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Bell Ringer• Read through the description of MiMTSS in your

Coaching Guide (page 7)

• Use the directions provided to register yourself or update your record in MiMTSS (pages 8-11)

• Be sure that you check either internal or external coach as one of your roles in MiMTSS

Tier 1 Secondary Content Area Reading

Coaching Support Session

miblsi.org

3

AcknowledgmentsThe content for this training day was developed based on the work of:• Nancy Marchand-Martella• Anita Archer• Kevin FeldmanSpecial thanks to the Michigan Middle Schools

participating in the Promoting Adolescent Reading Success project

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Group ExpectationsBe responsible• Attend to the “Come back together” signal• Active participation…Please ask questionsBe Respectful• Please allow others to listen

• Please turn off cell phone and pagers• Please limit sidebar conversations

• Share “air time”• Please refrain from email and Internet browsingBe Safe• Take care of your own needs

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Training Scope and SequenceYear One:• Tier 1 Secondary Positive School Climate series• Tier 1 Class-wide Positive Behavioral Interventions &

Supports (PBIS)Year Two:• Tier 1 Secondary Content Area Reading series• Tier 1 Secondary Content Area Reading Strategy• Winter Data Review• Intervention System series• Tier 2 Behavior Check-in, Check-out (CICO)• Spring Data Review

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PurposeThe purpose of this Coaching Support Session is to equip coaches with the knowledge, skills,

and tools necessary to support School Leadership Teams in the successful installation and use of a Tier 1 School-wide Content Area

Reading Model

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Intended Outcomes• Define systems coaching as it relates to School-wide

Content Area Reading • Develop a description of the School-wide Content

Area Reading Model that can be used to communicate with stakeholders

• Identify next steps as a coach • Preview the Reading Tiered Fidelity Inventory in

order to further develop an understanding of the School-wide Content Area Reading Model

• Organize the logistics related to successful coaching

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Today’s Agenda1.0 Logistics and Resources2.0 Understanding Systems Coaching3.0 Implementation of a School-wide Content Area

Reading Model4.0 Building Fluency with School-wide Content

Area Reading Model5.0 Coaching a School-wide Content Area Reading

Model6.0 Wrap Up & Next Steps

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1.0 Logistics and Resources

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In Module 1.0, coaches will...• Review the logistics related to coaching a

School Leadership Team and record key information in the Coaching Guide

• Explore resources for supporting data based decision making

• Review options for ongoing professional learning related to Secondary Reading

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Resources for Today’s Coaching Session• Workbook• Coaching Guide for Tier 1 Secondary Content

Area Reading

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Our Focus• Adding to your Coaching Guide• MiMTSS• Professional Learning options

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Coaching Guide Introduction • Designed as a reference to support you in your work

as a systems coach to support the installation and use of Tier 1 School-wide Content Area Reading Model

• Intended for you to bring and reference during your trainings and team meetings with the School Leadership Team

• Many of the resources we will use in the workbook today will also appear in the coaching guide

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Contact Information• District Implementation Team membership• District MTSS Coordinator• School Leadership Team membership• MIBLSI staff providing data coordination

support for your district

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Team Membership • Knowing who is on the DIT and SLT is

important for this work• We know from years of experience that team

membership is fluid given staff turn over • We also know that data coordination support

is important in the installation work so the project provides the initial layer of data coordinators – you’ll want to know who these individuals are

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Important Dates• You will be a part of the monthly SLT

meetings• You will also continue to participate in the

team trainings happening throughout the rest of the current school year

• Knowing these dates now will help you to plan the rest of your year

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Activity 1.1• Turn to pages 5-7 in the Coaching Guide• Fill in the information that you already

know• Make note of what information you still

need to gather to complete these pages of your coaching guide

• Identify who you will be able to get this information from back in your district

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MiMTSS School-Level Dashboard• Your School Leadership Team will need to be able to log

into MiMTSS to access the school level dashboard

• You will be entering in fidelity and outcome data to support your team’s problem solving

• You will also be able to make note of any updates to the identified School Leadership Team membership that might be needed

• Finally, you will be entering your team’s progress on the installation checklist items

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• Use the directions in your coaching guide to log into MiMTSS

• Your school’s dashboard should appear on your screen when you log in to MiMTSS

• On the Context Tab, review the names of the School Leadership Team members

• Make note of any errors updates needed• Turn this information into your trainer

Activity 1.2

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MTSS Implementation Plan

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Installation Activities• Designed to break down the bigger installation

activities into smaller, more manageable chunks

• MiMTSS is set up to allow your team to keep track of your progress on these installation activities

• At the start of each training your team will be asked to log into MiMTSS to record your status on these installation activities

• These data are also used to update your status on your school’s MTSS Implementation Plan and by the DIT to monitor progress across schools

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Activity 1.3• Use the directions provided on page 14 in your

Coaching Guide to navigate to the data entry screen

• Click the link for the “Secondary Content Area Reading Installation Checklist” under the heading of Installation Checklists

• How are your feeling about being able to navigate back to this screen to support data entry for installation checklist items during your upcoming training?

