Rob Horner University of Oregon

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 implementation To facilitate sustained implementation Training Models for TA Materials and procedures for training teams Materials and procedures for selecting, training, coaching coaches

Implications for District/State Implementation Invest in a cadre of coaches Require 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 training Coaching is done repeatedly (e.g. monthly) Coaching intensity is adjusted to need

Fluency with trained skills Adaptation of trained concepts/skills to local contexts and challenges And new challenges that arise Rapid redirection from miss-applications Increased fidelity of overall implementation Improved sustainability Most often due to ability to increase coaching intensity at critical points in time.

Training Outcomes Related to Training Components Training Outcomes Training ComponentsKnowledge of Content Skill ImplementationClassroom Application Presentation/ Lecture Plus Demonstration Plus Practice Plus Coaching/ Admin Support Data 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 Role Internal vs External Selecting Coaches Training and support for coaches Assessing Impact

Leadership Team Funding Visibility Political Support TrainingCoachingEvaluation Active Coordination Local School and District Teams/Demonstrations Behavioral Expertise Policy

Schools Implementing School-wide Positive Behavior Support September 2009: 10,487

Maryland Hawaii Scott Spaulding, Claudia Vincent Pbis.org/evaluation/evaluation briefs Delaware

Coaching vs. Training Coaching involves active collaboration and participation, but not group instruction. Small group Build from local competence Sustainable

Internal vs External Internal coaches are employed in the school where they provide support External coaches are employed outside the schools where they provide support (e.g. by district, region, state). Implementation Drivers Selection Training Coaching 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 Competency Drivers Organization Drivers Leadership Steve Goodman Margie McGlinchey Kathy Schallmo

Coaching Competencies NecessaryPreferred 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 Do Work with team during initial SWPBS training Meet with new teams monthly on-site Telephone/ contact as needed “Positive” nag Self-assessment (Self-Assessment Survey, Team Checklist, Benchmarks) Action planning Activity implementation On-going evaluation School self-evaluation efforts State-wide Initiative evaluation efforts (SET) Build local awareness Present intro to SWPBS to local groups Guide State-wide initiative Feedback to Taskforce

What Coaches Do Dissemination of outcomes and effects SWIS Facilitation Implement and support use of data-based decision making.

Commitment of Coaches Team Support First Year ( 1-2 teams) (participate in training and planning) Second Year ( Maintain initial teams, start 3-5 teams) Future Years ( teams total ) FTE commitment 20-50% Roles/Background Behavior Specialists, Special Education Teachers Consultants, Administrators School Psychologists, Counselors, Social Workers

Guiding Principles for Effective Coaching Build local capacity Become unnecessary…but remain available Maximize current competence Never change things that are already working Always make the smallest change that will have the biggest impact Focus on valued outcomes Tie 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 Expectations Attend and participate in team training Meet with your team(s) at least monthly Provide technical assistance as needed Monitor and report on team efforts Team Checklist EBS Survey/ SET/ ISSET Annual 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 evaluation Using ODR/ Academic (ORF) data for assessment, planning and reporting. Keeping faculty involved through regular data reporting.

Illinois North Carolina Michigan

PBIS in Illinois July 17, 2008 Developing Local Systems of Care for Children and Adolescents with Mental Health Needs and their Families Training Institutes Nashville, TN Lucille Eber Ed.D. IL PBIS Network

# IL PBIS Schools & # External Coaches June 30, 2008

ISBE Coordination Chicago Coordinators North Coordinators Central Coordinators South Coordinators 46 Coaches (10) 33 Schools 495 Coaches (84) 525 Schools 193 Coaches (20) 203 Schools 105 Coaches (29) 127 Schools

Demographic data Fidelity data Impact data

N = 392 SWPBS in 961 Schools

Illinois Elementary Schools

Illinois Middle Schools

Illinois High Schools

A B C D E F G H I J

Commit Team Self-Assess Core Features Classroom Data Sec/Ter

School A B C D E F G

February 2009 Heather R. Reynolds NC Department of Public Instruction Bob Algozzine Behavior and Reading Improvement Center

State PBS Coordinator Heather 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

Schools with Low ODRs and High Academic Outcomes Office Discipline Referrals per 100 Students Proportion of Students Meeting State Academic Standard

Dr. Steve Goodman Dr. Margi McGlinchey Dr. Kathy Schallmo June 24, 2009

Participating Schools 2004 Schools (21) 2005 Schools (31) 2006 Schools (50) 2000 Model Demonstration Schools (5) 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 Benchmark for Cohorts (Combined Grades) 5,943 students assessed assessed 8,330 students assessed assessed 16,078 students assessed assessed 32,257 students assessed assessed Spring ’09: 62,608 students assessed in cohorts 1 - 4

Percent of Students at DIBELS Intensive Level across year by Cohort

Began MiBLSi Implementation

Conducting Self-Assessment to identify needs Providing support based on results Coach training 2 – 4 time per year Coach manual Coach website Coach conference (March 13-14)

Coach returns from leave Coach goes on leave

Data Review/Action planning with building leadership teams Pre-training coaches/principals in the data review content Providing 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 Effects Policy statement focused on social behavior Deliver regular training on core content Annual Fall orientation Staff development Job Recruitment Content “knowledge and experience implementing school-wide positive behavior support systems” Annual Evaluation Demonstrated effectiveness implementing school-wide pbs practices. Board outcome measures School Improvement Goal

SISEP Building the policy, funding and evaluation systems that promote effective education Improving the PIP-PEP cycle Policies focused on student outcomes Practice feedback easily, and repeatedly sent back to policy makers.

State Management Group District and School Level Implementers Policy Enabled Practice (PEP) Practice Informed Policy (PIP) System Change

© Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008 Literacy Wraparound Math Family Support Behavior Support ALIGNMENT Early Intervention Response to Intervention/Prevention 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 Foci What 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 implementation Impact on student outcomes What administrative and organizational supports exist to sustain coaching capacity?