Building Coaching Capacity

2013 PBIS Leadership Forum

Susan BarrettDon Kincaid

Amanda March10.10.13

Advanced Organizer

• Systems Coaching– Definitions, Models, & Skill Sets

• Building Internal Capacity– Instructional Methodology – MTSS PD Plan

• Building External Capacity– The Coaching of Coaching Teams– Next Steps

• Questions & Discussion• Resources & References

Socially Significant Outcomes

Academic Rigor

Social Emotional

Health/ Mental

Wellness/Physical Health

Organizational Health:Workforce

Equal Priority

Adapted from © Fixsen and Blase 2013, Barrett 2013

Coaching: an activity that helps others achieve their

goals

“Process” TrainingApplication of knowledge in real life situations

EvaluationClearly defined GoalsMonitor and AdjustCheck for Impact

Content ExpertMastering the “What” and the “How”Adjusting as needed

RelationshipSupport, Reinforce and Communicate

EnablementRemove barriersFoster pathwaysStreamline and integrate

Coaching

Form of embedded, sustained professional development through ongoing relationship and cyclical process used to:

• Build and refine existing skills and/or acquire new skills (individual and group)

• Support person or group’s ability to apply new knowledge

• Use of problem solving method with focus on data to inform practice (individual and group)

• Continuous improvement – encourage, recognize and shape

Coaching for Systems ChangeOrganizational Structures that Create the

Pathway for Adult Learning

• Organizational health• Effective use of personnel and

resources• Highly effective and efficient PD that

yields application of EBP at the school and classroom level

• Teacher efficacy• Increased use of EBP• Fidelity of implementation• Progressive Teacher Evaluation System

Organizing the Work Types of Coaching

• Coaching for Individual Change: focus on skill development, support and

performance feedback (content specific: academic, behavior)

• Coaching for Team/Group Change: focus on collaboration and facilitation, group

dynamics

• Coaching for Systems Change:

focus on organizational change

MTSS Coaching Definition & Model

“Coaching exists to bring about change”

Sprick, Knight, Reinke, & McKale (2006)

FL’s Mission and VisionThe collaborative vision of the FL PS/RtI & FLPBS/RtI:B Projects is to:

– Enhance the capacity of all Florida school districts to successfully implement and sustain a multi-tiered system of student supports with fidelity in every school;

– Accelerate and maximize student academic and social-emotional outcomes through the application of collaborative data-based problem solving utilized by effective leadership at all levels of the educational system;

– Inform the development, implementation, and ongoing evaluation of an integrated, aligned, and sustainable system of service delivery that prepares all students for post-secondary education and/or successful employment within our global society.

MTSS Coaching Model Development & Validation

Broad Literature Base

– Educational/School-Based Coaching

– Professional Development

– Adult Learning– Educational Reform– Systems/

Organizational Change

– School-Based Consultation

– Leadership – Program Evaluation– Teaming

Inter-Project Workgroup

– FL PS/RtI– FL PBS– FL Differentiated

Accountability (DA)

Expert Validation Panel 1) Tabathia Baldy (Program Specialist) Martin County, FL

2&3) Melissa Nantais (MiBLSi Professional Learning Coordinator) & Kim St. Martin (MiBLSi

Assistant Director), Kalamazoo, MI

4) Lori Newcomer (Research Professor), Columbia, MO

5) Gina Dell'Aringa (Academic Achievement Coach), Des Plains, IL

6) Lise Fox (Professor), Tampa, FL

7) BJ Weller (Integrated Supports Coach), SLC, UT

8) Sarah Brown (Unique Learners’ Manager), North Branch, MN

9) Charlene Einsel (Assist. Superintendent), Clearwater, FL

10) Susan Barrett (Director, PBIS Regional Training & TA Center), Richmond, VA

11) Amelia Van Name Larson (District Supervisor), Pasco Co, FL

12) Lisa Page (Prevention Specialist/District Coordinator PBS), Sanford, FL

MTSS Coaching Definition

Systems Coaching (v.): application of a set of skills that provides dynamic support and facilitation to develop the capacity of school/district leadership teams to implement MTSS aligned with the school/district improvement plan in order to enhance student outcomes.