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On-Going Professional Learning• Focus Days:

• Optional trainings offered by MIBLSI to support the use of specific practices related to reading or behavior

• Designed for partners implementing MTSS

• EduPaths• Online module for the Reading Tiered Fidelity

Inventory (R-TFI) Overview

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Assignment 1.1• If you do not already have an EduPaths account,

please follow the directions in your coaching guide to set up an account (page 16)

• Consider completing the Reading Tiered Fidelity Inventory Overview online module

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District Implementation Team (DIT) Communication

• Your DIT is working to establish a Coaching System to ensure equitable, high quality implementation supports occur across schools

• A portion of the Coaching System is built upon strong communication between the coaches and a designee from the DIT

• We’ve provided you with a worksheet to capture information to communicate back to the DIT using the established communication protocol

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Additional Communication• You will also be prompted to consider talking

points for your school’s principal and the full School Leadership Team

• All of this communication will be captured on one Follow Up Communication document that will be referenced throughout today’s Coaching Support Session

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2.0 Understanding Coaching

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In Module 2.0, coaches will...• Distinguish between instructional coaching

and systems coaching• Develop a description of systems coaching

related to School-wide Content Area Reading Model

• Identify the overlap in coaching School-wide Positive School Climate / PBIS and School-wide Content Area Reading Model

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Coaching System• It’s new and likely fragile as it is being developed in

your district

• This means that some of the information shared today may raise questions or concerns for you –that’s OK

• Trust the communication protocol and capture these questions or barriers along with any celebrations coming out of today’s session and be sure to communicate back to the DIT designee after today’s session

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Activity 2.1Discuss with your table partners:• What has been your experience with systems

coaching?

• What questions do you have around coaching?

• What questions do you anticipate your staff will have?

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Distinguishing Between Coaching Types

Systems Coaching

• Coaching to develop the capacity to effectively support the use of a program, practice, or approach to enhance student outcomes (effective innovation)

Instructional Coaching

• “Content / practice-level coaching” to help teachers improve instruction in a discipline using a particular strategy, practice, or program to improve student outcomes

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Your Coaching Emphasis• Systems Coaching

• Supporting the installation and use of School-wide Content Area Reading Model defined in the Reading Tiered Fidelity Inventory –Secondary Level Edition

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Focus of Coaching• Focus is different depending on whether the

recipient is a novice or experienced learner

• Three areas for coaches to focus:1. Develop knowledge, skills, and abilities of School

Leadership Team / teachers / practitioners 2. Encourage reflection and accurate self-reporting 3. Provide personal support

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Focus of Coaching: Novice Learners• Develop knowledge, skills and abilities of

School Leadership Team / teachers / practitioners – 60% of coaching time

• Encourage reflection and accurate self-reporting – 20% of coaching time

• Provide personal support – 20% of coaching time

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Focus of Coaching: Experienced Learner• Develop knowledge, skills and abilities of

School Leadership Team / teachers / practitioners – 20% of coaching time

• Encourage reflection and accurate self-reporting – 60% of coaching time

• Provide personal support – 20% of coaching time

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Conditions that Warrant Coaching • School Leadership Team is learning to use a

new innovation or support the successful use of an innovation across the school

• Continuous refinements and improvements to the use of innovations require teams to modify and refine their existing structures and / or processes to support the innovations

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Activity 2.2• Review the previous slides• Develop a 3-5 sentence summary of the

distinction between instructional coaching and systems coaching along with a description of the focus of coaching

• Record your description in the space provided for your follow-up communication

• Find a coach from another district or school and share your description with each other

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Resources to Support Coaching• Coaching Service Delivery Plan for School-

wide Content Area Reading Model

• School-Level MTSS Implementation Plan

• Coach’s Monthly Focus document

• Reading Tiered Fidelity Inventory (R-TFI) –Secondary Level Edition

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Coaching Service Delivery Plan

This slide provides a screenshot of the cover page of the Tier 1 School-wide Content Area Reading District Coaching Service Delivery Plan. This document is available to participants in a fully

accessible form on the MIBLSI website.

