coaching the core of tier i: the foundation of rti amy d. petti, ed.d portland state university...
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Coaching the Core of Coaching the Core of Tier I: The Foundation Tier I: The Foundation
of RTIof RTI
Amy D. Petti, Ed.D
Amy D. Petti, Ed.D
Portland State University
Portland State University
Sabrina Flamoe, M.A.T.
Sabrina Flamoe, M.A.T.
North Clackamas School District
North Clackamas School District
May 21, Bellevue, WA
May 21, Bellevue, WA
Intr
oduct
ions
Intr
oduct
ions
Turn and Talk
Turn and TalkName,Name,
DistrictDistrict
RoleRoleAlter Ego/Why
Alter Ego/WhyRole Aerobics
Role Aerobics
Wha
t abo
ut T
ier 1
?
Wha
t abo
ut T
ier 1
?
What if your CORE program is
What if your CORE program is
not meeting 80% of students’
not meeting 80% of students’
needs? needs? What if your CORE program
What if your CORE program
isn’t meeting 80% of all
isn’t meeting 80% of all students needs in all
students needs in all classrooms? classrooms? What if you have limited
What if you have limited
resources in time, money, and
resources in time, money, and
materials for interventions?
materials for interventions?
What if your program budget
What if your program budget
is being cut? is being cut?
A Coaching Story
A Coaching StorySchool ASchool A
Funds IAsFunds IAs
Title I Title I
CoordinatorCoordinator
Data prepData prep
Data analysis
Data analysis
PD for IAsPD for IAs
Plans Plans
interventions
interventions
Doesn’t meet
Doesn’t meet
School BSchool B
Funds CoachFunds Coach
Stipends to Stipends to
teachersteachers
Replaces IAs
Replaces IAs
with release
with release
timetime
Establishes Establishes
collaborative
collaborative
practices practices
Meets AYP Meets AYP
When w
ere
you
When w
ere
you
coach
ed?
coach
ed?
What
do
What
do
Coach
es
Do?
Coach
es
Do?
Pattern of Participation Level 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 Effects of
Implementation
Implementation
Level of IMPLEMENTATION by Pattern of Participation
Joyce & Showers, 1995, p. 14.
Eff
ect
Siz
e o
f
Eff
ect
Siz
e o
f Tr
ain
ing O
utc
om
es
Train
ing O
utc
om
es
Training Outcomes
Training components & combinations
Knowledge
Skill Transfer of training
Information .63 .35 .00
Theory .15 .50 .00
Demonstration 1.65 .26 .00
Theory + Demonstration
.66 .86 .00
Theory + Practice 1.15 .00
Theory + Demonstration + Practice
.75 .00
Theory + Demonstration + Practice + Feedback
1.31 1.18 .39
Theory+ Demonstration +Practice + Feedback +Coaching
2.71 1.25 1.68
Why
Coa
chin
g W
orks
Why
Coa
chin
g W
orks
SharedSharedStudent Focused
Student FocusedAuthenticAuthenticData Driven
Data Driven CollaborativeCollaborativePrecise
Precise PublicPublicPractice Practice inin Practice
Practice
Coac
hing
Mod
els
Coac
hing
Mod
els
Conti
nuum
of
Conti
nuum
of
Impro
vem
ent
Impro
vem
ent Learning
WalksRounds Lab-sites
Who/what/purpose
Who/what/purpose
Who/what/purpose
benefits benefits benefits
limitations limitations limitations
Coac
hing
Met
hods
Coac
hing
Met
hods
Coaching Menu…
Coaching Menu…
View
ing
Coac
hing
View
ing
Coac
hing
PD fo
r the
Coa
ches
PD fo
r the
Coa
ches
RegularRegularFacilitated
FacilitatedExtendedExtendedCommunication
CommunicationCo-sponsored with
Co-sponsored with principals principals
Fund
ing
PD a
nd
Fund
ing
PD a
nd
Coac
hing
Co
achi
ng
Coac
hing
Res
ourc
es
Coac
hing
Res
ourc
es
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Student achievement
through staff development: Fundamentals of school
through staff development: Fundamentals of school
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Petti, A (2010)Petti, A (2010). . Circles of leadership: Oregon district
Circles of leadership: Oregon district
redefines coaching roles to find a balance between
redefines coaching roles to find a balance between
school and district goals.
school and district goals. Journal of Staff Development
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