COACHES TO COACHING

SKILLS: SUSTAINING MULTI-TIERED SYSTEMS

OF SUPPORT

2012 NATIONAL PBIS LEADERSHIP FORUM ROSEMONT, ILLINOIS

University of South Florida Kathy Christiansen, M.S. Amanda March, Ph.D.

Advanced Organizer

Overview: • Multi-Tiered System of Supports (MTSS)

• Coaching Research Literature • Essential Coaching Skills

• Collaborative Problem-Solving Process • Core Characteristics • 4-Step and 8-Step Models

• Systems Coaching in Florida

• School-Based Coaching in Florida

Objectives

Participants will: • Identify the essential coaching skills necessary for

building and maintaining a Multi-Tiered System of Support (MTSS)

• Describe a practical, structured problem-solving process

• Recognize problem-solving facilitation as fundamental to building MTSS capacity

• Understand the application of systems’ coaching skills across MTSS (state, district, school, grade-level, classroom)

MULTI-TIERED SYSTEM OF SUPPORTS

MTSS Defined

• Evidence-based model of educating students that uses data-based problem-solving to integrate academic and behavioral instruction and interventions;

• Integrated instruction/interventions are delivered to students in varying intensities (multiple tiers) based on student need;

• Need-driven decision making seeks to ensure the allocation of resources (district, school, classroom) are based on student need at the appropriate levels to accelerate performance of all students to achieve and/or exceed proficiency.

Multi-Tiered System of Support Model in Education

Systems Approach:

• System - “The orderly combination of two or more individuals whose interaction is intended to produce a desired outcome.” (Curtis, Castillo, & Cohen, 2008)

• Principles of Systems Change: • Shared Mission, Beliefs, and Values • Key Stakeholder Involvement • Effective, Committed Leadership • Systems Perspective – “Big” Picture • Structured Planning and Problem-Solving

Data-based decision making Knowledge and skills to build capacity through professional

development

Florida’s MTSS Mission and Vision

• 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 education 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.

Context

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MTSS in School Districts

District-Level MTSS:

• District Leadership Team (DLT) models MTSS as a way of work for the district, not the implementation of a program

• DLT uses the problem-solving process to make data-based decisions

• DLT prioritizes the implementation of MTSS throughout it’s evaluation process

• District-level organizational structures match and support the MTSS model of integrating academics and behavior at the school level

MTSS in School Districts

School-Level MTSS:

• School-Based Leadership Team (SBLT) models and expects MTSS as a way of work, not the implementation of a program

• SBLT uses the problem-solving process to make data-based decisions

• Tiers of support are integrated across academics and behavior.

• Primary focus is an effective core curriculum for academics and behavior

• Tier 2 and Tier 3 instruction and interventions are designed to support improved student performance at Tier 1

COACHING IN THE LITERATURE

MTSS and Coaching

What is Coaching?

• Coaching or facilitation capacity refers to a system’s ability to organize personnel and resources for prompting and encouraging local school training and implementation efforts. ~ Sugai & Horner (2006)

Two Types of Coaching

Organizational: Systems Change (Adelman & Taylor, 2007)

• Effective and linked leadership at every level (school, district, state)

• Coaching guides the implementation process and provides direct support to leadership teams

Individual: Content or Instructional (Neufeld & Roper, 2003)

• Majority of research • Focus is on individual or small group coaching • Goal is to help teachers improve instruction and student

outcomes

Current Literature Review

• Limited Empirical Research (Cornett & Knight, 2009; Killion & Harrison, 2006; Poglinco et al., 2003)

• Positively influences teacher job satisfaction • Increases teacher willingness to try new approaches • Improves transfer of training and sustainability of new practices • Enhances teacher efficacy and fidelity • Enriches educator collaboration

• Literature Is Unclear: • Which model is most effective

• What knowledge, skills, and activities are required

• How best to prepare coach facilitators

• Effective ways to evaluate coaching

• Effects on student outcomes

• New strategies and interventions are not implemented with integrity unless a consultant (coach) is continually involved (Lewis & Newcomer, 2002).

Coaching: a ‘New Role’

“School improvement will fail if the work of coaches remains at the one-to-one level. Coaches are systems leaders. They need development as change agents at both the instructional level and the level of organizational

and system change. It’s time to recast their role as integral to whole-system reform.”