Tenets include:– Not necessarily a person, but a set of skills and

activities

– There are some essential skills sets required of the leadership team to support and complete the activities

MTSS Coaching Components

• Coaching to facilitate MTSS capacity-building across state, district and school systems:

Problem-Solving Facilitation Skills

• School-Based Consultation Activities– Individual consultation– Small group problem-solving consultation (Gutkin &

Curtis, 2008)

– Systems-level consultation (Curtis, Castillo, & Cohen, 2008)

• Problem-Solving & Facilitation Skills– Knowledge of empirically validated consultation

models/approaches– Communication skills (i.e., questioning,

listening, summarizing, paraphrasing, delivering, integrating, empathizing)

– Interpersonal collaborative skills (i.e., relationship-building, trust, shared decision-making)

– Knowledge and skills to effectively facilitate the 4-step & 8-step problem-solving processes

1) Effective Communication

•Essential Communication Skills• Active listening• Appropriately empathic• Open-ended questions for comprehensive collection

of information• Paraphrasing, summarization, and ability to integrate

thoughts and ideas in a cohesive manner• Comprehensive understanding of group dynamics

• Tactfully challenge ideas

• Negotiate and engage in conflict resolution

• Manage direction of conversation

• Maintain meeting momentum

• Provide productive feedback and support

Levels of Communication

•PBS Team• Engages in the problem-solving process• Manages direction, maintains momentum, promotes consensus• Prompts and supports task completion • Attends all meetings and trainings with the team

•School-Based• Promotes PBS efforts with staff, families, and community • Models positive interactions and reinforces staff and

students• Conducts and/or assists small group trainings on PBS• Completes PBSES implementation data

•District-Level • Attends coaching meetings facilitated by DC • Attends additional trainings, as needed • Presents PBS data to district-level personnel

Communication Tools

• PBS Newsletter

• School Newsletter• PBS success stories (teacher, student, events)

• Staff and student presentations• videos, skits, bulletin boards, morning announcements

• RtIB Database graphs and charts

• School Events

• PBS presentations• School-Board, PTA, Community groups

2) Teaming and Collaboration

•Coaching and PBS Team Relationship• Non-hierarchical

• Facilitative vs. Expert Approach• Mentor and Support vs. Assessment

•Structured and Supportive Environment• Establish Meeting Norms (3-5 maximum)

• Team developed and agreed upon • Reviewed each meeting

• Examples:• Be on time • All phones on silent• Tasks distributed equally among members • Everyone actively participates

• Roles and Responsibilities Assigned• Team Leader, Recorder, Time-Keeper, Data Specialist, etc.

Teaming and Collaboration

•Effective Meetings• Occur monthly

• When, where, time frame• Agenda

• Prepared and delivered in advance• Data Review

• Who, what, where, when, sub-groups • Problem-Solving

• Problem ID, analysis, intervention design, evaluation• Action Planning• Celebrate Accomplishments

Team Meeting Checklisthttp://flpbs.fmhi.usf.edu/coachescorner.asp

Tier 1 Training Binder and Coaching Wristband

Team Meeting Evaluation Tool

http://flpbs.fmhi.usf.edu/the_team.asp

Teaming and Collaboration

•Action Planning and Implementation• Teaching Critical Elements (initial and on-going)

• Expectations and Rules• Rewards/Recognition System• Discipline procedures and forms

• Training (determined by data)• Faculty and staff (bus drivers, cafeteria, paraprofessionals)• Students• Families

• Sharing PBS data with staff and families• Recognition Events/Activities

• Scheduling – when, where, how• Responsible parties for implementing

PBS Action Plan – Part B

Teaming and Collaborationhttp://flpbs.fmhi.usf.edu/coachescorner.cfm

•Consensus Building• Review and discuss data • Brainstorm ideas to address areas of concern• Clarify all ideas/suggestions • Prioritize suggestions generated by team

members• Determine ‘next’ steps • Obtain verbal agreement from all team

members

•Team decisions are supported by all team members•The team presents a “united front” outside of meetings

2) Content KnowledgeInstruction & Pedagogy Systems Issues

Evidence-Based Practices for Academics & Behavior (Core, Supplemental, &

Intensive)

