Coaching at a Tier 2 for Grownups What does it look like? Joan Horton, CSIU, Independent Facilitator Aimee Newswanger EITA, Central Regional Facilitator This will be a conversation facilitated by Joan and I using the PPT to keep us focused. Also a means of modeling how we can process with our teachers. This may bring about some cognitive dissonance for our coaches.

Objectives Participants will review the implementation of tier 2 classroom strategies. Participants will define cognitive dissonance and apply it to coaching. Participants will discuss the concept of coaching strategies for teachers who need tier 2 supports

The Pyramid Model The Foundation = Best practices and responses for all children. Targeted – Children need more practice. Individualized Intervention – Children need highly individualized strategies to achieve success. Tertiary Intervention: Few Children Secondary Prevention: Some Children Universal Promotion: All Children Teaching children the skills they need so they are more likely to engage in appropriate behavior. Part of changing the behavior is acknowledging their productive behavior and their effort not always focusing on success, but effort. The tier 2 kids/teachers are doing the best they know how. If they are not getting it we are not teaching it well enough. “It’s the those kids” we teach less well. The same applies for us and our teachers.

Tier 2 for children Increased instruction Increased opportunity to practice Practice and repetition Smaller groups

2 ways to take this discussion 1. Coaching teachers in use of tier 2 strategies 2. Coaching teachers who fall into our tier 2 category. NOTES FROM JOAN: TIER TWO FOR CLASSROOM: PLANNING ADDITIONAL TARGETED SOCIAL SKILLS INSTRUCTION BASED ON THE NEEDS OF INDIVIDUAL CHILDREN LINKED TO THE SOCIAL SKILLS SCREENING WE DO. PLAN LESSONS FOR SMALLER GROUPS OF CHILDREN AT HIGHER RISK WITH CLEAR IDEAS OF WHAT THEY WILL BE ABLE TO DO WHEN THEY HAVE LEARNED AND HOW DO WE SUPPORT THEM USING IT IN THE CLASSROOM. TIER TWO FOR ADULTS: THESE FOLKS HAVE THE GENERAL IDEA BUT NEED MORE INSTRUCTION AND/OR SUPPORT IN MAKING IT HAPPEN IN THE CLASSROOM. CAN YOU NEED TIER TWO SUPPORT ON A RELATIONSHIP PIECE FROM TIER ONE? I WOULD SAY YES.

What might a “Tier 2 Teacher” look like? NOTES FROM JOAN STILL TALK ABOUT THOSE KIDS “I DO IT ALL AND NONE OF IT WORKS” MISSING A SYSTEMATIC WAY TO REINFORCE APPROPRIATE SKILLS DOESN’T KNOW WHAT SHE/HE DOESN’T KNOW

Grown up hot buttons What do teachers do that drive you nuts but aren’t really “disciplinary worthy”? How do those behaviors make you feel? How can we reframe those behaviors? We are not talking about “Tier 3” teacher behaviors – but “Tier 2” Lead to tier 3 teacher discussion. So don’t get lost here but differentiate what we mean that is not tier 3 (HR-vote with feet) but truly Tier 2) FROM JOAN LOW LEVEL ISSUES: “YES, BUT” “YOU DON’T UNDERSTAND MY KIDS AND WHERE THEY COME FROM” ”THIS TOO SHALL PASS” WHAT HAPPENS WHEN THIS ISSUES IS IN THE RELATIONSHIPS?

Describe cognitive dissonance Cognitive dissonance occurs when a person holds two conflicting thoughts in their mind at the same time. It increases with: The importance of the subject to us How strongly the dissonant thoughts conflict Our inability to rationalize and explain away conflict. This is what I think I’m doing – if nobody challenges it, why would I change?? Festinger (1957), Festinger and Carlsmith (1959) http://changingminds.org/explanations/theories/cognitive_dissonance.htm

Cognitive Dissonance is MOTIVATING Cognitive Dissonance will often lead us to change one of our conflicting belief’s or action. To relieve Cognitive Dissonance folks often: Change behavior Justify behavior by changing conflicting cognition or Justify our behavior by adding new cognitions. Festinger (1957), Festinger and Carlsmith (1959) http://changingminds.org/explanations/theories/cognitive_dissonance.htm

Your job . . . Create cognitive dissonance using data and providing support to transition those conflicting beliefs into positive actions! NOT OUR JOB TO RESOLVE THE DISSONANCE, BUT IT IS OUR JOB TO CONTINUE TO TAKE THEM BACK TO THE ISSUE AS MANY TIMES AS IT TAKES. IE: YOU SAY YOU ARE USING POSITIVE DESCRIPTIVE PRAISE, DEFINE FOR ME HOW OFTEN YOU DO IT AND WHAT YOU MIGHT BE SAYING… I OBSERVE FOR THAT SPECIFIC BEHAVIOR AND SHARE WHAT YOU DID THIS DAY. DO THEY MATCH OR NOT? WHY OR WHY NOT? ANY ANSWER FROM THE TEACHER MIGHT BE ACCEPTABLE. WE DON’T NEED TO RESOLVE, THEY NEED TO.

Not our job . . . To resolve the dissonance . . . THIS GOES BACK TO WHAT I WROTE ON THE BOTTOM OF THE LAST SLIDE. WE CAN’T RESOLVE THE DISSONANCE. WE ADD INFORMATION AND SUPPORT AND KEEP THEIR FEET TO THE FIRE. I THINK THE TEACHERS WHO HAVE LEFT OUR PROGRAMS ARE THE ONES WHO ADJUST THE SITUATION TO THEIR BELIEF. NOT ME, THOSE KIDS.

Structured Conversation around Tier 2 practices: Ms. Sabrine Would you classify her as a teacher needing tier 2 coaching strategies? What might her push back (to you) be? What data would you use to create the dissonance? What other data do you have and how do you use it? Put this slide up first, then to the video then back to this slide. That will frame what we want them to look for. – Bring up TPOT training, cue video to 6 minutes (?) and play from there. MAYBE A DISCUSSION OF WHAT DATA THEY HAVE AND HOW WE CAN USE IT. OTHER IDEAS FOR DATA POSSIBILITIES. Unsure if she needs tier 2 – is this first year? Second year? How good a job have I done? Shrink to last half towards end of circle time. The importance of conversations.