1. B UILDING C OACHING C APACITY 2013 PBIS L EADERSHIP F ORUM Susan Barrett Don Kincaid Amanda March 10.10.13

2. Advanced Organizer Systems Coaching – Definitions, Models, & Skill Sets Building Internal Capacity – Instructional Methodology – MTSS PD Plan Building External Capacity – The Coaching of Coaching Teams – Next Steps Questions & Discussion Resources & References

3. Socially Significant Outcomes Academic Rigor Social Emotional Health/ Mental Wellness/Physica l Health Organizational Health: Workforce Equal Priority Adapted from © Fixsen and Blase 2013, Barrett 2013

4. Coaching: an activity that helps others achieve their goals “ Process” Training Application of knowledge in real life situations Evaluation Clearly defined Goals Monitor and Adjust Check for Impact Content Expert Mastering the “What” and the “How” Adjusting as needed Relationship Support, Reinforce and Communicate Enablement Remove barriers Foster pathways Streamline and integrate

5. Coaching Form of embedded, sustained professional development through ongoing relationship and cyclical process used to: Build and refine existing skills and/or acquire new skills (individual and group) Support person or group’s ability to apply new knowledge Use of problem solving method with focus on data to inform practice (individual and group) Continuous improvement – encourage, recognize and shape

6. Coaching for Systems Change Organizational Structures that Create the Pathway for Adult Learning Organizational health Effective use of personnel and resources Highly effective and efficient PD that yields application of EBP at the school and classroom level Teacher efficacy Increased use of EBP Fidelity of implementation Progressive Teacher Evaluation System

7. Organizing the Work Types of Coaching Coaching for Individual Change: focus on skill development, support and performance feedback (content specific: academic, behavior) Coaching for Team/Group Change: focus on collaboration and facilitation, group dynamics Coaching for Systems Change: focus on organizational change

9. MTSS C OACHING D EFINITION & M ODEL “Coaching exists to bring about change” Sprick, Knight, Reinke, & McKale (2006)

10. FL’s Mission and Vision The collaborative vision of the FL PS/RtI & FLPBS/RtI:B Projects is to: – Enhance the capacity of all Florida school districts to successfully implement and sustain a multi-tiered system of student supports with fidelity in every school; – Accelerate and maximize student academic and social- emotional outcomes through the application of collaborative data-based problem solving utilized by effective leadership at all levels of the educational system; – Inform the development, implementation, and ongoing evaluation of an integrated, aligned, and sustainable system of service delivery that prepares all students for post- secondary education and/or successful employment within our global society.

11. MTSS Coaching Model Development & Validation Broad Literature Base – Educational/School- Based Coaching – Professional Development – Adult Learning – Educational Reform – Systems/Organizational Change – School-Based Consultation – Leadership – Program Evaluation – Teaming Inter-Project Workgroup – FL PS/RtI – FL PBS – FL Differentiated Accountability (DA) Expert Validation Panel 1) Tabathia Baldy (Program Specialist) Martin County, FL 2&3) Melissa Nantais (MiBLSi Professional Learning Coordinator) & Kim St. Martin (MiBLSi Assistant Director), Kalamazoo, MI 4) Lori Newcomer (Research Professor), Columbia, MO 5) Gina Dell'Aringa (Academic Achievement Coach), Des Plains, IL 6) Lise Fox (Professor), Tampa, FL 7) BJ Weller (Integrated Supports Coach), SLC, UT 8) Sarah Brown (Unique Learners’ Manager), North Branch, MN 9) Charlene Einsel (Assist. Superintendent), Clearwater, FL 10) Susan Barrett (Director, PBIS Regional Training & TA Center), Richmond, VA 11) Amelia Van Name Larson (District Supervisor), Pasco Co, FL 12) Lisa Page (Prevention Specialist/District Coordinator PBS), Sanford, FL

12. MTSS Coaching Definition Systems Coaching (v.): application of a set of skills that provides dynamic support and facilitation to develop the capacity of school/district leadership teams to implement MTSS aligned with the school/district improvement plan in order to enhance student outcomes. Tenets include: – Not necessarily a person, but a set of skills and activities – There are some essential skills sets required of the leadership team to support and complete the activities

