rob horner university of oregon . current assumptions/research about coaching define the experience...
TRANSCRIPT
Rob HornerUniversity of Oregon
www.pbis.org
Current assumptions/research about coaching
Define the experience with coaching in SWPBS implementation
Implications for building TA capacity
Any skill development effort should be supplemented with active coaching:
To facilitate fidelity of implementationTo facilitate sustained implementation
Training Models for TAMaterials and procedures for training teamsMaterials and procedures for selecting, training, coaching coaches
Implications for District/State ImplementationInvest in a cadre of coachesRequire local investment in coaching as a pre-requisite to state supported training.
Coaching is the active and iterative delivery of: (a) prompts that increase successful behavior, and (b) corrections that decrease unsuccessful behavior.
Coaching is done by someone with credibility and experience with the target skill(s)Coaching is done on-site, in real time Coaching is done after initial trainingCoaching is done repeatedly (e.g. monthly)Coaching intensity is adjusted to need
Fluency with trained skillsAdaptation of trained concepts/skills to local contexts and challenges
And new challenges that ariseRapid redirection from miss-applicationsIncreased fidelity of overall implementationImproved sustainability
Most often due to ability to increase coaching intensity at critical points in time.
Training Outcomes Related to Training Components
Training Outcomes
Training Components Knowledge of Content
Skill Implementation ClassroomApplication
Presentation/ Lecture
PlusDemonstration
Plus Practice
Plus Coaching/ Admin SupportData Feedback
10% 5% 0%
30% 20% 0%
60% 60% 5%
95% 95% 95%
Joyce & Showers, 2002
Context:10,000 schools implementing SWPBS nationally
Defining the RoleInternal vs External
Selecting CoachesTraining and support for coachesAssessing Impact
Leadership Team
Funding
Visibility PoliticalSupport
Training Coaching Evaluation
Active Coordination
Local School and District Teams/Demonstrations
Behavioral Expertise
Policy
Schools Implementing School-wide Positive Behavior SupportSeptember 2009: 10,487
Maryland
Hawaii
Scott Spaulding, Claudia VincentPbis.org/evaluation/evaluation briefs
Delaware
Coaching vs. TrainingCoaching vs. Training
Coaching involves active collaboration and participation, but not group instruction.
Small groupBuild from local competenceSustainable
Internal vs ExternalInternal coaches are employed in the school where they provide supportExternal coaches are employed outside the schools where they provide support (e.g. by district, region, state).
Implementation DriversSelectionTrainingCoaching of coaches
© Fixsen & Blase, 2008
Performance Assessment (Fidelity)
Coaching
Training
Selection
Systems Intervention
Facilitative Administration
Decision Support Data System
Effective Coaching
Adaptive
Technical
Integrated & Compensatory
Com
pete
ncy
Driv
ers
Com
pete
ncy
Driv
ers O
rganization Drivers
Organization D
rivers
LeadershipLeadership
Steve GoodmanMargie McGlincheyKathy Schallmo
Coaching Competencies
Necessary Preferred
Participate in team training
Able to attend team meetings at least monthly
Effective working with adults
Knowledgeable about school operating systems
Professional Commitment
Knowledge about SWPBS
Knowledge about behavior support practices (targeted, individual)
Skilled in collection and use of data for decision-making.
What Coaches DoWhat Coaches DoWork with team during initial SWPBS trainingMeet with new teams monthly on-siteTelephone/email contact as needed“Positive” nag
Self-assessment (Self-Assessment Survey, Team Checklist, Benchmarks)Action planningActivity implementationOn-going evaluation
School self-evaluation effortsState-wide Initiative evaluation efforts (SET)
Build local awarenessPresent intro to SWPBS to local groups
Guide State-wide initiativeFeedback to Taskforce
What Coaches DoWhat Coaches Do
Dissemination of outcomes and effectsSWIS Facilitation
Implement and support use of data-based decision making.
Commitment of CoachesCommitment of CoachesTeam Support
First Year (1-2 teams) (participate in training and planning)
Second Year (Maintain initial teams, start 3-5 teams)
Future Years (10-15 teams total)FTE commitment
20-50%Roles/Background
Behavior Specialists, Special Education TeachersConsultants, AdministratorsSchool Psychologists, Counselors, Social Workers
Guiding Principles for Effective CoachingGuiding Principles for Effective Coaching
Build local capacity Become unnecessary…but remain available
Maximize current competenceNever change things that are already workingAlways make the smallest change that will have the biggest impact
Focus on valued outcomesTie all efforts to the benefits for children
Emphasize Accountability Measure and report; measure and report; measure and report.