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Concepts / Skills• Identifies a standardized set of knowledge,

skills, and abilities School Leadership teams need coaching support to use effectively

• Categorized by the team’s / individual’s stage of implementation – exploration, installation, implementation

• Prioritized

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Positive School Climate and School-wide Content Area Reading Model

• There is some overlap and a number of distinctions between the coaching concepts and skills for Positive School Climate and School-wide Content Area Reading Model

• As a coach, you will need to be familiar with the overlap and distinctions to provide efficiencies to your coaching support

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Tier 1 School-wide Content Area Reading Model

• Many of the coaching concepts / skills will be addressed during the Tier 1 Secondary Content Area Reading series your School Leadership Team will be participating in this year

• You will develop an individualized Coaching Service Delivery Plan during the Coaching Support Session prior to Winter Data Review

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Activity 2.3• Review the Coaching Concepts and Skills identified

in the Tier 1 Positive School Climate CSDP and in the Tier 1 School-wide Content Area Reading Model CSDP

• Identify where the overlap and distinctions exist between the two CSDP using the Venn Diagram provided

• Will you be coaching both reading and behavior? What are the implications for your coaching role if you are or are not coaching both?

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Recall: School-Level MTSS Implementation Plan

• Purpose: guide the installation and initial implementation efforts for schools led by the School Leadership Team (SLT)

• Function Over Form! It’s about having a plan that includes:

• S.M.A.R.T. objectives related to fidelity and the completion of specific activities

• Specific activities school’s are engaged in to support installation and implementation

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Adding to the MTSS Implementation Plan

• Your SLT developed a MTSS Implementation Plan last year during the PBIS trainings

• We are adding on to this plan to include activities specifically related to the installation of the School-wide Content Area Reading Model

• This plan will address both reading and behavior components of MTSS within your school

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Activity 2.4• Partner with a coach from another district or school • Locate your MTSS Implementation Plan • Review each other’s plan considering the following:

• Does the MTSS Implementation Plan include the specific activities outlined in Day 1 of the Tier 1 Secondary Content Area Reading series?

• Are their sufficient details as to who is doing what and by when to pass a “substitute test”?

• Do you have a suggestion for improvement for the team to consider?

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3.0 Implementation of a School-wide Content Area Reading Model

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In Module 3.0, coaches will...• Review and practice providing the definition of

a School-wide Content Area Reading Model • Review items on the Reading Tiered Fidelity

Inventory (R-TFI) Secondary Level Edition• Articulate the coaching role for the coming

school year• Identify what information needs to be

communicated back to the building administrator regarding the coaching role

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Review: School-wide Content Area Reading Model

Multi-tiered structure encompassing:

1. _______ to address the continuum of reading needs across the student body;

2. _______ designed to improve reading outcomes for all students that involve active participation by all school staff; and

3. ____ use and analysis

(St. Martin, Nantais, & Harms,2015)

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Recall: Fidelity Assessments• Reading Tiered Fidelity Inventory (R-TFI):

Secondary Level Edition • Purpose: provides the School Leadership Team

with a tool to assess the implementation of a School-wide Content Area Reading Model

(St. Martin, Nantais, & Harms, 2015)

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Four Integrated Elements to Consider

Four interconnected circles - Working from the literature related to SWPBIS, there are four integrated elements we look at with this work: (a) measurable outcomes supported and evaluated by data (b), data for decision making, (c) practices with evidence that these outcomes are achievable and (d) systems that efficiently and effectively support implementation of these practices.

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Activity 3.1• Review the Tier 1 items from the Reading Tiered

Fidelity Inventory (R-TFI) Secondary Level Edition

• With a partner identify if each item addresses systems, practices, and / or data

• Hint: Some items may address more than one

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Coach’s Monthly Focus• Created as a “job aide” for individuals

providing systems level coaching to support an integrated reading and behavior MTSS

• Builds upon the work outlined for Year 1 • Addresses coaching needs for both reading

and behavior during Year 2 of implementation• Aligns with the Administrators Monthly Focus

(new this year) framework

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Activity 3.2• Review the Coaches’ Monthly Focus document for Year 2 • As you read:

• Put a star next to any items that repeat each month• Put a dot next to any items that align with your

understanding of the coaching function • Put a question mark next to any items you are unsure of

or would need more support / clarification around to be able to support

• Compare your marked up Monthly Focus document with another coach – discuss similarities and differences

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Activity 3.3• Based on your review of the Monthly Coaching

Focus document and your understanding of the coaching role, identify the priority items / topics you need to bring back to your school’s administrator after this coaching session

• Record these priority items / topics in the space provided for your follow-up communication

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4.0 Building Fluency with School-wide Content Area Reading

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In Module 4.0, coaches will…• Review research recommendations for

adolescent reading• Develop familiarity with content area reading

strategies

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What do we know?Older students must continue to learn new things and acquire additional skills to keep up with the increasing demands for literacy in secondary schools, postsecondary education and the workplace

(Torgesen, et al., 2007)

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Research in Adolescent Reading• Extensive research shows adolescent reading

difficulties are diverse and complex, possibly due to:

• Poor instruction and lack of mastery of foundational reading skills

• Lack of strong English skills• Lack of engagement in academic tasks• Low belief in their ability to succeed

(Scammacca, Roberts, Vaugh, et al., 2007)

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What do we know about what works?