13. MTSS Coaching Components Coaching to facilitate MTSS capacity-building across state, district and school systems: Professional Development Shared Leadership Support Problem-Solving Facilitation Skills Content Knowledge

14. Problem-Solving Facilitation Skills School-Based Consultation Activities – Individual consultation – Small group problem-solving consultation (Gutkin & Curtis, 2008) – Systems-level consultation (Curtis, Castillo, & Cohen, 2008) Problem-Solving & Facilitation Skills – Knowledge of empirically validated consultation models/approaches – Communication skills (i.e., questioning, listening, summarizing, paraphrasing, delivering, integrating, empathizing) – Interpersonal collaborative skills (i.e., relationship- building, trust, shared decision-making) – Knowledge and skills to effectively facilitate the 4-step & 8-step problem-solving processes

15. 1) Effective Communication Essential Communication Skills Active listening Appropriately empathic Open-ended questions for comprehensive collection of information Paraphrasing, summarization, and ability to integrate thoughts and ideas in a cohesive manner Comprehensive understanding of group dynamics Tactfully challenge ideas Negotiate and engage in conflict resolution Manage direction of conversation Maintain meeting momentum Provide productive feedback and support

16. Levels of Communication PBS Team Engages in the problem-solving process Manages direction, maintains momentum, promotes consensus Prompts and supports task completion Attends all meetings and trainings with the team School-Based Promotes PBS efforts with staff, families, and community Models positive interactions and reinforces staff and students Conducts and/or assists small group trainings on PBS Completes PBSES implementation data District-Level Attends coaching meetings facilitated by DC Attends additional trainings, as needed Presents PBS data to district-level personnel

17. Communication Tools PBS Newsletter School Newsletter PBS success stories (teacher, student, events) Staff and student presentations videos, skits, bulletin boards, morning announcements RtIB Database graphs and charts School Events PBS presentations School-Board, PTA, Community groups

18. 2) Teaming and Collaboration Coaching and PBS Team Relationship Non-hierarchical Facilitative vs. Expert Approach Mentor and Support vs. Assessment Structured and Supportive Environment Establish Meeting Norms (3-5 maximum) Team developed and agreed upon Reviewed each meeting Examples: Be on time All phones on silent Tasks distributed equally among members Everyone actively participates Roles and Responsibilities Assigned Team Leader, Recorder, Time-Keeper, Data Specialist, etc.

19. Teaming and Collaboration Effective Meetings Occur monthly When, where, time frame Agenda Prepared and delivered in advance Data Review Who, what, where, when, sub-groups Problem-Solving Problem ID, analysis, intervention design, evaluation Action Planning Celebrate Accomplishments

20. Team Meeting Checklist http://flpbs.fmhi.usf.edu/coachescorner.asp

21. Tier 1 Training Binder and Coaching Wristband

22. Team Meeting Evaluation Tool http://flpbs.fmhi.usf.edu/the_team.asp

23. Teaming and Collaboration Action Planning and Implementation Teaching Critical Elements (initial and on-going) Expectations and Rules Rewards/Recognition System Discipline procedures and forms Training (determined by data) Faculty and staff (bus drivers, cafeteria, paraprofessionals) Students Families Sharing PBS data with staff and families Recognition Events/Activities Scheduling – when, where, how Responsible parties for implementing

24. PBS Action Plan – Part B

25. Teaming and Collaboration http://flpbs.fmhi.usf.edu/coachescorner.cfm Consensus Building Review and discuss data Brainstorm ideas to address areas of concern Clarify all ideas/suggestions Prioritize suggestions generated by team members Determine ‘next’ steps Obtain verbal agreement from all team members Team decisions are supported by all team members The team presents a “united front” outside of meetings

