COACHES TO COACHING SKILLS SUSTAINING MULTI-TIERED SYSTEMS ... · PDF filecoaches to coaching...
Transcript of COACHES TO COACHING SKILLS SUSTAINING MULTI-TIERED SYSTEMS ... · PDF filecoaches to coaching...
COACHES TO COACHING
SKILLS: SUSTAINING MULTI-TIERED SYSTEMS
OF SUPPORT
2012 NATIONAL PBIS LEADERSHIP FORUM ROSEMONT, ILLINOIS
University of South Florida Kathy Christiansen, M.S. Amanda March, Ph.D.
Advanced Organizer
Overview: • Multi-Tiered System of Supports (MTSS)
• Coaching Research Literature • Essential Coaching Skills
• Collaborative Problem-Solving Process • Core Characteristics • 4-Step and 8-Step Models
• Systems Coaching in Florida
• School-Based Coaching in Florida
Objectives
Participants will: • Identify the essential coaching skills necessary for
building and maintaining a Multi-Tiered System of Support (MTSS)
• Describe a practical, structured problem-solving process
• Recognize problem-solving facilitation as fundamental to building MTSS capacity
• Understand the application of systems’ coaching skills across MTSS (state, district, school, grade-level, classroom)
MULTI-TIERED SYSTEM OF SUPPORTS
MTSS Defined
• Evidence-based model of educating students that uses data-based problem-solving to integrate academic and behavioral instruction and interventions;
• Integrated instruction/interventions are delivered to students in varying intensities (multiple tiers) based on student need;
• Need-driven decision making seeks to ensure the allocation of resources (district, school, classroom) are based on student need at the appropriate levels to accelerate performance of all students to achieve and/or exceed proficiency.
Multi-Tiered System of Support Model in Education
Systems Approach:
• System - “The orderly combination of two or more individuals whose interaction is intended to produce a desired outcome.” (Curtis, Castillo, & Cohen, 2008)
• Principles of Systems Change: • Shared Mission, Beliefs, and Values • Key Stakeholder Involvement • Effective, Committed Leadership • Systems Perspective – “Big” Picture • Structured Planning and Problem-Solving
Data-based decision making Knowledge and skills to build capacity through professional
development
Florida’s MTSS Mission and Vision
• 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 education 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.
Context
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MTSS in School Districts
District-Level MTSS:
• District Leadership Team (DLT) models MTSS as a way of work for the district, not the implementation of a program
• DLT uses the problem-solving process to make data-based decisions
• DLT prioritizes the implementation of MTSS throughout it’s evaluation process
• District-level organizational structures match and support the MTSS model of integrating academics and behavior at the school level
MTSS in School Districts
School-Level MTSS:
• School-Based Leadership Team (SBLT) models and expects MTSS as a way of work, not the implementation of a program
• SBLT uses the problem-solving process to make data-based decisions
• Tiers of support are integrated across academics and behavior.
• Primary focus is an effective core curriculum for academics and behavior
• Tier 2 and Tier 3 instruction and interventions are designed to support improved student performance at Tier 1
COACHING IN THE LITERATURE
MTSS and Coaching
What is Coaching?
• Coaching or facilitation capacity refers to a system’s ability to organize personnel and resources for prompting and encouraging local school training and implementation efforts. ~ Sugai & Horner (2006)
Two Types of Coaching
Organizational: Systems Change (Adelman & Taylor, 2007)
• Effective and linked leadership at every level (school, district, state)
• Coaching guides the implementation process and provides direct support to leadership teams
Individual: Content or Instructional (Neufeld & Roper, 2003)
• Majority of research • Focus is on individual or small group coaching • Goal is to help teachers improve instruction and student
outcomes
Current Literature Review
• Limited Empirical Research (Cornett & Knight, 2009; Killion & Harrison, 2006; Poglinco et al., 2003)
• Positively influences teacher job satisfaction • Increases teacher willingness to try new approaches • Improves transfer of training and sustainability of new practices • Enhances teacher efficacy and fidelity • Enriches educator collaboration
• Literature Is Unclear: • Which model is most effective
• What knowledge, skills, and activities are required
• How best to prepare coach facilitators
• Effective ways to evaluate coaching
• Effects on student outcomes
• New strategies and interventions are not implemented with integrity unless a consultant (coach) is continually involved (Lewis & Newcomer, 2002).
Coaching: a ‘New Role’
“School improvement will fail if the work of coaches remains at the one-to-one level. Coaches are systems leaders. They need development as change agents at both the instructional level and the level of organizational
and system change. It’s time to recast their role as integral to whole-system reform.”
