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

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

3. 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!

4. 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

5. 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%

6. 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

7. 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

8. 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

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

10. 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

11. 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

12. 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

13. 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

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

15. 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

16. Staff Survey
Classroom Practices

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

18. 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%

19. 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)

20. Power of Habit Creating a habit loop
Charles Duhigg

21. 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

22. The End—Questions?