Coaching as a Process Not a Person SPDG Coaching PLC - March 19, 2013 Sally Helton, Tigard Tualatin SD David Putnam, Oregon RTI

Getting from Here to There Sidney Harris provided this helpful shortcut in The American Scientist in 1977 (c) Dean Fixsen and Karen Blase, 2011

Poll Question How excited are you to be here today? I’d rather be in a room full of dementors I’d choose this webinar over a day reviewing grants I’m here because I have to be I wouldn’t miss it for the world—Coaching is my life!

Targets for the Day Critical Role of coaching to ensure effective instructional practices How to build in “coaching functions” with limited resources Share coaching tools A specific example of a systems approach to guide and support improved instruction

The Coaching Miracle! 95% OUTCOMES (% of Participants) 10% 5% 0% 30% Joyce and Showers, 2002 OUTCOMES (% of Participants) TRAINING COMPONENTS Demonstrate Knowledge Skill Use in the Classroom Theory and Discussion 10% 5% 0% + Demonstration in Training 30% 20% + Practice & Feedback in Training 60% + Coaching in Classroom 95%

Importance of Feedback Wickstrom et al studied 33 intervention cases. Teachers agreed to do an intervention and were then observed in class. 33/33 on a self report measure indicated that they had used the intervention as specified by the team. How many actually implemented with fidelity? 0/33 Teachers had fidelity above 10% Slide taken from a presentation by Joseph Witt

Effects of Self Monitoring on Teacher’s Implementation “Performance feedback can enhance implementation fidelity… self-monitoring may be an effective strategy for teachers to obtain information about their implementation in a relevant, efficient, and effective manner.” Simonsen, et al., Journal of Positive Behavior Interventions, January, 2013

Class sizes Student diversity Standards (CCSS) Accountability Times Have Changed School Budgets Personnel & Materials School days/year School minutes/day Do resources matter? YES! They are necessary but not sufficient Class sizes Student diversity Standards (CCSS) Accountability

Continental Drift Shift to a school culture focused on effective instructional practices

Poll Question #2 Please select the top 3 teaching variables that impact student achievement. Student expectations, goals, knowledge and place Socio economic status Formative evaluation Computer based instruction Feedback Parental involvement Comprehensive interventions for students with disabilities

What impacts student achievement? Effective teaching variables Effect size Other variables Student’s expectations, goals, knowledge of place +1.44 Socioeconomic Status +0.57 Formative Evaluation +0.90 Parental Involvement +0.51 Comprehensive interventions for students with LD +0.77 Computer based instruction* +0.37 Teacher Clarity +0.75 School Finances +0.23 Reciprocal Teaching +0.74 Aptitude by Treatment Interactions* +0.19 Feedback +0.73 Family Structure +0.17 Teacher-Student Relationships +0.72 Retention -0.16 *Effect of computer based instruction not any higher as technology has increased *There is no research support for ATI’s. Kids benefits from instruction that uses multiple modalities RTI is based on the belief that all students can reach grade-level with the right level of support. It’s imperative that all staff believe this. John Hattie, Visible Learning, 2009

Implementation Science Drivers The HOW Performance Assessment (Fidelity) Inspect what you expect Provide ongoing coaching Coaching Systems Intervention Find and use outside resources There are two categories of Implementation Drivers: Competency and Organization. When these core components are in place they provide the support to a successful implementation that will be sustained. Competency Drivers are mechanisms that help to develop, improve, and sustain one’s ability to implement an intervention to benefit students. Competency Drivers include: Selection, Training, Coaching, and Performance Assessment Organization Drivers are mechanisms to create and sustain hospitable organizational and systems environments for effective educational services. Organization Drivers include: Decision Support Data System, Facilitative Administration, and Systems Intervention PD is not a panacea to address every problem PD must be housed in a systems to support this effective practices resulting in successful sustainable student outcomes. Teach them what to do Training Listen to staff and use their feedback Facilitative Administration Competency Drivers Organization Drivers Core Implementation Drivers Hire the right people Selection Decision Support Data System Use data to make decisions Leadership Adaptive Technical © Fixsen & Blase, 2008

School/District Culture Focused On Effective Instructional Practices School-wide vision of effective instructional practices Instructional targets for the whole school/grade levels Grade level 100% meetings/PLCS Principal walk-throughs Peer observation & coaching Power of Habit

Checklist Manifesto EBIS Team Planning Survey EBIS Team Planning Summaries EBIS Elementary Coaching Rubric GrIP Team Meeting Checklist Walk-through Observation Checklist

Coaching Process Example: Power of Habit Survey Staff – Example: Classroom Practices Self-Assessment Graph results Select weakest areas with highest priority Train on 2 to 3 areas Help teachers create habit loops

Staff Survey Classroom Practices

Looking for High Blue (Not or Partially In Place) & High Red (Priority)

Bridgeport Elementary March 2013 Rankings % Not or Partial In Place % High/Med Priority Total Rank 5:1 ratio 44 65 109 2 PreCorrect 39 70 3 OTR 48 52 100 Correct Resp 74 139 1 School-wide Total % In Place = 76% Partial = 22% Not In Place = 1% Not Applicable = 1%

Target Areas Correct Responses: Active academic engagement results in high rates of accurate student responding (90+%) 5:1 Ratio: I acknowledge student positive behavior at least 4 times more often than I acknowledge problem behavior Pre-Correct: Chronic problem behaviors are anticipated and pre-corrected OTR: Instruction includes frequent student responding (more than 4 responses/ minute for new materials & 8 for review)

Power of Habit Creating a habit loop www.youtube.com/watch?v=4H0fTwtPLfo Charles Duhigg

Remember… “Performance feedback can enhance implementation fidelity… self-monitoring may be an effective strategy for teachers to obtain information about their implementation in a relevant, efficient, and effective manner.” Simonsen, et al., Journal of Positive Behavior Interventions, January, 2013

The End—Questions?