A10 – Coaching: Supporting Effective Problem-Solving & Action Planning

October 27, 2016

Heather Peshak George, Ph.D. & Kathy Christiansen, M.S.University of South Florida 1

This product was developed by the Florida Positive Behavioral Interventions and

Support Project, a project funded by the State of Florida, Department of Education, K-12 Public Schools, Bureau of Exceptional

Education and Student Services, through federal assistance under the Individuals with

Disabilities Education Act (IDEA), Part B.

A10 - Coaching:Supporting Effective

Problem-Solving & Action Planning

Heather Peshak George, Ph.D.Kathy Christiansen, M.S.

University of South Florida2016 National PBIS Leadership Forum

October 27, 2016

Key Words: Coaching, PBIS Foundations, Teams

Maximizing Your Session Participation

When Working In Your Team

Consider 4 questions:

– Where are we in our implementation?– What do I hope to learn?– What did I learn?– What will I do with what I learned?

Where are you in the implementation process?Adapted from Fixsen & Blasé (2005)

• We think we know what we need so we are planning to move forward (evidence-based)

Exploration & Adoption

• Let’s make sure we’re ready to implement (capacity infrastructure)

Installation

• Let’s give it a try & evaluate (demonstration)

Initial Implementation

• That worked, let’s do it for real and implement all tiers across all schools (investment)

• Let’s make it our way of doing business & sustain implementation (institutionalized use)

Full Implementation

Agenda

Critical characteristics of effective coaching

Essential skill sets to engage in collaborative coaching

Problem-solving is foundational for PBIS coaching

Building capacity across all stakeholders

Establish a coaching framework to facilitate effective team-based collaboration and problem-solving to support PBIS implementation fidelity and sustainability.

Critical Elements for Effectiveness in SWPBIS: Implementation Drivers

What is Coaching?• A set of activities that support and build the capacity of

leadership teams to implement a multi-tiered system of supports (MTSS), aligned with improvement plans to enhance student outcomes.

What does that mean?

Multiple skill sets with various areas of expertise are required

One person will probably not possess all the skills necessary to support PBIS implementation fidelity

Every team member is considered a ‘coach’

A10 – Coaching: Supporting Effective Problem-Solving & Action Planning

October 27, 2016

Heather Peshak George, Ph.D. & Kathy Christiansen, M.S.University of South Florida 2

FLPBIS CoachingDistrict & School-based Leadership Teams

Coaching is emphasized

& supported

ALL team members

are coaches

Local coaching network

maintained

Provides support to

all stakeholders

Across all tiers

FLPBIS Coaching

FLPBIS Coaching Framework

Effective CommunicationCritical Skill Sets

Active Listening

Empathizing

Questioning

Paraphrasing

Summarizing

SynthesizingMarch, A. & Gaunt, B. 2013;http://flpbs.fmhi.usf.edu/pdfs/SystemsCoaching.pdf

What are the barriersto effective communication

for me? For my team? How do I know?

Collaborative TeamingLeithwood (2010); Barnhardt (2009); Crawford & Torgeson (2007)

Clear Vision & Goals • Consistently articulated over time

Team Norms, Roles, Responsibilities

Stakeholder Relationships • Mutual respect, Shared responsibility

Multi-disciplinary Team • Participatory leadership• Professional learning a priority

Problem-Solving Expertise

A10 – Coaching: Supporting Effective Problem-Solving & Action Planning

October 27, 2016

Heather Peshak George, Ph.D. & Kathy Christiansen, M.S.University of South Florida 3

Family and Community Engagementhttp://flpbs.fmhi.usf.edu/resources_family.cfm

PRIORITY

Vision & Goal Inclusivity

Mutual respect

Culturally responsive practices

Engage in Problem Solving

Build knowledge to support student

learning

Increase skills

What are my team’s barriers in engaging

families & community members?

How do I know?

MTSS Content Knowledge DisseminationKnowledge, Fluency, Experience

PBIS

MTSS

Critical Elements of PBIS

Principles of Behavior

Antecedents

Behavior and Functions

Rewards and Consequences

Data-driven Decision Making

Data collection

Data review & analysis

Action planning

Implementation Fidelity

Monitoring and Evaluation

Tools and Systems

What barriers exist for me? For my team?

How do I know?

Problem-Solving FacilitationCoaching Foundation

Step 1: Problem Identification & Goal Development

Step 2: Problem Analysis

Step 3: Intervention Design

Step 4: Evaluation Why is the problem occurring?

