Module 6: Coaching System miblsi.org

Outcomes Distinguish between two coaching types: systems coaching vs. instructional coaching Define a district “coaching service delivery plan” Review the year 1, monthly activities cohort 1 coaches will be asked do after they are selected Identify coaching system components and preview an example Further refine the draft of the district’s coaching system for executive leadership approval

Use of Module Learning You will immediately begin to use the contents of your district’s coaching system since you will need to select and support cohort one school-level coaches starting in the next few weeks

1.0 Defining Coaching Types and Coaching Providers

Distinguishing Between Coaching Types Systems Coaching Instructional Coaching Coaching to create the conditions for an effective innovation to be successfully used by: Developing teaming structures to support staff and their use of effective innovations Modeling the analysis and use of data to determine needs; Ensuring staff have on-going access to PD Ensuring staff have access to instructional (practice) coaching “Content / practice-level coaching” to help teachers improve instruction in a discipline using a particular strategy, practice, or program (effective innovation) to improve student outcomes

Distinguishing Between Coaching Providers External, ISD Coaches Internal, School Coaches Focus of coaching is to school leadership teams Primary supervisor is an ISD employee / administrator Staff providing coaching are likely not in the school all- day, everyday Focus of coaching is to school leadership teams Primary supervisor is a district administrator (principal or central office administrator) Staff providing coaching are in the school all-day, everyday

Distinguishing Coaching Types Examples You have the MIBLSI supported secondary systems coaching concepts and instructional coaching concepts in your binder for one content area reading strategy that would be used by core subject area teaching staff to further outline the differences in coaching types

Conditions that Warrant Systems 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

2.0 Focus of Coaching

Explanation of Content in this Section The content in this section is designed to begin very broadly and then narrow in scope down to monthly activities coaches will be doing to support the schools in their learning and use of the components of an integrated behavior and reading MTSS model

Coaching Focus (Broadest Level) Three areas for coaches to focus: Develop knowledge, skills, and abilities of teachers / practitioners Encourage reflection and accurate self-reporting using data Provide personal support Time allocation is different depending on whether the recipient (team / practitioner) is a novice or experienced learner

Coaching Time Allocation Novice Learners Experienced Learners Develop knowledge, skills, and abilities of teachers / practitioners: 60% of coaching time Encourage reflection and accurate self-reporting using data: 20% of coaching time Provide personal support: 20% of coaching time Develop knowledge, skills, and abilities of teachers / practitioners : 20% of coaching time Encourage reflection and accurate self-reporting using data: 60% of coaching time Provide personal support: 20% of coaching time

Coaching Focus (Moving Towards Narrow) Coaching Service Delivery Plan: District approved document that outlines the following: Concepts that will be intentionally coached Continuum of coaching supports Types of information that will be used to determine the effectiveness of the district-supported coaching Since the effective innovation your district is working to support encompasses three things and multiple tiers, there are four coaching service delivery plans the district needs to approve

Coaching Service Delivery Plans Tier 1 PBIS and PSC (both elementary and secondary) Tier 1 School-Wide Reading Model (elementary only) Tier 1 School-Wide Content Area Reading (secondary only) Intervention System for Advanced Tiers (both elementary and secondary)

Coaching Service Delivery Plan Components Concepts or skills Continuum of supports Frequency / schedule Coach preparation Mechanisms to provide feedback Timeline for written feedback Coaching effectiveness measures

Coaching Focus (Narrow) Monthly focus documents: outline monthly activities for cohort 1 school coaches that support their initial and on-going learning as coaches and also align with the scope and sequence of professional learning their schools will be attending across three years Monthly focus documents included in your binder: Elementary School Level Coaches Monthly Focus for Year 1 Secondary School Level Coaches Monthly Focus for Year 1

Activity 2.1 You have all four of the coaching service delivery plans Table 1 is different for each of the four plans Table 2 includes redundancy; however, the last row in Table 2 is slightly different to reflect the particular fidelity measure Your team will independently read all of the Tier 1 PBIS PSC Coaching Service Delivery Plan and then will focus on Table 1 for the remaining three plans Your MIBLSI Implementation Specialist and MTSS Coordinator can provide further explanation and clarification about each of the components within the coaching service delivery plans

