framework
SYST
EMSPRACTICES
DATASupportingStaff Behavior
SupportingStudent Behavior
OUTCOMES
Supporting Social Competence &Academic Achievement
SupportingDecisionMaking
IntegratedElements
Practice or Innovation
Training
Coaching
“Other Supports”
Implementation
Implementation Fidelity
Educational & Social Benefits
Basic “Logic”
“Coaching Considerations”
PRACTICE
IMPLEMENTATION
FIDELITYFormal to Informal
Specialized to General
Direct to Indirect
Frequent to Infrequent Predictable to
Unpredictable
Internal to External
Individual to Group
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?
Planning Questions1. What elements, structures, activities, etc. define implementation approach of your organization?
2. What is purpose of coaching in implementation approach of your organization?
3. How are coaching functions or activities conducted within your implementation approach?
4. Who engages in above coaching functions within your implementation approach?
5. What are expected outcomes of effective coaching for your organization?
6. How does your organization evaluate implementation integrity of your coaching approach?
7. What resources are needed to implement sustainable & scalable coaching capacity?
1. What elements, structures, activities, etc. define implementation
approach of your organization?
Challenge, need,
problem, issue
Measurable goal/outcome
Evidence-based
practice/solution
Materials, resources,
funding
Implementation
infrastructure, activities,
coordination, leadership
Funding Visibility PolicyPoliticalSupport
Training Coaching Behavioral ExpertiseEvaluation
LEADERSHIP TEAM(Coordination)
Local School/District Implementation Demonstrations
SWPBS Implementation
Blueprint
www.pbis.org
Agreements
Team
Data-based Action Plan
ImplementationEvaluation
GENERAL IMPLEMENTATION
PROCESS: “Getting Started”
Effective Implementation
Science(SISEP)
Implementation Stages
Implementation Drivers
PEP –PIP Loops
Plan-Do-Study-Act Cycle
2. What is purpose of coaching in implementation
approach of your organization?
Who is “coached?” Why needed?
Other implementation
supports or drivers?
Coaching or Facilitation
System capacity to organize personnel & resources to
enhance…..
Implementation approach
Progress through
implementation stages
Implementation fidelity
Student outcomes
Coaching
Set of responsibilities,
actions, activities
…..not person
Bridge between training &
implementation ……not
administrative accountability
Positive & supportive resource & facilitation
….not nagging
3. How are coaching functions or activities conducted within
your implementation approach?
Internal v. external coaching
ClassroomGradeSchoolDistrict
RegionalState
Continuum of intensity based
on responsiveness
Data-based, reporting, decision making,
evaluation
COACHING FUNCTIONS(enabling)
Guidance for team startup
Technical assistance
Resource access
Problem solving
Data-based decision making
Positive reinforcement
Prompting & reminding
Communications network
4. Who engages in coaching functions within your
implementation approach?
Content fluency
Experience w/ practice
implementation
On going coaching
opportunities
Established engagement
skills
Student
Classroom
School
State
District
Continuum of Coaching Functions
* SchPsy * SW * SCoun * SpEd * Admin * BehSpc *
Anyone w/ opportunity to coach
5. What are expected outcomes of effective
coaching for your organization?
Implementation accuracy & fluency of
evidence-based practice
Maximum student
outcomes
Durable & generalizable
implementation
Implementaiton-outcome
accountability
“Easier to coach what you know & have experienced.”
Coaching linked to implementation team
Coaching training linked with team training
Coaches participate in team training
New teams added with increased coaching fluency
Coaching capacity integrated into existing personnel
Supervisor approved & endorsed
District agreements & support given
Coaches experienced with team implementation
District-wide coordination provided
Regularly meetings for prompting celebrating, problem solving etc.
6. How does your organization evaluate implementation integrity
of your coaching approach?
Specified outcomes
Formative self-
assessments &
checklists
Data-based supervision & integrated professional developmen
t
Reporting, monitoring,
performance feedback
• Achieve desired outcome?Effective
• Doable by real implementer?Efficient
• Contextual & cultural?Relevant
• Lasting?Durable
• Transportable?Scalable
• Conceptually Sound?Logical
Evaluation Criteria
“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.
Is practice being implemented as designed & tested by developers?
Are individual practice components emphasized &implemented as recommended?
Can practice be modified based on local data & context w/o affecting intended outcomes?
Are procedures & tools available for assessing implementation integrity by developers?
Are implementation ceilings &/or floors for maximizing practice outcomes provided?
Can implementation adaptation or change be made w/o affecting intended outcomes?
Are procedures for implementers to receive performance implementation feedback on regular basis by developers?
Are adaptations for accommodating context factors (e.g., language, cultural/ethnic customs, community values) suggested by developer?
7. What resources are needed to implement
sustainable & scalable coaching capacity?
Professional developmen
t
Supervision &
coordination
Time & scheduling
Performance monitoring
& informative feedback
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….
Initiative, Project,
Committee
Purpose Outcome Target Group
Staff Involved
SIP/SID/etc
Attendance CommitteeCharacter Education
Safety CommitteeSchool Spirit Committee
Discipline Committee
DARE Committee
EBS Work Group
Working Smarter
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 #2Goal #3
Sample Teaming Matrix
Are outcomes measurable?
SWPBS Team
Training Example
Before Team Training1. Review SWPBS Workbook2. Verify coaching role with Coordinator3. Review coaching role with Principal4. 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
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
After Team Training1. Acknowledge/reinforce principal & team for progress at training2. 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 month5. Monitor & assist in development & completion of team action plan6. Review/complete Coaches Implementation Checklist7. Document team & coaching accomplishments, speed bumps,
challenges, solutions
Coaching & Monitoring Progress:
SWPBS Example
Getting Started: “Team Implementation Checklist” (TIC)
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
Planning Questions1. What elements, structures, activities, etc. define implementation approach of your organization?
2. What is purpose of coaching in implementation approach of your organization?
3. How are coaching functions or activities conducted within your implementation approach?
4. Who engages in above coaching functions within your implementation approach?
5. What are expected outcomes of effective coaching for your organization?
6. How does your organization evaluate implementation integrity of your coaching approach?
7. What resources are needed to implement sustainable & scalable coaching capacity?
