Coaching the Core of Tier I: The Foundation of RTI Amy D. Petti, Ed.D Portland State University Sabrina Flamoe, M.A.T. North Clackamas School District May 21, Bellevue, WA May 21, Bellevue, WA

Introductions Turn and Talk Name,DistrictRole Alter Ego/Why Role Aerobics

What about Tier 1?  What if your CORE program is not meeting 80% of students’ needs?  What if your CORE program isn’t meeting 80% of all students needs in all classrooms?  What if you have limited resources in time, money, and materials for interventions?  What if your program budget is being cut?

A Coaching Story School A Funds IAs Funds IAs Title I Coordinator Title I Coordinator Data prep Data prep Data analysis Data analysis PD for IAs PD for IAs Plans interventions Plans interventions Doesn’t meet Doesn’t meet School B Funds Coach Funds Coach Stipends to teachers Stipends to teachers Replaces IAs with release time Replaces IAs with release time Establishes collaborative practices Establishes collaborative practices Meets AYP Meets AYP

When were you coached?

What do Coaches Do?

Pattern of ParticipationLevel of Implementation No peer structure for follow up – participation by volunteers as individuals 5-10% implementation Participation by peer-coaching teams from a variety of schools (or classrooms) 75% implementation or better Participation by whole-school faculties organized into peer- coaching teams for follow up 90% implementation or better (can reach 100%) Effects of Implementation Level of IMPLEMENTATION by Pattern of Participation Joyce & Showers, 1995, p. 14.

Effect Size of Training Outcomes Training Outcomes Training components & combinations Knowledg e SkillTransfer of training Information Theory Demonstration Theory + Demonstration Theory + Practice Theory + Demonstration + Practice Theory + Demonstration + Practice + Feedback Theory+ Demonstration +Practice + Feedback +Coaching

Why Coaching Works Shared Shared Student Focused Student Focused Authentic Authentic Data Driven Data Driven Collaborative Collaborative Precise Precise Public Public Practice in Practice Practice in Practice

Coaching Models Collaborative Coaching Partnership Coaching Expert Coaching Peer coaching

Continuum of Improvement Learning Walks RoundsLab-sites Who/what/pur pose benefits limitations

Coaching Methods Coaching Menu…

Viewing Coaching

PD for the Coaches Regular Regular Facilitated Facilitated Extended Extended Communication Communication Co-sponsored with principals Co-sponsored with principals

Funding PD and Coaching Federal Programs Title I Title 2 Title 3, IV, ODE grants in T1 & 2 General Fund Class size FTE ‘Fractions’ Summer School Extended Responsibilities Within Existing Structures Faculty meetings Interns University Partnerships External grants

Coaching Resources  Joyce, B., Showers, B. (1995). Student achievement through staff development: Fundamentals of school renewal. White Plains, NY: Longman  Fullan, M. (2008). The six secrets of change: What the best leaders d to help their organization survive and thrive. San Francisco, Ca: Jossey-Bass.  Kee, K., Anderson, K, Dearing, V., Harris, Ed. & Shuster, F. (2010). Results coaching: The new essentials for school leaders. Thousand Oaks, CA: Corwin.  Killion, J. & Harrison, C. (2006). Taking the lead: New roles for teachers and school-based coaches. Oxford, OH: National Staff Development Council  Knight, J. (Ed.) (2009). Coaching: Approaches and perspectives. Thousand Oaks, CA: Corwin.  Knight, J. (2007). Instructional coaching: A partnership approach to improving instruction. Thousand Oaks, CA: Corwin.  Knight, J. (2011). Unmistakable impact: A partnership approach for dramatically improving Instruction. Thousand Oaks, CA: Corwin.  Petti, A (2010). Circles of leadership: Oregon district redefines coaching roles to find a balance between school and district goals. Journal of Staff Development 31, (6),pp