What are the barriers to achieving our goal?

What is the problem?

What are we going to do to reduce/eliminate the barriers?

Are the strategies working?

How do we know?

Problem-Solving Process

1. Structured process to identify, develop, implement and evaluate strategies to enhance the performance of ALL students

2. Evidence-based [Gutkin & Curtis (2009); Curtis, Castillo, Cohen (2008)]

3. Strongly related to improved student outcomes4. Interventions developed are more effective than

those developed through other methods5. Applicable at all levels

a. School, district, community, stateb. Targeted group, classroom, grade-levelc. Individual student

Problem SolvingGeneral Questions to Explore

1. What problem-solving model is implemented at your school/district?

2. How is fidelity of the problem-solving process monitored at your school/district?

3. How does your team problem-solve coaching issues?

4. What data are used for problem-solving coaching concerns?

5. How are professional development needs for coaching identified?

Problem-Solving for Coaching SupportsGuiding Questions

Step 1:– What do we expect PBIS coaches to know, understand and do?– Do our coaches (school/district-level) meet or exceed the expected

levels?Step 2:

– What barriers preclude coaches from reaching the expected levels?Step 3:

– What strategies (instruction, support, mentoring) will be implemented to address the barriers?

– What resources are needed?– How will effectiveness be monitored?

Step 4:– Were the interventions effective?– If so, what’s next? If not, now what?

A10 – Coaching: Supporting Effective Problem-Solving & Action Planning

October 27, 2016

Heather Peshak George, Ph.D. & Kathy Christiansen, M.S.University of South Florida 4

Problem-Solving Effective Coaching Supports

Step 1• Difference between current level and desired

outcome or goal

Step 2• Barriers preventing the achievement of the desired

outcome/goal

Step 3• Instruction/interventions to achieve the desired goal

Step 4• Outcome

Effective Coaching ReviewEssential Elements

1. Leadership Skills = Peoplea. Effective Communicationb. Collaborative Teamingc. Family & Community Engagement

2. Problem-Solving Skills = Taska. Adherence to structured processb. Implementation fidelity

Human Emphasis1 9 1 9

Task Emphasis

Both are necessary, Neither is sufficient alone!

Professional Development OpportunitiesBuild and Sustain PBIS Implementation

PBIS Leadership

Team

• Identify and adopt multi-tiered evidence-based professional learning process, trainings, & on-going supports

PD Plan • Build local capacity to sustain PBIS practices

Ongoing PD

• Learning opportunities exist on PBIS framework, practices, and systems for all stakeholders.

Tools to evaluate coaching activities and

supports!

This product was developed by the Florida Positive Behavioral Interventions and

Support Project, a project funded by the State of Florida, Department of Education, K-12 Public Schools, Bureau of Exceptional

Education and Student Services, through federal assistance under the Individuals with

Disabilities Education Act (IDEA), Part B.

PBIS School-Level Team Coaching Skills Survey

23

A10 – Coaching: Supporting Effective Problem-Solving & Action Planning

October 27, 2016

Heather Peshak George, Ph.D. & Kathy Christiansen, M.S.University of South Florida 5

PBIS Implementation & Systems Coaching Crosswalk

28

This product was developed by the Florida Positive Behavioral Interventions and

Support Project, a project funded by the State of Florida, Department of Education, K-12 Public Schools, Bureau of Exceptional

Education and Student Services, through federal assistance under the Individuals with

Disabilities Education Act (IDEA), Part B.

District-Level Systems Coaching Survey

29

Systems Coaching Survey

• Measures educators’ skills relative to the 7 Domains of Systems Coaching, and their ability to teach/coach others in the development and application of such skills.

• Results drive data-based instructional planning to inform the design, delivery, and ongoing, targeted professional learning activity to build coaching capacity– Individual– School– District

• Department• External Coaching Cadres

A10 – Coaching: Supporting Effective Problem-Solving & Action Planning

October 27, 2016

Heather Peshak George, Ph.D. & Kathy Christiansen, M.S.University of South Florida 6

Systems Coaching Survey Development Steps

1. Literature review (2010-present)2. Model development

• Expert Validation Panel (2012)– Content & Practitioner Experts

3. Item generation (Spring 2015)4. Expert review panel (Fall 2015)5. Cognitive interviewing (Fall 2015)6. Initial pilot (Spring 2016)

“Gold standard” survey development procedures recommended by DeVellis (2012)

Content Domains

1) Interpersonal Communication Skills

2) Data-Based Problem-Solving Skills

3) Team Facilitation Skills

4) Content Knowledge Dissemination Skills

5) Leadership Skills

6) Professional Learning Skills

7) Evaluation Skills

Scoring Rubric Sample Items

This product was developed by the Florida Positive Behavioral Interventions and

Support Project, a project funded by the State of Florida, Department of Education, K-12 Public Schools, Bureau of Exceptional

Education and Student Services, through federal assistance under the Individuals with

Disabilities Education Act (IDEA), Part B.

