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Coaching for Academic & Behavior Integration

Steve GoodmanMichigan’s Integrated Behavior ad Learning Support Initiative (MiBLSi)

Erin ChaparroOregon Effective Behavioral & Instructional Support Systems (EBISS)

2013 National PBIS Leadership ForumFriday, October 11, 2013

9:15AM – 10:30AM

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This session will describe key features of the coaching function to promote implementation fidelity of an integrated multi-tiered system of academic and behavior supports. Examples of coaching models will be provided along with recommendations for developing effective coaching structures.

Session Objectives:

•Understand the function of coaching to promote implementation fidelity

•Describe the unique features of coaching an integrated academic and behavior model of supports

•Identify key features to support the function of academic and behavior coaching

Description and Objectives

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Why Integration of Academic and Behavior?Why Integration of Academic and Behavior?

• High quality academic instruction by itself can reduce problem behavior (Filter & Horner, 2009; Preciado, Horner, Scott, & Baker, 2009, Sanford, 2006)

• Implementation of schoolwide positive behavior support leads to increased academic engaged time and enhanced academic outcomes (Algozzine & Algozzine, 2007; Horner et al., 2009; Lassen, Steele, & Sailor, 2006)

• Improving social behavior results in more minutes spent in academic instruction (Putnam, Handler and O’Leary-Zonarich, 2003; Putnam, Handler, Rey and O’Leary-Zonarich, 2002)

• Child who fall behind are more likely to find academic work aversive and engage in escape-maintained problem behaviors (Lee et al., 1999; Macintosh, 2008; Roberts et al., 2001)

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What is Coaching?What is Coaching?

• It is not a person but a function

• It varies, based on

• The practices being coached

• Who is coaching and who is being coached

• The current skill level and past experience

• The organizational structure for providing coaching

Coaching is complex and not well defined

“The concept of a coach is slippery. Coaches are not teachers, but they teach. They’re not your boss – but they can be bossy. Mainly, they observe, they judge, and they guide.”

Atul Gawande

“Coaches have to watch for what they don’t want to see and listen to what they don’t want to hear.”

John Madden

Coaching for Competence refers to an ongoing professional development process designed to…

• Ensure Implementation and Fidelity

– Acquire and improve the skills and abilities needed to implement an Evidence-Based Practice with fidelity or another well-defined innovation with as intended

– Generalize new and fragile skills to real world settings (classrooms, hallways, team meetings)

• Develop Professional Judgment

– Developing a conceptual understanding of the core elements of the Evidence-Based Practice processes or the core elements of the practices associated with the intervention (focus on function of key program features)

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Coaching is a process that facilitates educational personnel (individually or as a member of a team) to implement effective practices with fidelity and durability

Coaching: My Definition

Functions of Training, Coaching, and Technical Assistance

• Training– Specific sessions with formal activities

designed for skill development• Coaching

– Ensuring transfer from training to practice– On-site skill development, enhancing the skills

through prompting and reinforcement• Technical Assistance

– An expert with specific technical/content knowledge provides information to address an identified need with customized solutions.

Terminology

• Coaching vs. Facilitating

– Same thing

• Coach vs. Facilitator

– Same thing

• Facilitating vs. Coach

– Skills/tasks vs. Person

• Consultant vs. Coach

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• External/Internal Coaching

• Person Specific vs. Team Member

• Building, District, State

Coaching at Multiple Levels: Coaching at Multiple Levels: Coaching VariationsCoaching Variations

Provides guidance, visibility, funding, political support for MiBLSi

StudentsStudentsStudentsStudents

Building StaffBuilding StaffBuilding StaffBuilding Staff

Building Building Leadership TeamLeadership Team

Building Building Leadership TeamLeadership Team

LEA District LEA District Leadership & Leadership &

Implementation Implementation TeamTeam

LEA District LEA District Leadership & Leadership &

Implementation Implementation TeamTeam

Across State

Multiple District/Building Teams

All staff

All students

Multiple schools w/in local district

Who is supported?

How is support provided?

Provides guidance, visibility, funding, political support

Provides coaching for District Teams and technical assistance for Building Teams

Provides guidance and manages implementation

Provides effective practices to support students

Improved behavior and reading

ISD Leadership & ISD Leadership & Implementation Implementation

TeamTeam

ISD Leadership & ISD Leadership & Implementation Implementation

TeamTeam

Regional Regional Technical Technical

AssistanceAssistance

Regional Regional Technical Technical

AssistanceAssistance

MichiganMichiganDepartment of Department of

Education/MiBLSi Education/MiBLSi LeadershipLeadership

MichiganMichiganDepartment of Department of

Education/MiBLSi Education/MiBLSi LeadershipLeadership

Multiple schools w/in intermediate district

Provides guidance, visibility, funding, political support

MiBLSi Statewide Structure of Support

It is important to identify the unit of implementation that will be coached

It is important to identify the unit of implementation that will be coached

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MIBLSI Structures for Providing Coaching Functions- Handout

Internal vs. External Coaches

• 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).