Activity 2.2 In the next section you will start to review and further develop a structure (system) for your district to support equitable and high-quality coaching across schools Right now, we want you to read the monthly focus documents to gain even greater clarity about what school coaches will be expected to do Your MIBLSI Implementation Specialist and MTSS Coordinator will facilitate your team through the process of reviewing these documents and then discussing the implications for recruiting and selecting school coaches for cohort 1 schools

3.0 District Coaching System

Definition Coaching System: Outlines the district’s process for ensuring equitable, high-quality coaching is provided to schools as they work to support the use of effective innovations

Coaching System Components Coaching definitions Systems coaching concepts Conditions that warrant coaching Coach pre-requisite knowledge and general responsibilities

Coaching System Components (cont.) District guidelines: Funding requirements (if applicable) Statement clarifying coach’s decision-making authority Coaching frequency Communication protocol Supervision and accountability structure Selection guidelines (before, during, after) Individualized professional learning plan template (to be developed once coaches have been selected)

Activity 3.1 Behind this power point you have a coaching system template with example verbiage. Access that document and open to its Table of Contents In the next activity you will be working on sections of the coaching system in parts and by components Take a moment to label each section of the coaching system document by its components that are outlined in the previous two slides

Organizing the Coaching System Work Components 1-3 (definitions, coaching concepts, and conditions that warrant coaching) have already been discussed in the previous sections of this module Component 4 (coach pre-requisite knowledge and general responsibilities) outlines what individuals should know and will be expected to do if chosen to be a school-level coach Components 5 and 6 (district guidelines and individualized PD plan), have already been drafted by central office and principals for your team to review, further shape and refine

Activity 3.2 Your MIBLSI Implementation Specialist and MTSS Coordinator will be facilitating your review and refinement of the district’s coaching system in stages Stage 1: Review and refine component 4 (coach pre-requisite knowledge and general responsibilities), selection guidelines (last part of component 5), and timelines for applying the selection process Stage 2: Review and refine the remaining components in component 5 (district guidelines) Stage 3: Review and refine components 1-3

4.0 Coach Selection and Orientation Meeting

Coach Selection Determine if you are able to select one coach that will support the PBIS and reading MTSS components or if due to skillset, you will need two separate coaches that will work together to support their school Two scenarios: You do not already have school coaches identified You have already identified school coaches

Scenario 1 Next Steps Once executive leadership approval has been given for your district’s coaching system (or at least for components 5 and 6), assemble a team who will use the 2-part selection process The recommendation is to have all or a subset of the DIT in addition to the particular cohort 1 school principal use the selection process since this will be your DIT’s first opportunity to see item 20 of the DCA operationalized Timeline: Coaches will need to be selected and have Individualized Learning Plans by the end of November

Scenario 2 Next Steps Even though coaches have already been selected, it is still important to gauge their level of background knowledge and try to differentiate support based on their level of knowledge

Scenario 2 Next Steps (cont.) The 2-part selection process has been turned into an electronic Coaching Formative Assessment via SurveyGizmo: Survey Link (http://www.surveygizmo.com/s3/3686115/Coaching- Formative-Assessment) People already identified to be coaches will be asked to complete the formative assessment (MIBLSI provided or your own) An Individualized Professional Learning Plan will be developed based on the results Timeline: Individualized Professional Learning Plans will need to be developed by the end of November

Coach Orientation Meeting Purpose: to provide an overview of the coaching expectations to support schools in their use of the behavior and reading components within an integrated MTSS model Timeline: early December

Coach Orientation Meeting Things to include in your orientation meeting agenda: Importance the district has placed on coaching to support schools use of MTSS components Overview of the coaching concepts (see district’s Coaching System) District’s coaching guidelines: (see district’s Coaching System) Purpose of Individualized Learning Plans and overview of plans (organization of plan, different ways to develop knowledge, timelines) Year 1 Monthly Focus Documents Communication protocol for how to gather and disseminate information to and from school coaches and the DIT Next steps (co-constructed with coaches and staff leading the orientation meeting)

Activity 4.1 Your MIBLSI Implementation Specialist and MTSS Coordinator will facilitate your team in discussion and planning for the coach selection process (2 scenarios) and coach orientation meeting

Module 6 Assignment Access the District Installation Checklist to review the activities assigned for Module 6 Please remember, to access the link to the Coaching Formative Assessment If you will be using what MIBLSI created, make sure it is completed before winter break If you will be creating your own electronic survey please make sure coaches complete it before winter break Make sure your progress is up to date on the previous module checklist items