• It’s NOT too late

• Teaching helps

• Knowing what to teach and when helps

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Activity 4.1Divide into two groups. Read excerpt from “Improving Adolescent Literacy: Effective Classroom and Intervention Practice” • 1’s read Recommendation 1: Provide explicit

vocabulary instruction• 2’s read Recommendation 2: Provide direct

and explicit comprehension strategy instruction

When finished, share the major points of your recommendation with your partner

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What are content area reading strategies?• Academic content areas (e.g. math, science,

English, and history) are the core of secondary instruction

• Content area reading is varied by discipline in style, vocabulary, text structure, and purpose

• Content area reading strategies are strategies that can be used within any content text

(Heller and Greenleaf, 2007)

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Why are content area reading strategies important?

• Requires students to activate their thinking• Discourages passive reading• Assists students in being involved in the text

and comprehending meaning

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Activity 4.2• Individually, list some reading strategies

that would assist students in comprehending reading passages in various content area classes (Math, Science, Social Studies, etc.)

• Discuss your list with a partner

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Recall SQ3R• Survey• Question• Read • Recite • Review

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Activity 4.3• Access your MTSS Update started with your SLT

during Day One• Share your update with a coach from another

building or district• Discuss if your team has already shared the MTSS

Update with the staff or if that is still to come• Provide each other with feedback on your school’s

MTSS Update• Make note of any recommendations you might share

with your SLT based on what you discussed and saw in the other school’s MTSS Update

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5.0 Coaching a School-wide Content Area Reading Model

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In Module 5.0, coaches will...

• Explore four functions of effective coaching• Practice responses for various coaching scenarios

within a School-wide Content Area Reading Model• Develop fluency related to Early Warning Indicators

within the School-wide Content Area Reading Model• Consider implications for building an Intervention

System to support the continuum of needs for all students

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Our Focus • Coaching Supports• Common Implementation Barriers• Early Warning Indicators

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Types of Coaching Supports

• Prompting

• Fluency building

• Performance feedback

• Adaptation

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Resource: Coaching Article

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Activity 5.1There are a number of coaching scenarios posted around the room. • Count off by 4s• With your group, travel around the room with

post-it notes• Read the scenario and discuss potential

coaching supports that may be appropriate for the situation

• Record your key points on a post-it and leave it on the chart paper

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Common Barriers to Implementation

• There are some common barriers that school’s frequently encounter as the work to install and use a School-wide Content Area Reading Model

• Buy-in from core subject area teachers for the before, during, and after reading comprehension strategies

• Selection of cohorts of staff to use the content area reading strategies

• Mechanisms for building and maintaining staff momentum for the sustained use of the strategies

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Additional Barriers• Starting in the winter, your school will begin

working on the installation of an intervention system designed to support all students

• Your SLT will have a chance to preview potential barriers associated with the installation of an intervention system during the upcoming training

• Your DIT will begin working to prevent these potential barriers in December

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Activity 5.2• Read the document titled “Preventing

Intervention System Barriers: Secondary”

• Identify those barriers that you anticipate will be especially relevant for your school

• Record your summary in the space provided for your follow-up communication

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Early Warning Indicators (EWI)• A set of indicators, rather than a specific

measure or instrument

• Indicators predict likelihood of high school graduation, not performance in a specific academic area

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Early Warning Indicators• Predict which students are at-risk for dropping

out of high school

• Target resources to support off-track students while they are still in school, before they drop out

• Examine patterns and identify school climate issues

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A-B-C’s of Early Warning Indicators

Attendance Behavior CoursePerformance

Rate of Attendance Suspensions/Expulsions

GPACourse Failures

Good News!• The indicators are all data that secondary

schools already collect

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Activity 5.3• Read the “ Early Warning Indicators within an Early

Warning System Overview” document in your workbook

• Use the “Early Warning Indicator Notes” sheet to record key talking points you could use to explain EWI to your School Leadership Team and other staff in your school

• Practice your talking points with another Coach

• Refine your talking points to be used when supporting your SLT

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6.0 Wrap-up and Next Steps

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Pause for Communication

At the end of each session we are going to pause to capture communication that

needs to take place as a result of today

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Communication

• Throughout the day today you captured summaries that can be shared with your school’s administrator, DIT designee, and/or School Leadership Team (SLT)

• There may be more information or questions you’d like to share with your school’s administrators

• You will have some time now to review and update this communication

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Activity 6.1• Return to your follow up communication

document and make sure it is completed

• Review what you recorded earlier today and determine if there is anything else you’d like to communicate with your school administrator, DIT Designee, and/or SLT after today’s session