Sunshine School District

Example

35

8 District Coaching Teams, N = 26

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

YourSkill

Abilityto Teach

YourSkill

Abilityto Teach

YourSkill

Abilityto Teach

YourSkill

Abilityto Teach

YourSkill

Abilityto Teach

YourSkill

Abilityto Teach

YourSkill

Abilityto Teach

YourSkill

Abilityto Teach

YourSkill

Abilityto Teach

YourSkill

Abilityto Teach

7. Employ a four-step problem

solving process

8. Use guidingquestions tofacilitate the

problem-solvingprocess

9. Facilitate thedevelopment

and validation ofevidence-based

hypotheses

10. Interpretdifferent sources

and types ofacademic data to

supportinterventiondesign and

improve studentoutcomes

11. Interpretdifferent sources

and types ofbehavior data to

supportinterventiondesign and

improve studentoutcomes

12. Interpretdifferent sources

and types ofsocial/emotionaldata to support

interventiondesign and

improve studentoutcomes

13. Collect datato measure thefidelity of the

four stepproblem-solving

process

14. Collect datato measure the

fidelity withwhich student

interventions areimplemented

15. Organize anddisplay data toanswer specificproblem-solving

questions

16. Monitorstudent

performanceacross tiers andcontent areas

Data-Based Problem-Solving Skills

Not Skilled

Minimally Skilled

Somewhat Skilled

Highly Skilled

Very Highly Skilled

A10 – Coaching: Supporting Effective Problem-Solving & Action Planning

October 27, 2016

Heather Peshak George, Ph.D. & Kathy Christiansen, M.S.University of South Florida 7

8 District Coaching Teams, N = 26

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Your Skill Ability toTeach

Your Skill Ability toTeach

Your Skill Ability toTeach

Your Skill Ability toTeach

Your Skill Ability toTeach

Your Skill Ability toTeach

1. Develop and maintain acollaborative relationship

2. Develop consensusamong a group of

individuals

3. Ensure roles,responsibilities, and rulesfor decision-making areunderstood and agreed

upon

4. Summarize andparaphrase others'

thoughts and statementsfor clarification and to

confirm accuracy

5. Ask various types ofquestions to elicit more

detailed information fromothers

6. Facilitate activeparticipation among allindividuals involved in adiscussion or meeting

Interpersonal Communication Skills

Not Skilled

Minimally Skilled

Somewhat Skilled

Highly Skilled

Very Highly Skilled

8 District Coaching Teams, N = 26

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Your Skill Ability to Teach Your Skill Ability to Teach Your Skill Ability to Teach

23. Ensure content knowledge experts are activeparticipants on Leadership Teams when appropriate

24. Access evidence-based strategies, resources, andtools aligned with student and educator needs

25. Use multiple strategies to disseminate relevantresources and tools to educators

Content Knowledge Dissemination Skills

Not Skilled

Minimally Skilled

Somewhat Skilled

Highly Skilled

Very Highly Skilled

Next Steps

1. Continue collecting Surveys from districts focusing on systems coaching

a. Analyze data for ongoing coaching and professional learning needs

b. Support districts and schools in utilizing Survey for internal decision-making

2. Technical Assistance Manual 3. Formal organization of ‘Pilot Study’

• Evaluate Survey technical adequacy

PBIS Coaching Group Chat

1. In which of the 4 systems levels do you currently engage? • District Team, School Leadership Team, Family & Community

2. Which interpersonal communication skills and activities do you currently apply?

3. What collaborative teaming elements is your team implementing?

4. How does your team disseminate evidence-based content knowledge?

5. Which data-based problem-solving skills and activities do you currently apply?

6. How does your team provide professional development and technical assistance?

References/Resources1. Implementing a Multi-Tiered System of Support for Behavior:

A Practical Guide• http://www.florida-rti.org/educatorResources/guidesTools.htm

2. Multi-tiered System of Support (MTSS) Guidance - MTSS Implementation Components: Ensuring common language and understanding • http://www.florida-rti.org/educatorResources/addRes.htm