Build credibility through: (a) consistency, (b) competence with behavioral principles/practices, (c) relationships, (d) time investment.
Pre-correct for success
Specific ExpectationsSpecific ExpectationsAttend and participate in team trainingMeet with your team(s) at least monthly
Provide technical assistance as needed
Monitor and report on team effortsTeam ChecklistEBS Survey/ SET/ ISSETAnnual Profile/Summary Data
Present on School-wide PBS at district, state, national forums.Assist district to build capacity for sustained implementation (re-define your role over time)Meetings with Coordinator and Taskforce for purposes of state-wide planning
Using Team-Checklist and Self-Assessment Survey data for Team Action Planning Using SET/ TIC data for evaluationUsing ODR/ Academic (ORF) data for assessment, planning and reporting.Keeping faculty involved through regular data reporting.
IllinoisNorth CarolinaMichigan
PBIS in Illinois
July 17, 2008Developing Local Systems of Care
for Children and Adolescents with Mental Health Needs and their Families
Training InstitutesNashville, TN
Lucille Eber Ed.D.IL PBIS Network
# IL PBIS Schools & # External Coaches
June 30, 2008
# IL PBIS Schools & # External Coaches
June 30, 2008
ISBECoordination
ChicagoCoordinators
NorthCoordinators
CentralCoordinators
SouthCoordinators
46 Coaches(10)
33 Schools
495 Coaches(84)
525 Schools
193 Coaches(20)
203 Schools
105 Coaches(29)
127 Schools
Demographic dataFidelity dataImpact data
N = 392SWPBS in 961 Schools
Illinois Elementary Schools
Illinois Middle Schools
Illinois High Schools
Iowa Checklist 01-05, PK-6 % Fully & Partially Implemented
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
05-A
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3
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2
31-O
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2
28-F
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3
21-A
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06-F
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01-S
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08-M
ar-0
5
03-J
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5
1 1 1 2 2 2 3 3 3 4 4 4 4 4 4 5 5 5 5 6 6 6 7 7 7 7
Start Up Full Implementation Start Up Part Implementation
Iowa Elementary SchoolsTeam Checklists 02-04, % Items Fully & Partially Implemented
0
20
40
60
80
100
Aug
.N
ov.
Feb
.
Sep
.N
ov.
Mar
.A
pr.
May
Sep
.N
ov.
Mar
.O
ct.
Sep
.O
ct.
Feb
.A
pr.
Sep
.N
ov.
Feb
.O
ct.
Aug
.S
ep.
Nov
.F
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Sep
.N
ov.
Mar
.
Nov
.F
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Nov
.F
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Sep
.N
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Mar
.A
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May
Sep
.N
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Mar
.O
ct.
Sep
.N
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Mar
.A
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May
Sep
.N
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Mar
.O
ct
Aug
.N
ov.
Feb
.
AdamsES-D
Douds ES * Iowa Valley ES* JacksonES-D
MLKES-D
MonroeES-D
ParkAve.ES-D
Prescott ES* Stockport ES-P* StoweES-D
Per
cen
t (%
) Im
ple
men
ted
% Imp. % Partially Imp.
A B C D E F G H I J
Commit Team Self-Assess Core Features Classroom Data Sec/Ter
Commit Team Self-Assess Core Features Classroom Data Sec/Ter
Commit Team Self-Assess Core Features Classroom Data Sec/Ter
Commit Team Self-Assess Core Features Classroom Data Sec/Ter
Stilwell Jr. High SchoolTeam Checklist 02-04
0
20
40
60
80
100
Commit Team Self-Assess Expect.Define
Expect.Teach
RewardsSystem
ViolationsSystem
Info. Function % ItemsImplemented
% TotalPoints
Sep. '02 Nov. '02 Feb. '03 Apr. '03 May '03 Sep. '03 Nov. '03
School A B C D E F G
February 2009
Heather R. ReynoldsNC Department of Public InstructionBob AlgozzineBehavior and Reading Improvement Center
http://www.dpi.state.nc.us/positivebehavior/
State PBS CoordinatorHeather R Reynolds
Dr. Bob Algozzine
Levels of behavior risk in schools implementing PBS were comparable to widely-accepted expectations and better than those in comparison schools not systematically implementing PBS.