~Michael Fullan & Jim Knight (2011)

School Based Consultation Skills (Curtis, Castillo, & Cohen, 2008; Gutkin & Curtis, 2008)

Interpersonal Skills

1. Mutual Respect 2. Trust 3. Coordinate Power 4. Nonjudgmental 5. Communication

Skills a. Listening b. Paraphrasing c. Summarizing d. Synthesizing

Content Expertise

1. Evidence-Based Interventions 2. Multi-Tiered Model 3. Assessment & Evaluation 4. Evidence-Based Consultation 5. Organizational/Systems Change Principles 6. Best Practices in Content Area Instruction and Pedagogy

a. Reading b. Math c. Behavior

Structured Problem Solving 1. Problem Identification and Goal Setting 2. Problem Analysis 3. Intervention Development and Implementation 4. Evaluation

MTSS Coaching Facilitation Skills

Core Components • Affective Interpersonal (Human Element)

• Collaboration Skills • Communication Skills

• Content Knowledge (Task Element) • Empirically validated consultation models and

approaches • Problem-Solving Process

Affective Interpersonal Component

Effective Collaboration • Non-hierarchical relationship between coach facilitator and DLT,

SBLT, teacher • Facilitative vs. Expert Approach • Mentor and Support vs. Assessment • Trust, Confidentiality

• Builds Consensus

Effective Communication • Listening, Empathizing, Questioning • Paraphrasing, Summarization, Integration of thoughts/ideas • Group Dynamics

• Tactfully challenges, negotiates, handles conflict • Manages direction, maintains momentum • Resolution development

Content Knowledge Instruction & Pedagogy Systems Issues

Academics & Behavior Evidence-Based Practices

(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

Treatment Acceptability, Social Validity, & Stakeholder Buy-In

Leadership Support

• Coaches develop 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 on mutual respect and

shared responsibility • Engage in expert problem solving • Invest in professional development

Professional Development (PD)

• Coaches provide one-on-one PD, PD in small groups, as well as whole-school or district/regional PD (Borman, Feger, & Kawakami, 2006)

• Educators need PD to obtain skills necessary to implement any change effort (Sansosti, Telzrow, & Noltemeyer, 2008)

• Developing and gathering data sources • Interpreting data • Matching interventions to student need • Presenting intervention outcomes to others • Engaging in problem-solving processes

MTSS Coaching Summary

1. Clearly defined responsibilities

2. Effective interpersonal communication skills

3. Use data-based problem-solving to answer a variety of questions

4. Disseminate evidence-based content knowledge

a. Organizational Change/Implementation Process b. Integrated MTSS Three-Tiered Model c. Best Practices in Reading, Math, Behavior Instruction d. Best Practices in Family and Community Engagement (FACE)

5. Facilitate team-based collaborative problem solving

6. Support leadership team and staff capacity to sustain MTSS

7. Provide professional development training and technical assistance

8. Evaluate the impact of coaching activities and supports

Coaching without a Coach

“The word coach as a noun is very sensitive to external factors such as funding and

leadership decisions. However, coach, as a verb, is something all educators can do

together. Educators in every role can work collaboratively, rethink roles, and support

one another to keep coaching alive as they work with – or, sadly, without – a coach.”

~Steinbacher-Reed & Powers, 2011/2012

MTSS COACHING & DATA-BASED PROBLEM-

SOLVING PROCESS

“Coaching exists to bring

about change” ~ Sprick, Knight, Reinke, & McKale (2006)

Problem-Solving Process

All Models Include:

• Problem Identification and/or Goal Development

• Problem Analysis

• Intervention Design or Action Plan Development and Implementation

• Evaluation/Response to Intervention

Problem-Solving Crosswalk

4-Step

2. Problem Analysis

3. Intervention Development and Implementation

4. Evaluation: Response to Intervention

8-Step

2. Identify resources and barriers to attaining goal 3. Prioritize barriers

1. Evaluate impact of

1. Problem Identification 1. Goal Identification and means to measure goal

4. Identify strategies to reduce or eliminate barriers 5. Develop action plan and implement 6. Develop follow-up plan

7. Evaluate elimination of barriers 8. Evaluate progress toward goal

3. Intervention Design and Implementation

Problem Solving Process

Step 1: Problem Identification

Step 2: Problem Analysis

Step 3: Intervention Design

Step 4: Response to Intervention

Why is it occurring?

What’s the problem?

What are we going to do about it?

Is it working?

1. Goal Identification and means to measure goal

2. Identify resources and barriers to attaining goal 3. Prioritize barriers

4. Identify strategies to reduce/eliminate barriers 5. Develop action plan and implement 6. Develop follow-up plan

7. Evaluate elimination of barriers 8. Evaluate progress toward goal

1) Problem and Goal Identification

• Identify the problem and/or goal • Use concrete, descriptive, behavioral, terms • Must be measureable

Examples: • District Level - Math proficiency scores will increase

to 80% district-wide by June 2015 as measured by the state standards. (Goal Identification)

• School Level – Sixty percent of the office referrals this month were written for disruptive behavior in the sixth grade hall during transition to lunch. (Tier 1 – Problem Identification)

2) Problem Analysis or Resource and Barrier Identification

4 - Step 2. Problem Analysis:

• Why is the problem occurring?