~Michael Fullan & Jim Knight (2011)
School Based Consultation Skills (Curtis, Castillo, & Cohen, 2008; Gutkin & Curtis, 2008)
Interpersonal Skills
1. Mutual Respect 2. Trust 3. Coordinate Power 4. Nonjudgmental 5. Communication
Skills a. Listening b. Paraphrasing c. Summarizing d. Synthesizing
Content Expertise
1. Evidence-Based Interventions 2. Multi-Tiered Model 3. Assessment & Evaluation 4. Evidence-Based Consultation 5. Organizational/Systems Change Principles 6. Best Practices in Content Area Instruction and Pedagogy
a. Reading b. Math c. Behavior
Structured Problem Solving 1. Problem Identification and Goal Setting 2. Problem Analysis 3. Intervention Development and Implementation 4. Evaluation
MTSS Coaching Facilitation Skills
Core Components • Affective Interpersonal (Human Element)
• Collaboration Skills • Communication Skills
• Content Knowledge (Task Element) • Empirically validated consultation models and
approaches • Problem-Solving Process
Affective Interpersonal Component
Effective Collaboration • Non-hierarchical relationship between coach facilitator and DLT,
SBLT, teacher • Facilitative vs. Expert Approach • Mentor and Support vs. Assessment • Trust, Confidentiality
• Builds Consensus
Effective Communication • Listening, Empathizing, Questioning • Paraphrasing, Summarization, Integration of thoughts/ideas • Group Dynamics
• Tactfully challenges, negotiates, handles conflict • Manages direction, maintains momentum • Resolution development
Content Knowledge Instruction & Pedagogy Systems Issues
Academics & Behavior Evidence-Based Practices
(Core, Supplemental, & Intensive)
Systems Change Literature & Stages of Concern
Classroom Management
Strategies Multi-Tiered Systems of Support
Intervention Resources Best Practices in Professional Development
Curriculum & Instructional Routine
Policies & Procedures at State & District Level
Effective Teaming Data-Based Problem-Solving & Evaluation
Treatment Acceptability, Social Validity, & Stakeholder Buy-In
Leadership Support
• Coaches develop 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 on mutual respect and
shared responsibility • Engage in expert problem solving • Invest in professional development
Professional Development (PD)
• Coaches provide one-on-one PD, PD in small groups, as well as whole-school or district/regional PD (Borman, Feger, & Kawakami, 2006)
• Educators need PD to obtain skills necessary to implement any change effort (Sansosti, Telzrow, & Noltemeyer, 2008)
• Developing and gathering data sources • Interpreting data • Matching interventions to student need • Presenting intervention outcomes to others • Engaging in problem-solving processes
MTSS Coaching Summary
1. Clearly defined responsibilities
2. Effective interpersonal communication skills
3. Use data-based problem-solving to answer a variety of questions
4. Disseminate evidence-based content knowledge
a. Organizational Change/Implementation Process b. Integrated MTSS Three-Tiered Model c. Best Practices in Reading, Math, Behavior Instruction d. Best Practices in Family and Community Engagement (FACE)
5. Facilitate team-based collaborative problem solving
6. Support leadership team and staff capacity to sustain MTSS
7. Provide professional development training and technical assistance
8. Evaluate the impact of coaching activities and supports
Coaching without a Coach
“The word coach as a noun is very sensitive to external factors such as funding and
leadership decisions. However, coach, as a verb, is something all educators can do
together. Educators in every role can work collaboratively, rethink roles, and support
one another to keep coaching alive as they work with – or, sadly, without – a coach.”
~Steinbacher-Reed & Powers, 2011/2012
MTSS COACHING & DATA-BASED PROBLEM-
SOLVING PROCESS
“Coaching exists to bring
about change” ~ Sprick, Knight, Reinke, & McKale (2006)
Problem-Solving Process
All Models Include:
• Problem Identification and/or Goal Development
• Problem Analysis
• Intervention Design or Action Plan Development and Implementation
• Evaluation/Response to Intervention
Problem-Solving Crosswalk
4-Step
2. Problem Analysis
3. Intervention Development and Implementation
4. Evaluation: Response to Intervention
8-Step
2. Identify resources and barriers to attaining goal 3. Prioritize barriers
1. Evaluate impact of
1. Problem Identification 1. Goal Identification and means to measure goal
4. Identify strategies to reduce or eliminate barriers 5. Develop action plan and implement 6. Develop follow-up plan
7. Evaluate elimination of barriers 8. Evaluate progress toward goal
3. Intervention Design and Implementation
Problem Solving Process
Step 1: Problem Identification
Step 2: Problem Analysis
Step 3: Intervention Design
Step 4: Response to Intervention
Why is it occurring?
What’s the problem?
What are we going to do about it?
Is it working?