Non-PBS Comparison
Dr. Bob Algozzine
Dr. Bob Algozzine
Schools with Low ODRs and High
Academic Outcomes
Office Discipline Referrals per 100 Students
Prop
ortio
n of
Stu
dent
s M
eetin
g St
ate
Acad
emic
Sta
ndar
d
Dr. Steve GoodmanDr. Margi McGlinchey
Dr. Kathy Schallmo
June 24, 2009
Participating Participating SchoolsSchools
2004 Schools (21)2005 Schools (31)
2006 Schools (50)
2000 Model Demonstration Schools (5)
2007 Schools (165)2008 Schools (95)2009 Schools (150*)
Total of 512 schools in collaboration with 45 of 57 ISDs (79%)
The Organization of Implementation Needed to
Change as Scale of Adoption Increased.
Percent of Students meeting DIBELS Spring Benchmarkfor Cohorts 1 - 4 (Combined Grades)
5,943 5,943 studentsstudentsassessedassessed
5,943 5,943 studentsstudentsassessedassessed
8,330 8,330 studentsstudentsassessedassessed
8,330 8,330 studentsstudentsassessedassessed
16,078 16,078 studentsstudentsassessedassessed
16,078 16,078 studentsstudentsassessedassessed
32,257 32,257 studentsstudentsassessedassessed
32,257 32,257 studentsstudentsassessedassessed
Spring ’09: 62,608 students Spring ’09: 62,608 students assessed in cohorts 1 - 4assessed in cohorts 1 - 4
Spring ’09: 62,608 students Spring ’09: 62,608 students assessed in cohorts 1 - 4assessed in cohorts 1 - 4
Percent of Students at DIBELS Intensive Level across year by Cohort
0%10%20%30%40%50%60%70%80%90%
100%
2000 2001 2002 2003 2004 2005
Year
Perc
ent
of
stud
en
ts
School District
Began MiBLSi Implementation
Conducting Self-Assessment to identify needs
Providing support based on resultsCoach training 2 – 4 time per year
Coach manual
Coach website
Coach conference (March 13-14)
0
1
2
3
4
5
6
7
Sep Oct Nov Dec Jan Feb Mar Apr May
Avg. Refe
rrals
per
Day
05-06 06-07
Coach returns Coach returns from leavefrom leave
Coach goes Coach goes on leaveon leave
Data Review/Action planning with building leadership teamsPre-training coaches/principals in the data review contentProviding worksheets to guide data review process
Implementation cannot be faster than your school staff capacity to implement
Teams need to be taught how to analyze and use data
Emphasis on directing resources to need and removing competing activities
Build District Capacity for Sustained EffectsPolicy statement focused on social behaviorDeliver regular training on core content
Annual Fall orientationStaff development
Job Recruitment Content“knowledge and experience implementing school-wide positive behavior support systems”
Annual EvaluationDemonstrated effectiveness implementing school-wide pbs practices.
Board outcome measuresSchool Improvement Goal
SISEPBuilding the policy, funding and evaluation systems that promote effective education
Improving the PIP-PEP cyclePolicies focused on student outcomesPractice feedback easily, and repeatedly sent back to policy makers.
State Management
Group
District and School Level
Implementers
Policy Enabled Practice (PEP)
Prac
tice
Info
rmed
Po
licy
(PIP
)
Syst
em
Chan
ge
© Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008
Literacy
Wraparound
Math
Family Support
Behavior Support
ALIG
NM
ENT
Early Intervention
Resp
onse
to In
terv
entio
n/Pr
even
tion
Student Outcomes
Primary Prevention
Universal Screening
Multi-tiered Support
Early Intervention
Progress Monitoring
Systems to support
practices
Coaching is a core function for systems change
Coaching should be a capacity building function, supported locally by districts, but facilitated by state TA efforts.
Trainers should have the ability not only to establish effective teams, but the coaches to support those teams.
Given Content FociWhat is role of coaching in TA support structure?Use Blase et al., “Best Practices for Coaching”
How are coaches selected?How are coaches trained?What coaching support is provided to coaches?What data systems allow coaches to assess:
Fidelity of implementationImpact on student outcomes
What administrative and organizational supports exist to sustain coaching capacity?