1. Coaching for Implementation: Best Practices Perspective George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut June 9 2010 www.pbis.org www.scalingup.org www.swis.org

2. www.pbis.org

3. PURPOSE Describe coaching from perspective of capacity building & effective implementation fidelity & student outcomes Rationale General Framework Examples & considerations

4. Rationale

5. Ineffective Implementation of Effective Practices?

6. 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.”

7. “Train & Hope” REACT to Problem Behavior REACT to Problem Behavior Select & ADD Practice Select & ADD Practice Hire EXPERT to Train Practice Hire EXPERT to Train Practice WAIT for New Problem WAIT for New Problem Expect, But HOPE for Implementation Expect, But HOPE for Implementation

8. Implementation Challenge Arranging for accurate, sustained, & generalized local implementation of evidence-based solution Establishing systems level infrastructure to support scaled implementation of evidence-based solution Selecting effective, efficient, relevant, durable evidence-based solution

9. “Making a turn” IMPLEMENTATION EffectiveNot Effective PRACTICE Effective Not Effective Maximum Student Benefits Fixsen & Blase, 2009

10. SWPBS/PBIS Lessons Learned Invest in 1-3 yrs of on-going professional development Provide annual boostersEstablish school & district/regional coachingAnnual self-assessment of integrity & outcomesIntegrate initiatives with similar outcomesEstablish local content & implementation expertise

11. General Framework

12. SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Student Behavior OUTCOMES Supporting Social Competence & Academic Achievement Supporting Decision Making Integrated Elements

13. Practice or Innovation Training Coaching “Other Supports” Implementation Implementation Fidelity Educational & Social Benefits Basic “Logic”

14. “Coaching” PRACTICE IMPLEMENTATION FIDELITY Formal to Informal Specialized to General Direct to Indirect Frequent to Infrequent Predictable to Unpredictable Internal to External Individual to Group

15. 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?

16. Planning Questions 1. 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?

17. 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

18. SWPBS Implementation Blueprint www.pbis.org

19. Agreements Team Data-based Action Plan ImplementationEvaluation GENERAL IMPLEMENTATION PROCESS: “Getting Started”

20. “Scale-worthy” Evidence-based Practice Horner & OR 2009 Sufficient scope to affect multiple outcomes Scientifically verifiedLocal feasibility, acceptability & effectivenessDescribed for high implementation integrityProfessional development for sustainabilityMeasurable benchmarks for progress monitoringSystems for continuous improvement & sustained use

21. www.scalingup.org Dean Fixsen Karen Blase UNC

22. Effective Implementation Science (SISEP) Implementation Stages Implementation Drivers PEP –PIP Loops Plan-Do-Study-Act Cycle

23. Stages of Implementation  Exploration  Installation  Initial Implementation  Full Implementation  Innovation  Sustainability Implementation occurs in stages: Fixsen, Naoom, Blase, Friedman, & Wallace, 2005 2 – 4 Years

24. © Fixsen & Blase, 2008 Performance Assessment (Fidelity) Coaching Training Selection Systems Intervention Facilitative Administration Decision Support Data System Competency Organization Student Benefits Leadership Adaptive Technical Integrated & Compensatory Implementation Drivers

25. Policy Practice Feedback Loops Policy (Plan) Practice (Do) Structure Procedure Policy Practice Feedback Study - Act Policy Enabled Practices (PEP) Practice Informed Policy (PIP) “External” System Change Support Fixsen & Blase, 2009

26. PDSA Cycles Basis for Minnesota’s M2D3 Framework Shewhart (1924); Deming (1948); Six-Sigma (1990)  Plan – Develop specific things to do  Do – Do them (make sure)  Study – See what happens  Act – Make adjustments  Cycle – Do over and over again until the goal is reached (again)

27. 2. What is purpose of coaching in implementation approach of your organization? Who is “coached?” Why needed? Other implementation supports or drivers?

28. Coaching or Facilitation System capacity to organize personnel & resources to enhance….. Implementation approach Progress through implementation stages Implementation fidelity Student outcomes

29. Coaching Set of responsibilities, actions, activities …..not person Bridge between training & implementation ……not administrative accountability Positive & supportive resource & facilitation ….not nagging

30. 3. How are coaching functions or activities conducted within your implementation approach? Internal v. external coaching Classroom Grade School District Regional State Continuum of intensity based on responsiveness Data-based, reporting, decision making, evaluation

31. COACHING FUNCTIONS(e nabling) Guidance for team startup Technical assistance Resource access Problem solving Data-based decision making Positive reinforcement Prompting & reminding Communications network

