1. Coaching Critical Feature: Communication and Organization Christine Russell MiBLSi TAP Coordinator November 2, 2011. www.miblsi.cenmi.org

2. Intended Outcomes for the Session 1.Participants will gain an understanding of the critical component of coaching: Communication/Organization 2.Participants will have additional understanding of the importance of using feedback loops 3.Participants will identify how Communication should be used through the Stages of Implementation 4.Participants will be able to better coach Communication back at their own schools

3. Communication: Description The coach’s role is to communicate with a variety of key stakeholders within the implementation process as well as facilitate the development of effective feedback loops within the school system. Coaches should plan, assist, and encourage the Leadership Team to develop feedback loops between the Leadership Team and: –Central Office, and School Board –School Staff (including paraprofessionals, itinerants, specials teachers, substitutes, playground and lunch staff, etc…) –School Workgroups focusing on reading, behavior, school improvement, and supporting a multi-tier model of student support. –Parents and Community Members

4. Organization: Description The coach’s role is to keep the leadership team focused and moving forward through the stages of implementation by providing modeling and prompts for work that needs to be completed. Creating systems or suggestions for organizing the data, action planning tools, and for structuring meetings. The role of the coach is to scaffold these organizational supports by modeling, practicing and providing feedback related to the team’s organization in a purposeful manner that allows for a gradual release of responsibilities from the coach to the team.

5. Change and Communication Change doesn’t just happen because a new system, practice or innovation is introduced. Change happens when people within the organization adapt and change too. Have to help and support people through these individual transitions –which can sometimes be traumatic, and can involve loss The easier you can make this journey for people, the sooner your organization will benefit, and the more likely you are to be successful. However if you get this wrong, you could be heading for project failure.

6. Aristotle’s Model of Communication Has information to share Arranges the information strategically This focus is on the sender having a good presentation. But then what? When the focus is solely on the presentation – often next we end up hoping (or assuming) that what’s been shared has happened successfully. Also, if the communication is not successful, we often blame the receiver.

7. Communication… …can be measured by how well the receivers understanding matched the senders intended message.

8. Causes of Miscommunication Distortion/Deletion of some of the message Lack of Trust One-way Communication Climate Incorrect Choice of Medium Information Overload Message Complexity Distraction Lack of pre-knowledge Not Listening

9. Overcoming Miscommunication Listen to UNDERSTAND –Active Listening –Need to prompt this with all we are communicating with and engage in it ourselves Think Clearly About the Message Secure Feedback Use Feedback Well

10. Developing Feedback Loops Activity Part A –1’s pick up the GREEN piece of paper and DO NOT SHOW IT TO 2’s. –2’s pick up a piece of blank white paper. –2’s – YOU WILL NOT TALK DURING THIS ACTIVITY. You will be drawing what is described to you by 1’s. –1’s – You will describe the drawing that is on the GREEN paper so that 2’s can recreate it on their own paper.

11. Developing Feedback Loops Activity Part B –2’s pick up the PINK piece of paper and DO NOT SHOW IT TO 1’s. –1’s pick up a piece of blank white paper. –2’s – You will describe the drawing on your paper so that 1’s can recreate it on their own paper. –1’s –You will be drawing what is described to you by 2’s. –1’s – You can ask clarifying questions and even show your paper and ask for feedback.

12. One –Way Communication It is fast It is generally satisfying to the sender It is generally frustrating to the receiver It is often not very accurate Feedback Loops Time consuming More work for the sender Typically more satisfying for the receiver More accurate than communication without feedback When accuracy of communication is the goal, two- way communication, although time consuming, is preferable Two-way communication requires active listening

13. 4 Stages of a Feedback Loop Share applicable data and information Arrange information in a clear and meaningful manner Illustrate what actions can be taken Gather data on path taken

14. Feedback Loop Examples (non-school) Feedback Loop Examples (school)

15. Stages of Implementation Exploration/ Adoption Installation Initial Implementation Elaboration Continuous Regeneration Development Commitment Provide Significant Support to Implementers Embedding within Standard Practice Improvements: Increase Efficiency and Effectiveness Creating the systems and materials to prepare for implementation; Set Up Data Systems Communication will look different at varying stages of implementation but implementation will always move more efficiently if feedback loops are put in place.

16. Communication During Exploration Exploration/Adoption Building Awareness Assessing Potential Match Developing Commitment Deciding to Adopt Share outcome data that indicates a need to change practice Create a need for urgency Emphasize the “why” Share information that gets staff thinking and talking The suggestion is that for change to be successful, 80% of the staff should buy into the change. Spend time building urgency before moving forward or you could be in for a very bumpy road. At times it works well to move forward and implement in pilot classrooms that have momentum so as to build positive press for the practice. (Starting with Partial Implementation and then moving to Full Implementation)

17. Communication during Installation Installation Creating the systems and materials to prepare for implementation; Set Up Data Systems, Structural Supports in place Find the effective change leaders and strong communicators in your school. Be sure team communicates plans for sustainability from the beginning Communicate with Principal and Leadership Team what time, resources, and system are needed Communicate with staff what time, resources, and commitments are needed The hard work being done behind the scenes – doesn’t need to be behind the scenes!

18. Communication During Initial Implementation Nothing motivates more than success Create and celebrate meeting of short-term goals –Reward those that are doing well –Provide feedback to those not meeting the goals. –Gather data from all to ensure necessary feedback loops are in place Initial Implementation Provide Significant Support to Implementers

19. Communication During Elaboration Don’t declare victory too early! –Real change runs deep. Need to do more to achieve long-term change Share stories (ALONG WITH DATA!!) of success Recognize key members for their work in leading the change After every win, analyze what went right and what needs improving. –Use data from feedback loops to determine strengths and areas that need further development Create plans to replace leaders with others that have the skill to continue the change –Write necessary skills and knowledge into job descriptions Elaboration Embedding within Standard Practice

20. Communication During Continuous Regeneration Set and convey goals to continue building on the momentum you've achieved. Communication should move to a written form within school’s overall documentation to build “institutional memory” Keep ideas fresh by bringing in new change agents and leaders for your change coalition. Continuous Regeneration Improvements: Increase Efficiency and Effectiveness

21. Tools for Feedback Loops Classroom Self Assessment - Revised PBiS Self Assessment Survey (SAS) PET and SWEPT (If completed by grade levels) Fidelity Checklists Celebration Worksheets Tier II/III Tracking Forms –Student Detail –Intervention Effectiveness –Schoolwide Access Summary

22. Tier Two/Tier Three Intervention Tracking Forms Student Detail Intervention Effectiveness Schoolwide Access

23. Digging into the Tier Two/Tier Three Intervention Tracking Forms Student Detail Intervention Effectiveness Schoolwide Access

27. Partner Activity 1’s tell 2’s one way you will support your team in using a communication tool to better convey information to the school superintendent or board. 2’s tell 1’s one way you will support your team in using a communication tool to better convey information between grade levels and the Leadership Team.

28. SB-CEU Information The code for Critical Feature of Coaching: Technical Assistance session is ___________ Please visit the survey station in the lobby during lunch, breaks, or after the last conference session.