Internal vs. External

Internal Coach External Coach

Advantages Knowledge of school

Staff relationships

Regular access

Independent

Outside perspective

Multiple schools experience

Disadvantages Conflicting roles

Narrow range of experiences

Limited knowledge of school

Limited relationships

Less frequent access

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Ultimately, all coaching takes place at an individual level (organizations don’t behavior, individuals within organizations do)

Variations of individual coaching include:

•Formal coaching from identified coaches

•Peer coaching

Individual Coaching

Individual vs. Systems

• Individual coaching (sometimes referred to instructional coaching) – Enhancing the skills of the individual

performer (teacher, principal) around MTSS practices for fidelity and effectiveness

• Systems coaching (e.g., team coaching)– Enhancing the skills of individuals within an

group (team) around their collective practices for implementing/managing MTSS

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What are Examples of What are Examples of Coaching?Coaching?

• Bridging training to natural work setting

• Broaden understanding through conceptual feedback

• Facilitate problem solving/continuous improvement through various stages of implementation

• Promote organizational structures

• Provide acknowledgement and reinforcement

Bridging gap from training to practice: Consideration of Three Tracks

Acquisition:Think about how you plan to accomplish the work.

Continuous Improvement:Think about how to make it easy, better, more effective.

Sustainability:Think about how to continue the practice and ensure it will endure.

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• Coaching activities with those being coached “before”, “during” and “after” training

• Coaching helps to translate and problem solve contextual issues

Coaching provides for assurance that skills learned in training will transfer to

the educational environment

Providing Conceptual Feedback

• Whenever possible, coaching should involve providing “Conceptual” feedback regarding the “Big Ideas” of the practice or intervention

• Make the general point first then illustrate it with examples from data sources (Practice Profile rubric data, permanent products, student data, observational data)

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Components of Conceptual FeedbackVariableVariable ExplanationExplanation

Conceptual Label Descriptive and Consistent

Definition Describes in more detail what is meant by the label

Rationale Why is this important, what’s the function (e.g., student outcomes, values, results, teacher proficiency)

Illustrations Specific examples to illustrate the concept (from self-ratings, student data, products, practice profile, audit data, observational data)

Focused intent Can be Strength-based or Improvement Orientated

Directive or Reflective

Can be either or both

Problem Solving/Continuous Improvement

• Using guides (practice profiles) and team implementation checklist, communicate that this activity is urgent and a priority

• Help team get started and stay on track by providing guidance and modeling

– Model the use of data for decision making when meeting with leadership teams

• Make it easy to perform well through “organizational engineering”

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Stages of ImplementationFocusFocus StageStage DescriptionDescription

Exploration/Adoption

Decision regarding commitment to adopting the program/practices and supporting successful implementation.

Installation Set up infrastructure so that successful implementation can take place and be supported. Establish team and data systems, conduct audit, develop plan.

Initial Implementation

Try out the practices, work out details, learn and improve before expanding to other contexts.

Elaboration Expand the program/practices to other locations, individuals, times- adjust from learning in initial implementation.

Continuous Improvement/Regeneration

Make it easier, more efficient. Embed within current practices.

Coaching through Stages of Implementation- Handout

Intensity of Supports Based on Need and Experience

from K. Blase, 200925

How much to coach?

Organization

• Schedule leadership meetings for the school year

• Preparing for meetings, agenda, and Action Plan

• Summarize fidelity of implementation and also student outcome data for use in leadership team meetings

• Identify possible next steps

• Summarizing for next step

• Follow up on action plan items

Acknowledgement and Reinforcement

• Any time a task is new, different or difficult for staff; it is important to acknowledge staff

• Acknowledge both principal and staff for implementation work (focus on acknowledging activities related to the team implementation checklist)

• Consider ratio of reinforcement (e.g., 5 acknowledgements to every 1 suggestions for change or correction)

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Why Coaching Matters?Why Coaching Matters?