32. 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 Individualized Systems for Students with High-Risk Behavior ~80% of Students ~15% ~5% CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT ALL SOME FEW

33. Universal Targeted Intensive All Some Few Continuum of Support for ALL Dec 7, 2007

34. Universal Targeted Intensive Continuum of Support for ALL Dec 7, 2007 Science Soc Studies Reading Math Soc skills Basketball Spanish Label behavior…not people

35. Universal Targeted Intensive Continuum of Support for ALL Dec 7, 2007 Prob Sol. Coop play Adult rel. Anger man. Attend. Peer interac Ind. play Label behavior…not people

36. ~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 SECONDARY PREVENTION TERTIARY PREVENTION PRIMARY PREVENTION ~15%

37. 4. Who engages in above coaching functions within your implementation approach? Content fluency Experience w/ practice implementation On going coaching opportunities Established engagement skills

38. Student Classroom School State District Continuum of Coaching Functions * SchPsy * SW * SCoun * SpEd * Admin * BehSpc * Anyone w/ opportunity to coach * SchPsy * SW * SCoun * SpEd * Admin * BehSpc * Anyone w/ opportunity to coach

39. 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

40. “Easier to coach what you know & have experienced.” Coaching linked to implementation teamCoaching training linked with team trainingCoaches participate in team trainingNew teams added with increased coaching fluencyCoaching capacity integrated into existing personnelSupervisor approved & endorsedDistrict agreements & support givenCoaches experienced with team implementationDistrict-wide coordination providedRegularly meetings for prompting celebrating, problem solving etc.

41. 6. How does your organization evaluate implementation integrity of your coaching approach? Specified outcomes Formative self- assessments & checklists Data-based supervision & integrated professional development Reporting, monitoring, performance feedback

42. Achieve desired outcome? Effective Doable by real implementer? Efficient Contextual & cultural? Relevant Lasting? Durable Transportable? Scalable Conceptually Sound? Logical Evaluation Criteria

43. “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?

44. 7. What resources are needed to implement sustainable & scalable coaching capacity? Professional development Supervision & coordination Time & scheduling Performance monitoring & informative feedback

45. 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….

46. Initiative, Project, Committee PurposeOutcomeTarget Group Staff Involved SIP/SID/e tc Attendance Committee Character Education Safety Committee School Spirit Committee Discipline Committee DARE Committee EBS Work Group Working Smarter

47. Initiative, Committee PurposeOutcomeTarget Group Staff Involved SIP/SID Attendance Committee Increase attendance Increase % of students attending daily All studentsEric, Ellen, Marlee Goal #2 Character Education Improve character All studentsMarlee, J.S., Ellen Goal #3 Safety Committee Improve safetyPredictable response to threat/crisis Dangerous students Has not metGoal #3 School Spirit Committee Enhance school spirit Improve moraleAll studentsHas not met Discipline Committee Improve behaviorDecrease office referrals Bullies, antisocial students, repeat offenders Ellen, Eric, Marlee, Otis Goal #3 DARE Committee Prevent drug useHigh/at-risk drug users Don EBS Work GroupImplement 3-tier model Decrease office referrals, increase attendance, enhance academic engagement, improve grades All studentsEric, Ellen, Marlee, Otis, Emma Goal #2 Goal #3 Sample Teaming Matrix Are outcomes measurable?

48. SWPBS Team Training Example

49. Before Team Training 1.Review SWPBS Workbook 2.Verify coaching role with Coordinator 3.Review coaching role with Principal 4.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

50. During Team Training 1.Remind team of coaching role 2.Let team lead process 3.Document agreements 4.Keep team on task & reinforce progress 5.Remind team of big ideas (“refrigerator magnets”) from presentations 6.Remind team to include all staff 7.Prompt outcomes: Team Implementation Checklist, Team Action Plan, Committee Review, EBS Self-assessment Survey

51. After Team Training 1.Acknowledge/reinforce principal & team for progress at training 2.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 month 5.Monitor & assist in development & completion of team action plan 6.Review/complete Coaches Implementation Checklist 7.Document team & coaching accomplishments, speed bumps, challenges, solutions

52. Coaching & Monitoring Progress: SWPBS Example

53. Getting Started: “Team Implementation Checklist” (TIC)

58. 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

59. Planning Questions 1. 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?

60. Assumptions Verified & priority need Measurable outcome goal Important implementer & learner benefits Evidence-based & relevant practice Effective implementation approach Evaluation plan for implementation fidelity & outcomes

61. George.sugai@uconn.edu Robh@uoregon.edu www.pbis.org