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Coaching for Academic & Behavior Integration

Coaching for Academic & Behavior Integration. Steve Goodman Michigan’s Integrated Behavior ad Learning Support Initiative (MiBLSi) Erin Chaparro Oregon Effective Behavioral & Instructional Support Systems (EBISS ). 2013 National PBIS Leadership Forum Friday, October 11, 2013

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Coaching for Academic & Behavior Integration

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  1. Coaching for Academic & Behavior Integration Steve Goodman Michigan’s Integrated Behavior ad Learning Support Initiative (MiBLSi) Erin Chaparro Oregon Effective Behavioral & Instructional Support Systems (EBISS) 2013 National PBIS Leadership Forum Friday, October 11, 2013 9:15AM – 10:30AM

  2. 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

  3. 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)

  4. What is Coaching? Coaching is complex and not well defined • 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

  5. “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

  6. 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)

  7. 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

  8. 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.

  9. Coaching vs. Facilitating Same thing Coach vs. Facilitator Same thing Facilitating vs. Coach Skills/tasks vs. Person Consultant vs. Coach Terminology

  10. External/Internal Coaching Person Specific vs. Team Member Building, District, State Coaching at Multiple Levels: Coaching Variations

  11. Michigan Department of Education/MiBLSi Leadership Provides guidance, visibility, funding, political support for MiBLSi Who is supported? Across State Regional Technical Assistance ISD Leadership & Implementation Team Provides coaching for District Teams and technical assistance for Building Teams Provides guidance, visibility, funding, political support Multiple District/Building Teams Multiple schools w/in local district Multiple schools w/in intermediate district LEA District Leadership & Implementation Team Provides guidance, visibility, funding, political support Building Leadership Team Provides guidance and manages implementation All staff How is support provided? It is important to identify the unit of implementation that will be coached Building Staff All students Provides effective practices to support students Students Improved behavior and reading MiBLSi Statewide Structure of Support

  12. MIBLSI Structures for Providing Coaching Functions- Handout

  13. 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 Coaches

  14. Internal vs. External

  15. Individual Coaching 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

  16. 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

  17. What are Examples of 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

  18. 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.

  19. 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

  20. 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)

  21. Components of Conceptual Feedback

  22. 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”

  23. Stages of Implementation Should we do it? Work to do it right! Work to do it better!

  24. Coaching through Stages of Implementation- Handout

  25. How much to coach? Intensity of Supports Based on Need and Experience from K. Blase, 2009

  26. 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

  27. 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)

  28. Why Coaching Matters?

  29. Longitudinal Studies of a Variety of Comprehensive School Reforms (CSR) Aladjem & Borman, 2006; Vernez, Karam, Mariano, & DeMartini, 2006

  30. Investing in Coaches:Average Major Discipline Referrals per Day per Month Coach returns from leave One School’s Example

  31. Effects of Coaching on PBIS Team Implementation Checklist Results

  32. Coaching 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.

  33. “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

  34. The Systems Coach Manual Effective Behavioral & Instructional Support Systems (EBISS) Erin A. Chaparro, Ph.D. Kathleen Ryan Jackson

  35. Welcome http://ctl.uoregon.edu/pd

  36. Presentation Objectives • Describe project goals • Define critical components of EBISS and Systems Coaching • Introduce Systems Coaching tools used in the Effective Behavioral and Instructional Systems Support (EBISS) initiative

  37. EBISS GOALS • 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

  38. 26 School Districts: 2006-2012 Research supported by the Oregon Department of Education, ED Grant Number H323A060007 to the University of Oregon

  39. Critical Components of EBISS • Representative District and Building Leadership Teams • The EBISS Teaming Framework • Evidence-based practices and Outcomes • The District Systems Support Plan • Technical Adequacy • Systems Coach Manual • Implementation Tools

  40. District and Building Leadership Teams Critical Component #1

  41. Implementation Team • A group that knows the evidence based practicesvery well (formal and craft knowledge) • A group that knows implementationvery well (formal and craft knowledge) • A group that knows improvement cyclesto make intervention and implementation methods more effective and efficient over time

  42. EBISS Teaming Framework & Evidence-based Practices EBISS Critical Component #2

  43. EBISS Teaming Framework

  44. EBISS Teaming Framework: District Leadership

  45. EBISS Teaming Framework: Building Leadership

  46. District Systems Support Plan (DSSP) EBISS Critical Component #3

  47. District Systems Support Plan (DSSP) Critical Variables for Program-Wide Infrastructure PROFESSIOANLDEVELOPMENT & TRAININGCAPACITY VISIBILITY & POLITICAL STAKEHOLDER SUPPORT LEADERSHIP & COMMITMENT COORDINATION & COACHING ON-GOING ASSESMENT & EVALUATION ACTION PLANNING with SCHOOLS FUNDING Data for Action Planning and On-Going Evaluation

  48. The Systems Coach Manual Oregon Coaches Task Force, 2012 EBISS Critical Feature #4

  49. The Systems Coach Manual Implementation Tools • EBISS Framework Membership & Purpose • Coaches Self-Assessment • DSSP Scoring Guide • Implementation Workbook

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