1. Goal Identification and means to measure goal
2. Identify resources and barriers to attaining goal 3. Prioritize barriers
4. Identify strategies to reduce/eliminate barriers 5. Develop action plan and implement 6. Develop follow-up plan
7. Evaluate elimination of barriers 8. Evaluate progress toward goal
1) Problem and Goal Identification
• Identify the problem and/or goal • Use concrete, descriptive, behavioral, terms • Must be measureable
Examples: • District Level - Math proficiency scores will increase
to 80% district-wide by June 2015 as measured by the state standards. (Goal Identification)
• School Level – Sixty percent of the office referrals this month were written for disruptive behavior in the sixth grade hall during transition to lunch. (Tier 1 – Problem Identification)
2) Problem Analysis or Resource and Barrier Identification
4 - Step 2. Problem Analysis:
• Why is the problem occurring?
• What resources are available?
• What additional resources might be needed?
• What barriers need to be eliminated?
• What data are needed?
• Develop hypothesis
8 - Step 2. Resource and Barrier Identification:
• Brainstorm potential resources for achieving the goal
• Brainstorm potential barriers to eliminate or reduce to achieve the goal
3. Barrier Selection • Prioritize barriers • Select one
Brainstorming Example
Resources: • Supportive Superintendent • PBS district-wide • Committed staff • Math Coaches available at
each school • Staff understand RtI
philosophy and implementation
• Scheduled math blocks • Good data collection system
Barriers: • Attendance problems at the
middle and high schools • Lack of funding and
instructional materials • Lack of staff training and
practice using the problem-solving process
• Faculty apathy • High staff turn-over across the
district • New Superintendent
District Level - Math proficiency scores will increase to 80% district-wide by June 2015 as measured by the state standards. (Goal Identification)
Brainstorming Example
Resources: • Tier 1 expectations are in
place • Lesson plans written to
address all expectations • School administrator
supportive or PBS and models expectations to the staff and students
• Good data collection system
Barriers: • Sixth grade students are new
to the middle school • Several new sixth grade
teachers this year • Lack of time to teach the new
staff the school’s expectations and how to reward appropriate behavior
• Many sixth grade teachers are not stationed in the hall during lunch transition as required
School Level – Sixty percent of the office referrals this month were written for disruptive behavior in the sixth grade hall during transition to lunch. (Tier 1 – Problem Identification)
3) Intervention or Action Plan Development
4 - Step 3. Intervention Design
• Be Specific: • What strategies?
• Who is responsible?
• When?
• How long?
• Resources needed?
8 - Step 4. Identify strategies to reduce or eliminate the barrier selected
5. Develop an action plan and implement
• Specify who, will do what, by when
6. Develop follow-up plan • Detailed procedures for
follow-up (prompts and updates
• Additional support
4) Evaluation
4 - Step 4. Evaluation:
• Were the interventions implemented with fidelity?
• Did they work?
• Was the goal met?
• Was the problem eliminated or reduced?
• Do the interventions need to be modified?
8 - Step 7. Evaluate the reduction or
elimination of the identified barriers • What measures will be used to
collect data? • What data will be collected? • Who will be responsible?
8. Evaluate progress toward achieving the desired goal • What measures will be used to
collect data? • What data will be collected? • Who will be responsible?
STATE AND DISTRICT LEVEL SYSTEMS COACHING IN
FLORIDA
Florida’s MTSS Project
Integrated Coaching:
• A set of activities that provide dynamic support and facilitation to build the capacity of school and district leadership teams to implement Multi-Tiered Systems of Support (MTSS), aligned with district and school improvement plans to enhance student outcomes.
Tenets:
• Not necessarily a person, but a set of activities • Essential skills sets necessary for a leadership team
to support fidelity of intervention implementation
MTSS Coaching Components
• Coaching to facilitate MTSS capacity-building across state, district and school systems:
Professional Development
Leadership Support
Problem-Solving Facilitation Skills
Content Knowledge
State Level Coaching
• External Efforts • Inter-project Leadership
Team • FDOE PS Training and
Support • DAPPS Team Supports • Network of District
Support Specialists, Coordinators/Facilitators
Professional Development
Leadership Support
Problem-Solving
Facilitation Skills
Content Knowledge
State Level Coaching
• Internal Efforts • Inter-project Leadership
Team • Planning/Problem Solving
Training • DAPPS Team ILT Reps • Comprehensive
Professional Development Plan/Supports
Professional Development
Leadership Support
Problem-Solving
Facilitation Skills
Content Knowledge
District Level Coaching
• 2-4 PBS/RtI Staff • District Action Planning
and Problem-Solving Process (DAPPS) 1. Application/Readiness 2. Needs Assessment 3. Action Planning/PS 4. Service delivery (Train/TA) 5. Evaluation
• District Goals!