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Effective Interventions

Actual SupportsYears 1-3

Outcomes Years 4-5

Every Teacher Trained

Fewer than 50% of the teachers received some training

Fewer than 10% of the schools used the CSR as intended

Every Teacher Continually Supported

Fewer than 25% of those teachers received support

Vast majority of students did not benefit

Aladjem & Borman, 2006; Vernez, Karam, Mariano, & DeMartini, 2006

Longitudinal Studies of a Variety of Comprehensive School Reforms (CSR)

Investing in Coaches:Average Major Discipline Referrals per Day per Month

Coach returns Coach returns from leavefrom leave

One School’s Example

Effects of Coaching on PBIS Team Implementation Checklist Results

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Coaching SummaryCoaching Summary

Final Thoughts

• Coaching is a rewarding role

• Make everyone else around you more effective

• Help the team make the main ideas fit their students, culture, setting, families

• Focus on long-term impact.

“There was a moment in sports when employing a coach was unimaginable – and then came a time when not doing so was unimaginable. We care about

results in sports, and if we care half as much about results in schools and in

hospitals we may reach the same conclusion.”

Atul Gawande

The Systems Coach Manual

Effective Behavioral & Instructional Support Systems (EBISS)

Erin A. Chaparro, Ph.D.Kathleen Ryan Jackson

Welcome

Erin Chaparro, Ph.D.UO EBISS Co-Principal Investigator

echaparr@uoregon.eduKathleen Ryan Jackson

UO EBISS Coordinator

kmj@uoregon.edu

http://ctl.uoregon.edu/pd

Presentation Objectives

1.Describe project goals2.Define critical components of EBISS and Systems Coaching3.Introduce Systems Coaching tools used in the Effective Behavioral and Instructional Systems Support (EBISS) initiative

EBISS GOALS1. Teach district leaders how to implement PBIS and the

school-wide reading model system-wide Data – Systems – Practices - Outcomes

2. Increase efficient use of district and building resources for response to instruction and intervention (RTI)

Recourse Allocation Based on Need

3. Develop capacity for high-quality, sustainable implementation of evidence based practices

Distributed Leadership

26 School Districts: 2006-2012

Research supported by the Oregon Department of Education, ED Grant Number H323A060007 to the University of Oregon

Critical Components of EBISS

1. Representative District and Building Leadership Teams

2. The EBISS Teaming Framework• Evidence-based practices and Outcomes

3. The District Systems Support Plan• Technical Adequacy

4. Systems Coach Manual• Implementation Tools

Critical Component #1

District and Building Leadership Teams

Implementation Team

• A group that knows the evidence based practices very well (formal and craft knowledge)

• A group that knows implementation very well (formal and craft knowledge)

• A group that knows improvement cycles to make intervention and implementation methods more effective and efficient over time

EBISS Critical Component #2

EBISS Teaming Framework& Evidence-based Practices

EBISS Teaming Framework

EBISS Teaming Framework: District Leadership

EBISS Teaming Framework: Building Leadership

EBISS Critical Component #3

District Systems Support Plan (DSSP)

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District Systems Support Plan (DSSP)

Critical Variables for Program-Wide Infrastructure

Data for Action Planning and On-Going Evaluation

EBISS Critical Feature #4

The Systems Coach ManualOregon Coaches Task Force, 2012

The Systems Coach Manual

Implementation Tools1.EBISS Framework Membership & Purpose2.Coaches Self-Assessment3.DSSP Scoring Guide4.Implementation Workbook

Coaching a District System

Identifies: Coaching Traits• Strong interpersonal and intrapersonal skills

Identifies: Coaching Knowledge and Skills

• Develop shared commitment through goal setting and action planning

Identifies: Content Knowledge and Skills• Multi-tiered model of service delivery:

RTI Framework

EBISS Teaming FrameworkRecommended Membership and Purpose

•District Leadership Team•Literacy and Behavior Team/Coaches•School Leadership Team•Grade, Content, Individual Teams

EBISS Coaches Self AssessmentAcross Each Construct of the DSSP

DSSP Scoring Guide

Identifying Best Practice

Implementation Workbook

BLUEPRINT FOR RESPONSE TO INSTRUCTION FOR PBIS AND ACADEMIC SUPPORT TRAINING AND

PROFESSIONAL DEVELOPMENTAdapted for EBISS

State/District Implementation WorkbookNational Technical Assistance Center on Positive Behavioral Interventions and Supports

Susan Barrett, Timothy J. Lewis, George Sugai, Rob H. Horner

Guiding Questions

Professional Development

&Technical Assistance

Facilitated Exploration Activities

Outcomes

Exploration

Erin Chaparro, Ph.D.UO EBISS Co-Principal Investigator

echaparr@uoregon.eduKathleen Ryan JacksonUO EBISS Coordinator

kmj@uoregon.edu

Thank you!

References & ResourcesChaparro, E. A., Park, H., Baker, S. K., & Ryan-Jackson, K. M. (2011). District System

Support Plan: A District Level Self-Assessment Tool (Report No. 1102). Eugene, OR, Center on Teaching and Learning, University of Oregon.