26. 2) Content Knowledge Instruction & PedagogySystems Issues Evidence-Based Practices for Academics & Behavior (Core, Supplemental, & Intensive) Systems Change Literature & Stages of Concern Classroom Management Strategies Multi-Tiered Systems of Support Intervention Resources Best Practices in Professional Development Curriculum & Instructional Routine Policies & Procedures at State & District Level Effective Teaming, Data-Based Problem-Solving, & Evaluation Family & Community Engagement Practices Treatment Acceptability, Social Validity, & Stakeholder Buy-In

27. 3) Shared Leadership Support Coaching develops the leadership skills of teachers and principals in order to address whole-school organizational improvement, facilitate reallocation and deployment of resources, and evaluate outcomes (Neufeld & Roper, 2003) MTSS Leadership (Leithwood, 2010; Barnhardt, 2009; Crawford & Torgeson, 2007) – Establish a vision with a sense of urgency for change, maintain focus and deliver a consistent message over time – Focus on schools (districts are successful when schools are successful) – Create relationships with stakeholders based upon mutual respect and shared responsibility – Engage in expert problem solving – Invest in professional development

28. 4) Professional Development Educators need ongoing PD to obtain skills necessary to implement any change effort (Sansosti, Telzrow, & Noltemeyer, 2008). Examples of PD required of all educators in MTSS include: – Developing and gathering data sources – Interpreting data – Matching interventions to student need – Presenting intervention outcomes to others – Engaging in problem-solving processes Coaching facilitates PD at the individual, small group, and whole-school or district/regional levels within an continuous improvement framework (Borman, Feger, & Kawakami, 2006).

29. Coaching: As a set of skills/activities by a “team” 1) Demonstrate effective interpersonal communication skills 2) Use multiple types and sources of data to answer a variety of problem-solving questions 3) Disseminate evidence-based content knowledge a. Organizational Change/Implementation Process b. Integrated MTSS Three-Tiered Model c. Best Practices in Reading, Math, Behavior Instruction 4) Facilitate team-based collaborative problem solving 5) Support capacity of leadership team and staff to sustain a MTSS 6) Provide professional development training and technical assistance 7) Evaluate the impact of coaching activities and supports

30. MTSS Coaching Guidebook Content: – Coaching Literature Review – Development of Definition, Model, & Skills – Operational Definitions of Terms & Procedures – State, District, & School- Level Application – Guidance for Training, TA, & Ongoing Evaluation – Resources & References

31. B UILDING I NTERNAL C APACITY Systems Coaching

32. Instructional Methodology Explicit Instruction Modeled Instruction Guided Practice Independent Practice with Feedback Joyce & Showers, 204; Learning Forward, 2011

33. Prong 1: MTSS Content Knowledge & Awareness Webinars Structure & Process Biweekly, 1 hour 15 mins Live & Recorded Common Structure – Overview – Definition, Models, Skill Sets – Alignment with MTSS Mission/Vision – Research Support – Readings & Support Materials – Next Steps – Q & A, Discussion – Evaluation Topics Leadership Coaching Data-Based Problem- Solving Program Evaluation Family & Community Engagement (FACE) Educator Evaluation Systems Student Engagement Unit Showcases – Secondary, RC/RF, Technology, PBS TA Specialists 33

34. Prong 2: MTSS Inter-Project Skill & Competency Development Data-Based Problem-Solving & Team Facilitation Competencies Interpersonal Communication Skills Leadership Skills Problem-Solving Facilitation Skills – Ex: 8-Step Model, 4-Step Model, & Action Planning Gradual Release Models & Skills Job-embedded Professional Development Designs Best Practices in Teaming & Collaboration Peer Coaching & Feedback Content Knowledge – Ex: CCSS, DAPPS, specific district initiatives Structure & Process Tiered Model of Training & Supports PD Instructional Methodology – Explicit Instruction, Modeled Instruction, Guided Practice, & Independent Practice with Feedback Structures – “Learning Partners” Dyads working with DAPPS – “Learning Community” DIE Workgroup – “Facilitation Coordination Team” Staff assigned to support facilitators in need of additional instruction and practice – “Structured Feedback Process” Peer & Supervisor Feedback 34