• What resources are available?

• What additional resources might be needed?

• What barriers need to be eliminated?

• What data are needed?

• Develop hypothesis

8 - Step 2. Resource and Barrier Identification:

• Brainstorm potential resources for achieving the goal

• Brainstorm potential barriers to eliminate or reduce to achieve the goal

3. Barrier Selection • Prioritize barriers • Select one

Brainstorming Example

Resources: • Supportive Superintendent • PBS district-wide • Committed staff • Math Coaches available at

each school • Staff understand RtI

philosophy and implementation

• Scheduled math blocks • Good data collection system

Barriers: • Attendance problems at the

middle and high schools • Lack of funding and

instructional materials • Lack of staff training and

practice using the problem-solving process

• Faculty apathy • High staff turn-over across the

district • New Superintendent

District Level - Math proficiency scores will increase to 80% district-wide by June 2015 as measured by the state standards. (Goal Identification)

Brainstorming Example

Resources: • Tier 1 expectations are in

place • Lesson plans written to

address all expectations • School administrator

supportive or PBS and models expectations to the staff and students

• Good data collection system

Barriers: • Sixth grade students are new

to the middle school • Several new sixth grade

teachers this year • Lack of time to teach the new

staff the school’s expectations and how to reward appropriate behavior

• Many sixth grade teachers are not stationed in the hall during lunch transition as required

School Level – Sixty percent of the office referrals this month were written for disruptive behavior in the sixth grade hall during transition to lunch. (Tier 1 – Problem Identification)

3) Intervention or Action Plan Development

4 - Step 3. Intervention Design

• Be Specific: • What strategies?

• Who is responsible?

• When?

• How long?

• Resources needed?

8 - Step 4. Identify strategies to reduce or eliminate the barrier selected

5. Develop an action plan and implement

• Specify who, will do what, by when

6. Develop follow-up plan • Detailed procedures for

follow-up (prompts and updates

• Additional support

4) Evaluation

4 - Step 4. Evaluation:

• Were the interventions implemented with fidelity?

• Did they work?

• Was the goal met?

• Was the problem eliminated or reduced?

• Do the interventions need to be modified?

8 - Step 7. Evaluate the reduction or

elimination of the identified barriers • What measures will be used to

collect data? • What data will be collected? • Who will be responsible?

8. Evaluate progress toward achieving the desired goal • What measures will be used to

collect data? • What data will be collected? • Who will be responsible?

STATE AND DISTRICT LEVEL SYSTEMS COACHING IN

FLORIDA

Florida’s MTSS Project

Integrated Coaching:

• A set of activities that provide dynamic support and facilitation to build the capacity of school and district leadership teams to implement Multi-Tiered Systems of Support (MTSS), aligned with district and school improvement plans to enhance student outcomes.

Tenets:

• Not necessarily a person, but a set of activities • Essential skills sets necessary for a leadership team

to support fidelity of intervention implementation

MTSS Coaching Components

• Coaching to facilitate MTSS capacity-building across state, district and school systems:

Professional Development

Leadership Support

Problem-Solving Facilitation Skills

Content Knowledge

State Level Coaching

• External Efforts • Inter-project Leadership

Team • FDOE PS Training and

Support • DAPPS Team Supports • Network of District

Support Specialists, Coordinators/Facilitators

Professional Development

Leadership Support

Problem-Solving

Facilitation Skills

Content Knowledge

State Level Coaching

• Internal Efforts • Inter-project Leadership

Team • Planning/Problem Solving

Training • DAPPS Team ILT Reps • Comprehensive

Professional Development Plan/Supports

Professional Development

Leadership Support

Problem-Solving

Facilitation Skills

Content Knowledge

District Level Coaching

• 2-4 PBS/RtI Staff • District Action Planning

and Problem-Solving Process (DAPPS) 1. Application/Readiness 2. Needs Assessment 3. Action Planning/PS 4. Service delivery (Train/TA) 5. Evaluation

• District Goals!

Professional Development

Leadership Support

Problem-Solving

Facilitation Skills

Content Knowledge

What is the DAPPS? (District Action Planning and Problem Solving)

• Systems-level data-based problem solving process

• Open-ended process; not a prescription • Professionalizes, rather than personalizes,

decision-making around difficult issues • Inclusive, rather than exclusive, process • Customized to the needs, goals, culture, capacity

and pace of individual districts • Not our agenda! Promote DISTRICT agenda

Needs Assessment: Prioritizing Planning Goals

• Needs Assessment • Archival Data • MTSS Survey Data • Interview Data

• Summary Report • Problem ID: Student

outcomes • Problem Analysis:

• Fidelity? • Infrastructure? • Consensus?