Chaparro, E. A., Ryan Jackson, K.M., Baker, S. K., & Smolkowski, K. (2012). Effective Behavioral and Instructional Support Systems: An Integrated Approach to Behavior and Academic Support at the District Level. School Based Mental Health Interventions 5, 161-176.

Chaparro, E. A., Smolkowski, K., Baker, S. K., Hanson, N. & Ryan-Jackson, K. M. (2012). Closing the Implementation Gap with Increased Collaboration on Behavior and Literacy Evidence-Based Practices. Psychology in the Schools.

Effective Behavioral and Instructional Support Systems model (EBISS; http://ctl.uoregon.edu/pd)

Oregon Coaches Task Force. (2011). K-12 Systems Coach Manual. Center on Teaching and Learning, University of Oregon, Eugene, OR. http://ctl.uoregon.edu/pd

Scaling Up EBISS BlogSpot: http://ebissscalingup.blogspot.com

References & Resources (cont.)

Fullan, M. (Ed.). (2009). Motion leadership: The skinny on becoming change savvy. Corwin Press.

Fixsen, D. L., Blase, K. A., Timbers, G. D., & Wolf, M. M. (2001). In search of program implementation: 792 replications of the Teaching-Family Model. In G. A. Bernfeld, D. P. Farrington & A. W. Leschied (Eds.), Offender rehabilitation in practice: Implementing and evaluating effective programs (pp. 149-166). London: Wiley

Goodwin, L.D., (2002). The Meaning of validity. Journal of Pediatric Gastroenterology & Nutrition, 1, 6-7.

Harris, A. (2008). Distributed leadership: According to the evidence. Journal of Educational Administration, 46(2), 172-188.

Honig, M. I., Copland, M. A., Rainey, L., Lorton, J. A., & Newton, M. (2010). Central office transformation for district-wide teaching and learning improvement. Retrieved from The Wallace Foundation website: http://www.wallacefoundation.org/knowledge-center/school-leadership/district-policy-and-practice/Documents/Central-Office-Transformation-District-Wide-Teaching-and-Learning.pdf

Johnson, E., Mellard, D.F., Fuchs, D., & McKnight, M.A. (2006). Responsiveness to intervention (RTI): How to do it. Lawrence, KS: National Research Center on Learning Disabilities http://www.nrcld.org/rti_manual/pages/RTIManualSection4.pdf

Resources & Resources (cont.)

Johnson, P. (2010). Leading for learning. Leadership practices of effective boards. Spectrum, 28, 27-42.

Klein, R.B. (2011). Principles and practice of structural equation modeling. Gilford Press: New York.

Mowbray, C.T., Holter, M.C, Teague, G.B. and Bybee, D. (2003). Fidelity criteria: Development, measurement, and validation. American Journal of Evaluation, 24, 3, 315-340. doi: 10.1177/109821400302400303

Robinson, V. M. J., Lloyd, C. A., & Rowe, K. J. (2008). The impact of leadership on student outcomes: an analysis of the differential effects of leadership types. Educational Administration Quarterly, 44, 635–674. doi: 10.1177/0013161x08321509

Samuels, C.A. (2013). Job roles shifting for Districts’ Central Offices. Retrieved from Education Week Website http://sisep.fpg.unc.edu/

Spillane, J. P. (2012). Distributed leadership (Vol. 4). Jossey-Bass.

State Implementation and Scaling Up of Evidence Based Practices (SISEP: http://sisep.fpg.unc.edu/)

Thorndike, R.M., Thorndilke-Christ, T.M. (2010). Measurement and evaluation in psychology and education. San Francisco: Pearson

APPENDIX

Evidence-based Practices

OutcomesSchool Level Data Summary

Oregon Assessment of Knowledge and Skills

Literacy Benchmarking

Third Grade Across 4 years

First Grade Across 4 years

Oregon Assessment of Knowledge and Skills Changes Across 4 Years

3rd Grade 07-08 08-09 09-10 10-11

Met 49.3 52.9 51.5 49.5

Exceeded 35.5 30.9 33.9 33.6

4th Grade 07-08 08-09 09-10 10-11

Met 45.5 46.4 45.8 46.3

Exceeded 39.1 39.0 39.7 38.1

5th Grade 07-08 08-09 09-10 10-11

Met 50.1 51.9 52.9 53.2

Exceeded 25.4 25.3 25.4 24.8

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Where are we in our implementation?Where are we in our implementation?

•What do I hope to learn?What do I hope to learn?

•What did I learn?What did I learn?

•What will I do with what I learned?What will I do with what I learned?

Your Turn