35. Prong 2 Focus: Problem-Solving Facilitation Skills Internal PD Modules Purpose – Ensure Alignment of Basic Knowledge & Skills – Common Language, Understanding, & Consensus – Train the Trainer Development – Tools for Building Capacity Across District & State Content Areas – Interpersonal Communication Skills – 8-Step Small Group Planning & Problem-Solving Process – Delivering & Receiving Feedback – Best Practices in Teaming & Group Strategies

36. 3 Level PD System Knowledge Level (online modules) 1.Interpersonal Communication Skills (complete) 2.8-Step Problem Solving Process (complete) 3.Giving and Receiving Feedback (complete) 4.Best Practices in Teaming Observation Level (online modules) 1.School-Level Example (complete) 2.District-Level Example (complete) Practice Level (mock team) 1.Known Problem 2.Unknown (assigned) Problem *Continual Job-Embedded Practice 36 Explicit Instruction Modeled Instruction Guided Practice Independent Practice with Feedback

37. PD Plans & Rubric Individual PD Plans Observation Leader Feedback Meetings

38. B UILDING E XTERNAL C APACITY A CROSS THE S TATE Systems Coaching

39. State Leaders as Coaches as Leaders… System Alignment & Integration We Coach Leaders (District) (Principals & Coaches) (Teachers) Students & Parents (State) who Coach District Building Classroom Student 39

40. Florida DoE & Discretionary Projects Florida Bureau of Exceptional Education & Student Services (BEESS) Differentiated Accountability (DA) Regional Teams Florida Inclusion Network (FIN) Florida Diagnostic & Learning Resource System (FDLRS) The Multiagency Network for Students with Emotional/Behavioral Disabilities (SEDNET)

41. B UILDING E XTERNAL C APACITY WITHIN D ISTRICTS Systems Coaching

42. District Coaching Needs District TA support has resulted in developing capacity of DLT who then teaches “coaching” skills to school-based personnel State monitoring in ESE has identified 22 DLT who will be “coached” and replicate the “coaching” skills sets in district and school personnel

43. Q UESTIONS & D ISCUSSION

44. Suggestions for Additional Readings Adelman, H.S., & Taylor, L. (2007). Systemic change for school improvement. Journal of Educational and Psychological Consultation, 17(1), 55-77. Borman, J., Ferger, S., & Kawakami, N. (2006). Instructional coaching: Key themes from the literature. The Education Alliance. Retrieved fromhttp://www.alliance.brown.edu/pubs/pd/tl_coaching_lit_review.pdfhttp://www.alliance.brown.edu/pubs/pd/tl_coaching_lit_review.pdf Curtis, M.J., Castillo, J.M., & Cohen, R.C. (2008). Best practices in systems-level change. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V (223-234). Washington, DC: National Association of School Psychologists. Fullan, M. & Knight, J. (2011). Coaches as systems leaders. Educational Leadership, 69 (2), 50-53. Gutkin, T.B., & Curtis, M.J. (2008). School-based consultation: The science and practice of indirect service delivery. In T.B. Gutkin & C.R. Reynolds (Eds.), The handbook of school psychology (4 th ed., pp. 591-635). New York: John Wiley & Sons, Inc. Killion, J. & Harrison, C. (2006). Taking the lead: new roles for teachers and school based coaches. Oxford, OH: National Staff Development Council. Lewis, T.J., & Newcomer, L.L. (2002). Examining the efficacy of school-based consultation: Recommendations for improving outcomes. Child and Behavior Family Therapy, 24, 165-181. Neufeld, B. & Roper, D. (2003). Coaching: A strategy for developing instructional capacity – Promises and practicalities. Washington, DC: Aspen Institute Program on Education and Providence, RI: Annenberg Institute for School Reform. Steinbacher-Reed, C. & Powers, E.A. (December 2011/January 2012). Coaching without a coach, Educational Leadership, 68-72. Sugai, G. & Horner, R.R. (2006). A promising approach for expanding and sustaining school- wide positive behavior support. School Psychology Review, 25(2), 245-259.

45. Thank You! Don Kincaid kincaid@usf.edu Susan Barrett sbarrett@pbismaryland.org Amanda March amarch@usf.edu