Professional Development

Leadership Support

Problem-Solving

Facilitation Skills

Content Knowledge

Resource

http://www.floridarti.usf.edu/resources/format/pdf/mtss_q_and_a.pdf

SCHOOL-BASED COACHING IN FLORIDA

Coaching Preparation http://flpbs.fmhi.usf.edu/coachescorner.asp

School-Based: • Introduction to Coaching

• http://flpbs.fmhi.usf.edu/interested.asp

• Effective Teaming Resources • Characteristics of Successful Teams • Consensus and Decision-Making • Stages of Team Development

• Coaching Skills Survey • Coaching Skill Sets Overview • Tools

• Team Meeting Checklist • Team Meeting Agenda

School-Based Coaching

Activities:

• Facilitate effective teaming and collaborative action planning

• Ensure fidelity of MTSS implementation • Communication link between district, school-based

administration, staff, parents and community • Facilitate structured problem-solving process • Provide expertise on behavior, academics, PBS, RtI,

data analysis • Assist with data reporting, progress monitoring and

evaluation

Coaching Meetings

Regular Coaching Meetings: • Facilitated by the District Coordinator • Monthly or Quarterly • ½ day to full day • Training via monthly meeting module • Monthly Coaching Report (Coaching Wristband)

• Review and analyze data • Problem solve areas of concern • Share successes • Review needs and/or barriers to PBS implementation

Coaching Modules http://flpbs.fmhi.usf.edu/dc_corner.asp

• Interactive Modules for Professional Development

• Effective Coaching • Making Data-Based Decisions • Classroom Management • Principles of Behavior (Tiers 1, 2, 3) • Evaluation Modules • District Action Planning • Sustaining PBS Implementation Efforts

• Monthly Live Adobe Chats: PBS Staff Facilitated

Guide has links within the document. To return to the Table of Contents press alt + left arrow key

CAT: FLPBS Homepage, Resources; Classroom; General

Evaluation of Coaching

• Team Evaluation of Coaching • Completed by RtIB team members

• Coaching Survey • Self-Evaluation form

• Area for Growth • Validation of ‘coaching’ process as a “set of

activities requiring specific skill sets” • Development and validation of ‘coaching’

evaluation tools

Resources

• Coaching Corner • DC Corner • Model Schools • What’s New • Web Training

• Coaching

• Resources • Tier 1 • Tier 2 • Tier 3 • Classroom • Family • Response to

Intervention

Florida’s Positive Behavior Support Project Website

Content Resources

Coaching Outcomes

District and School-Based: • Improved academic and behavioral student

outcomes • Enhanced skill development and capacity for

implementation • Increased fidelity of implementation • Greater probability for sustainability • Increased buy-in across all areas

Successful Coaching

What We Know: • Effective, committed District Leadership Team • District-level comprehensive planning and support for

MTSS implementation • District-level preparation, support and mentoring for

coaching • Effective, committed School-Based Leadership Team • Well-defined skill sets • Adequate resources (time, personnel, etc.) • On-going professional development and skill

acquisition

Coaching: Concept to Practice

What We Need: • Systems Change

• Comprehensive understanding of systems change • ‘Whole system’ change agents • On-going professional development

• Coaching facilitator and school personnel

• Skill Development • Leadership • Collaborative problem-solving facilitation • Content knowledge

• Evaluation process and tools

The Future of Coaching

• Integration of academic and behavioral coaching • Dispersing coaching responsibilities across multiple staff • Expansion of systems coaching at the school and district

levels • Collaborative training activities for coaching skill

development • Problem-Solving Facilitation

• Systems Change

• Leadership

• Delivery of targeted coaching training and technical assistance via District Action Planning and Problem-Solving (DAPPS).

References

• Adelman, H.S., & Taylor, L. (2007). Systemic change for school improvement. Journal of Educational and Psychological Consultation, 17(1), 55-77.

• 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 (4th ed., pp. 591-635). New York: John Wiley & Sons, Inc.

References

• 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.

Contact Information

Email: • Kathy Christiansen

• kchristianse@usf.edu • Amanda March

• amarch@usf.edu

Websites: • Florida’s Positive Behavior Support Project: A Multi-

Tiered Support System • http://flpbs.fmhi.usf.edu/

• Florida’s Problem-Solving/Response to Intervention Project

• http://floridarti.usf.edu/