Professional Development
Leadership Support
Problem-Solving
Facilitation Skills
Content Knowledge
What is the DAPPS? (District Action Planning and Problem Solving)
• Systems-level data-based problem solving process
• Open-ended process; not a prescription • Professionalizes, rather than personalizes,
decision-making around difficult issues • Inclusive, rather than exclusive, process • Customized to the needs, goals, culture, capacity
and pace of individual districts • Not our agenda! Promote DISTRICT agenda
Needs Assessment: Prioritizing Planning Goals
• Needs Assessment • Archival Data • MTSS Survey Data • Interview Data
• Summary Report • Problem ID: Student
outcomes • Problem Analysis:
• Fidelity? • Infrastructure? • Consensus?
Professional Development
Leadership Support
Problem-Solving
Facilitation Skills
Content Knowledge
Resource
http://www.floridarti.usf.edu/resources/format/pdf/mtss_q_and_a.pdf
SCHOOL-BASED COACHING IN FLORIDA
Coaching Preparation http://flpbs.fmhi.usf.edu/coachescorner.asp
School-Based: • Introduction to Coaching
• http://flpbs.fmhi.usf.edu/interested.asp
• Effective Teaming Resources • Characteristics of Successful Teams • Consensus and Decision-Making • Stages of Team Development
• Coaching Skills Survey • Coaching Skill Sets Overview • Tools
• Team Meeting Checklist • Team Meeting Agenda
School-Based Coaching
Activities:
• Facilitate effective teaming and collaborative action planning
• Ensure fidelity of MTSS implementation • Communication link between district, school-based
administration, staff, parents and community • Facilitate structured problem-solving process • Provide expertise on behavior, academics, PBS, RtI,
data analysis • Assist with data reporting, progress monitoring and
evaluation
Coaching Meetings
Regular Coaching Meetings: • Facilitated by the District Coordinator • Monthly or Quarterly • ½ day to full day • Training via monthly meeting module • Monthly Coaching Report (Coaching Wristband)
• Review and analyze data • Problem solve areas of concern • Share successes • Review needs and/or barriers to PBS implementation
Coaching Modules http://flpbs.fmhi.usf.edu/dc_corner.asp
• Interactive Modules for Professional Development
• Effective Coaching • Making Data-Based Decisions • Classroom Management • Principles of Behavior (Tiers 1, 2, 3) • Evaluation Modules • District Action Planning • Sustaining PBS Implementation Efforts
• Monthly Live Adobe Chats: PBS Staff Facilitated
Guide has links within the document. To return to the Table of Contents press alt + left arrow key
CAT: FLPBS Homepage, Resources; Classroom; General
Evaluation of Coaching
• Team Evaluation of Coaching • Completed by RtIB team members
• Coaching Survey • Self-Evaluation form
• Area for Growth • Validation of ‘coaching’ process as a “set of
activities requiring specific skill sets” • Development and validation of ‘coaching’
evaluation tools
Resources
• Coaching Corner • DC Corner • Model Schools • What’s New • Web Training
• Coaching
• Resources • Tier 1 • Tier 2 • Tier 3 • Classroom • Family • Response to
Intervention
Florida’s Positive Behavior Support Project Website
Content Resources
Coaching Outcomes
District and School-Based: • Improved academic and behavioral student
outcomes • Enhanced skill development and capacity for
implementation • Increased fidelity of implementation • Greater probability for sustainability • Increased buy-in across all areas
Successful Coaching
What We Know: • Effective, committed District Leadership Team • District-level comprehensive planning and support for
MTSS implementation • District-level preparation, support and mentoring for
coaching • Effective, committed School-Based Leadership Team • Well-defined skill sets • Adequate resources (time, personnel, etc.) • On-going professional development and skill
acquisition
Coaching: Concept to Practice
What We Need: • Systems Change
• Comprehensive understanding of systems change • ‘Whole system’ change agents • On-going professional development
• Coaching facilitator and school personnel
• Skill Development • Leadership • Collaborative problem-solving facilitation • Content knowledge
• Evaluation process and tools
The Future of Coaching
• Integration of academic and behavioral coaching • Dispersing coaching responsibilities across multiple staff • Expansion of systems coaching at the school and district
levels • Collaborative training activities for coaching skill
development • Problem-Solving Facilitation
• Systems Change
• Leadership
• Delivery of targeted coaching training and technical assistance via District Action Planning and Problem-Solving (DAPPS).
References
• Adelman, H.S., & Taylor, L. (2007). Systemic change for school improvement. Journal of Educational and Psychological Consultation, 17(1), 55-77.
• 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.
References
• 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.
Contact Information
Email: • Kathy Christiansen
• [email protected] • Amanda March
Websites: • Florida’s Positive Behavior Support Project: A Multi-
Tiered Support System • http://flpbs.fmhi.usf.edu/
• Florida’s Problem-Solving/Response to Intervention Project
• http://floridarti.usf.edu/