Systems Change Literature & Stages of Concern

Classroom Management Strategies

Multi-Tiered Systems of Support

Intervention ResourcesBest Practices in

Professional Development

Curriculum & Instructional Routine

Policies & Procedures at State & District Level

Effective Teaming, Data-Based Problem-Solving, & Evaluation

Family & Community Engagement Practices

Treatment Acceptability, Social Validity, & Stakeholder Buy-In

3) Shared Leadership Support

• Coaching develops the leadership skills of teachers and principals in order to address whole-school organizational improvement, facilitate reallocation and deployment of resources, and evaluate outcomes (Neufeld & Roper, 2003)

• MTSS Leadership (Leithwood, 2010; Barnhardt, 2009; Crawford & Torgeson, 2007)– Establish a vision with a sense of urgency for

change, maintain focus and deliver a consistent message over time

– Focus on schools (districts are successful when schools are successful)

– Create relationships with stakeholders based upon mutual respect and shared responsibility

– Engage in expert problem solving – Invest in professional development

4) Professional Development

• Educators need ongoing PD to obtain skills necessary to implement any change effort (Sansosti, Telzrow, & Noltemeyer, 2008). Examples of PD required of all educators in MTSS include:– Developing and gathering data sources– Interpreting data – Matching interventions to student need– Presenting intervention outcomes to others– Engaging in problem-solving processes

• Coaching facilitates PD at the individual, small group, and whole-school or district/regional levels within an continuous improvement framework (Borman, Feger, & Kawakami, 2006).

Coaching: As a set of skills/activities by a “team”

1) Demonstrate effective interpersonal communication skills2) Use multiple types and sources of data to answer a variety

of problem-solving questions3) Disseminate evidence-based content knowledge

a. Organizational Change/Implementation Processb. Integrated MTSS Three-Tiered Modelc. Best Practices in Reading, Math, Behavior Instruction

4) Facilitate team-based collaborative problem solving5) Support capacity of leadership team and staff to sustain a MTSS6) Provide professional development training and technical

assistance7) Evaluate the impact of coaching activities and supports

MTSS Coaching Guidebook

Content:– Coaching Literature

Review– Development of

Definition, Model, & Skills

– Operational Definitions of Terms & Procedures

– State, District, & School-Level Application

– Guidance for Training, TA, & Ongoing Evaluation

– Resources & References

Building Internal Capacity

Systems Coaching

Instructional Methodology

Joyce & Showers, 204; Learning Forward, 2011

Prong 1: MTSS Content Knowledge & Awareness

WebinarsStructure & Process

• Biweekly, 1 hour 15 mins• Live & Recorded• Common Structure

– Overview– Definition, Models, Skill

Sets– Alignment with MTSS

Mission/Vision– Research Support– Readings & Support

Materials– Next Steps– Q & A, Discussion– Evaluation

Topics

• Leadership• Coaching• Data-Based Problem-

Solving• Program Evaluation• Family & Community

Engagement (FACE)• Educator Evaluation

Systems• Student Engagement• Unit Showcases

– Secondary, RC/RF, Technology, PBS TA Specialists 33

Prong 2: MTSS Inter-Project Skill & Competency

DevelopmentData-Based Problem-Solving & Team Facilitation Competencies •Interpersonal Communication Skills•Leadership Skills•Problem-Solving Facilitation Skills

– Ex: 8-Step Model, 4-Step Model, & Action Planning

•Gradual Release Models & Skills•Job-embedded Professional Development Designs•Best Practices in Teaming & Collaboration•Peer Coaching & Feedback•Content Knowledge

– Ex: CCSS, DAPPS, specific district initiatives

Structure & Process•Tiered Model of Training & Supports

•PD Instructional Methodology– Explicit Instruction, Modeled

Instruction, Guided Practice, & Independent Practice with Feedback

•Structures– “Learning Partners”

• Dyads working with DAPPS– “Learning Community”

• DIE Workgroup – “Facilitation Coordination

Team” • Staff assigned to support

facilitators in need of additional instruction and practice

– “Structured Feedback Process”

• Peer & Supervisor Feedback

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Prong 2 Focus: Problem-Solving

