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SWPBS Coaching:More than Reminders
Donald H. Eichhorn Middle School Team & CoachesGeorge Sugai
OSEP Center on PBISCenter for Behavioral Education & Research
University of ConnecticutMay 24 2012
www.pbis.org www.cber.org www.swis.org
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
Session Outcomes
Describe features of implementation framework.
Define coaching.
Describe functions of coaching for implementation.
Describe strategies for enhancing coaching outcomes.
Develop action plan based on self-assessment of individual coaching strengths & needs.
PBIS as Framework
PBIS isFramework for enhancing adoption & implementation of
Continuum of evidence-based interventions to achieve
Academically & behaviorally important outcomes for
All students
SYST
EMS
PRACTICES
DATASupportingStaff Behavior
SupportingStudent Behavior
OUTCOMES
Supporting Social Competence &Academic Achievement
SupportingDecisionMaking
IntegratedElements
Basic“Logic”
SYST
EMS
PRACTICES
DATATraining
+Coaching
+Evaluation
Cultural/Context Considerations
Improve “Fit”
Start w/ effective, efficient, & relevant, doable
Prepare & support implementation
ImplementationFidelity
MaximumStudent
Outcomes
Agreements
Team
Data-based Action Plan
ImplementationEvaluation
GENERAL IMPLEMENTATION
PROCESS: “Getting Started”
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
Universal
Targeted
Intensive
All
Some
FewPBIS
Continuum of Support for
ALL
Dec 7, 2007
Universal
Targeted
IntensiveContinuum of Support for ALL:“Molcom”
Dec 7, 2007
Prob Sol.
Coop play
Adult rel.
Anger man.
Attend.
Peer interac
Ind. play
Align behavioral supports
Self-assess
~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•
~15%
+
+
Integrated Continuum
Mar 10 2010
Academic Continuum
Behavior Continuum
IMPLEMENTATION W/ FIDELITY
CONTINUUM OF EVIDENCE-BASEDINTERVENTIONS
CONTENT EXPERTISE &
FLUENCY
PREVENTION & EARLY
INTERVENTION
CONTINUOUSPROGRESS
MONITORING
UNIVERSAL SCREENING
DATA-BASEDDECISION MAKING
& PROBLEM SOLVING
RtI
Funding Visibility PolicyPoliticalSupport
Training CoachingBehavioral Expertise
Evaluation
LEADERSHIP TEAM(Coordination)
Local School/District Implementation Demonstrations
SWPBS Implementation
Blueprint
www.pbis.org
Focus
District-Region Team
School
SWPBS Leadership
Team
SWPBS T1
T1 Systems
T1 Practices
Specialized Behavior
Support Team
Group-based T2
T2 Systems
T2 Practices
Individual T3
T3 Systems
T3 Practices
Coaching is line
connectors
PBIS Lessons Learned
Invest in 1-3 yrs of on-going PD
Provide annual boosters
Establish school & district/regional COACHING
Annual self-assessment of integrity & outcomes
Integrate initiatives w/ similar outcomes
Establish local content & implementation expertise
Focus on Coaching
“Making a turn”
IMPLEMENTATION
Effective Not Effective
PRACTICE
Effective
Not Effective
Maximum Student Benefits
Fixsen & Blase, 2009
Detrich, Keyworth, & States (2007). J. Evid.-based Prac. in Sch.
Startw/
What Works
Focus on Fidelity
Coaching
Considerations
1. Specification of implementation
approach 2. Purpose of
coaching in implementation
approach
3. Coaching functions or
activities
4. Who engages in above coaching
functions
5. Expected outcomes of
effective coaching
6. Evaluation of implementation
integrity
7. Resources for sustainable &
scalable coaching capacity?
1. Description of organization’s implementation approach
Challenge, need, problem, issue
Inputs
Evidence-based practice/solution
Materials, resources,
funding
Implementation approach
Outputs
Implementation fidelity
Student outcomes
Funding Visibility PolicyPoliticalSupport
Training CoachingBehavioral Expertise
Evaluation
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
Where are you in implementation process?Adapted from Fixsen & Blase, 2005
• We think we know what we need, so we ordered 3 month free trial (evidence-based)
✔EXPLORATION & ADOPTION
• Let’s make sure we’re ready to implement (capacity infrastructure)✔INSTALLATION
• Let’s give it a try & evaluate (demonstration)
✔INITIAL IMPLEMENTATION
• That worked, let’s do it for real (investment)
✔FULL IMPLEMENTATION
• Let’s make it our way of doing business (institutionalized use)
SUSTAINABILITY & CONTINUOUS
REGENERATION
2. Coaching purpose in organization’s implementation approach
Contextualize, prompt, & reinforce
implementation
Enhance implementation
fidelity
Document & showcase outcomes
Coaching
Set of responsibilities,
actions, activities
…..not person
Bridge between training &
implementation
……not administrative accountability
Positive & supportive resource & facilitation
….not nagging
3. Coaching functions or activities
Internal v. external coaching
Classroom
Grade
School
District
Regional
State
Continuum of intensity based on
responsive-ness
….coaching RtI
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
Sample Coaching ActivitiesBefore Team
Training
Review SWPBS Workbook
Verify coaching role w/ Coordinator
Review coaching role w/ Principal
Review team status
Request behavior data, forms, procedures
Review tools
During Team Training
Remind of coaching role
Let team lead process
Document agreements
Keep on task & reinforce progress
Remind of big ideas
Remind to include all staff
Prompt outcomes
After Team Training
Acknowledge team effort
Remind data review
Remind meetings schedule
Assist w/ action plan
Prompt/acknowledge
admin participation
Gawande, A. (2009).
The checklist
manifesto. NY:
MacMillan
Getting Started: “Team Implementation Checklist” (TIC)
Data-based Decision Making
Data used to…..
1. Specify/define need
2. Select right evidence-based solution
3. Monitor implementation fidelity
4. Monitor progress
5. Improve implementation
4. Who
Person(s) (e.g., SP, SW, SC, SE, A, T)
Knowledge fluency
Practice fluency
Time & support Social skills
5. Expected outcomes of effective coaching
Accurate & fluent practice implementation
Maximum student
outcomes
Durable & generalizable
implementation w/ less coaching
6. Evaluation of coaching implementation integrity
Student outcomes
Formative self-
assessments & checklists
Coaching of coaching
Implemen-tation fidelity
• Desired outcome?Effective
• Real implementer?Efficient
• Contextual & cultural?Relevant
• Lasting?Durable
• Transportable?Scalable
• Conceptually Sound?Logical
“What are we looking for?”Evaluation Features
7. Resources for sustainable & scalable coaching capacity?
Professional developmen
t
Supervision &
coordination
Time & scheduling
Performance monitoring
& informative feedback
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
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?
Big Ideas…Coaching =
Shared activities or functions,…not person
Maximum adoption, durability, & scalability of evidence-based practice experienced by students
Implementation intensity based on responsiveness
Multiple organizational levels (teacher, school, district, region, state)
Planned, formal, continually monitored, & systematically evaluated