3. March, A.L., Castillo, J.M., Batsche, G.M., Kincaid, D. (2016). Journal of Applied School Psychology, 32(2), 147-177.

4. March, A.L., Gaunt, B. (2013) Systems Coaching: A Model for Building Capacity

• http://flpbs.fmhi.usf.edu/pdfs/SystemsCoaching.pdf

5. School Level Family and Community Engagement in Multi-Tiered Systems of Supports: Innovation Configuration Map• http://flpbs.fmhi.usf.edu/resources_family.cfm

A10 – Coaching: Supporting Effective Problem-Solving & Action Planning

October 27, 2016

Heather Peshak George, Ph.D. & Kathy Christiansen, M.S.University of South Florida 8

GRADUATE CERTIFICATE IN POSITIVE BEHAVIORSUPPORT (PBS)

MASTER OF SCIENCECHILD & ADOLESCENT BEHAVIORAL HEALTH:

CONCENTRATION IN DEVELOPMENTALDISABILITIES (CABH)

For information please contact:Laura Rodríguez LópezProgram Coordinator813-974-3126lrodri11@usf.edu

flcic.org

Positive Behavior Support (PBS)

Graduate Certificate

• Deepen your understanding of how to apply Multi-Tiered Systems of Support

• Learn from expert faculty in the field• Access a national network of resources

through our University Center for Excellence in Developmental Disabilities Education, Research & Service (UCEDD)

• Participants come from: education, mental health, early childhood education, social work, school administration, etc.

• 100% Online Program• Rolling Admission (Fall,

Spring & Summer)• Admission Requirements

¾ BA/BS degree from a regionally accredited university, with a cumulative GPA of 3.0 or better.

• 12 credit hours total• Finish in as little as three

semesters

For information please contact:

Laura Rodríguez LópezProgram Coordinator813-974-3126lrodri11@usf.edu

http://pbs.cbcs.usf.edu

Master of Science in Child & Adolescent Behavioral Health:

Developmental Disabilities

Concentration

• Non-clinical program that prepares students to serve in public and non-profit agencies and schools.

• Focus on child and adolescent behavioral health, cultural competence, behavioral health policy, and research & evaluation.

• Receive interdisciplinary training that prepares you to provide services to children and adolescents with developmental disabilities and mental health needs.

• 100% Online Program• 39 credit hours • Two tracks to choose from:

¾ Thesis in CABH¾ Applied Field Experience

(GRE scores waived if this track is selected)

• Access a national network of resources through our University Center for Excellence in Developmental Disabilities Education, Research & Service (UCEDD)

For information please contact:

Laura Rodríguez LópezProgram Coordinator813-974-3126lrodri11@usf.edu

http://cabh.cbcs.usf.edu

Questions?

46

Maximizing Your Session Participation

When Working In Your Team

Consider 4 questions:

– Where are we in our implementation?– What do I hope to learn?– What did I learn?– What will I do with what I learned?

Leadership Team Action Planning Worksheets: Steps

Self-Assessment: Accomplishments & Priorities

Leadership Team Action Planning Worksheet

Session Assignments & Notes: High Priorities

Team Member Note-Taking Worksheet

Action Planning: Enhancements & Improvements

Leadership Team Action Planning Worksheet

A10 – Coaching: Supporting Effective Problem-Solving & Action Planning

October 27, 2016

Heather Peshak George, Ph.D. & Kathy Christiansen, M.S.University of South Florida 9

Please Provide FeedbackYour feedback is important to us! Please take a few moments at the end of the session to complete an evaluation form for this session. Forms are available:

• In our mobile application by clicking on Evaluationunderneath the session information.

• Online underneath the posted presentations at www.pbis.org/presentations/chicago_forum_16

• Via paper form from your session facilitator

PBIS Project Contact and ResourcesFLPBS MTSS Project

• Phone: (813) 974-6440• E-mail: flpbs@usf.edu• Website: http://flpbs.fmhi.usf.edu• Facebook: www.facebook.com/FloridaPBIS• FLPBS on Twitter: www.twitter.com @flpbs

Florida’s Multi-Tiered System of Supports• http://www.florida-rti.org/

Association for Positive Behavior Support• http://www.apbs.org/

Office of Special Education Programs (OSEP)Technical Assistance Center on PBIS

• www.pbis.org

Thank You!Heather Peshak George, Ph.D.hgeorge@usf.edu• www.pbis.org• www.apbs.org

Kathy Christiansen, M.S. kchristianse@usf.edu

51