Facilitation SkillsInternal PD Modules•Purpose

– Ensure Alignment of Basic Knowledge & Skills – Common Language, Understanding, &

Consensus – Train the Trainer Development– Tools for Building Capacity Across District &

State•Content Areas

– Interpersonal Communication Skills – 8-Step Small Group Planning & Problem-

Solving Process – Delivering & Receiving Feedback– Best Practices in Teaming & Group Strategies

3 Level PD System Knowledge Level (online modules)

1. Interpersonal Communication Skills (complete)

2. 8-Step Problem Solving Process (complete)

3. Giving and Receiving Feedback (complete)

4. Best Practices in TeamingObservation Level (online modules)

1. School-Level Example (complete)

2. District-Level Example (complete)

Practice Level (mock team)1. Known Problem2. Unknown (assigned) Problem

*Continual Job-Embedded Practice36

Explicit Instruction

Explicit Instruction

Modeled InstructionModeled

Instruction

Guided PracticeGuided Practice

Independent Practice with

Feedback

Independent Practice with

Feedback

PD Plans & Rubric

Individual PD PlansObservation Leader Feedback Meetings

Building External Capacity Across the

State

Systems Coaching

State

Leaders as Coaches as Leaders…System Alignment & Integration

We Coach

Leaders

Leaders

Leaders

(District)

(Principals & Coaches)

(Teachers)

Students &Parents

(State)

who Coach

who Coach

who Coach

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Florida DoE & Discretionary Projects

Florida Bureau of Exceptional Education & Student Services (BEESS) •Differentiated Accountability (DA) Regional Teams•Florida Inclusion Network (FIN)•Florida Diagnostic & Learning Resource System (FDLRS)•The Multiagency Network for Students with Emotional/Behavioral Disabilities (SEDNET)

Building External Capacity within

Districts

Systems Coaching

District Coaching Needs

• District TA support has resulted in developing capacity of DLT who then teaches “coaching” skills to school-based personnel

• State monitoring in ESE has identified 22 DLT who will be “coached” and replicate the “coaching” skills sets in district and school personnel

Questions & Discussion

Suggestions for Additional Readings

• Adelman, H.S., & Taylor, L. (2007). Systemic change for school improvement. Journal of Educational and Psychological Consultation, 17(1), 55-77.

• Borman, J., Ferger, S., & Kawakami, N. (2006). Instructional coaching: Key themes from the literature. The Education Alliance. Retrieved fromhttp://www.alliance.brown.edu/pubs/pd/tl_coaching_lit_review.pdf

• Curtis, M.J., Castillo, J.M., & Cohen, R.C. (2008). Best practices in systems-level change. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V (223-234). Washington, DC: National Association of School Psychologists.

• Fullan, M. & Knight, J. (2011). Coaches as systems leaders. Educational Leadership, 69 (2), 50-53.

• Gutkin, T.B., & Curtis, M.J. (2008). School-based consultation: The science and practice of indirect service delivery. In T.B. Gutkin & C.R. Reynolds (Eds.), The handbook of school psychology (4th ed., pp. 591-635). New York: John Wiley & Sons, Inc.

• Killion, J. & Harrison, C. (2006). Taking the lead: new roles for teachers and school based coaches. Oxford, OH: National Staff Development Council.

• Lewis, T.J., & Newcomer, L.L. (2002). Examining the efficacy of school-based consultation: Recommendations for improving outcomes. Child and Behavior Family Therapy, 24, 165-181.

• Neufeld, B. & Roper, D. (2003). Coaching: A strategy for developing instructional capacity – Promises and practicalities. Washington, DC: Aspen Institute Program on Education and Providence, RI: Annenberg Institute for School Reform.

• Steinbacher-Reed, C. & Powers, E.A. (December 2011/January 2012). Coaching without a coach, Educational Leadership, 68-72.

• Sugai, G. & Horner, R.R. (2006). A promising approach for expanding and sustaining school-wide positive behavior support. School Psychology Review, 25(2), 245-259.

Thank You!

Don Kincaid kincaid@usf.edu

Susan Barrettsbarrett@pbismaryland.org

Amanda Marchamarch@usf.edu