systems coaching [email protected] susan barrett implementer partner osep ta center on pbis...

Systems [email protected]

Susan BarrettImplementer Partner

OSEP TA Center on PBISDirector, PBIS Regional TTAC

Sheppard Pratt Health System

Today

• Coaching Defined• Lessons Learned• Building Skills and Competencies

– Tools • Data Collection

Maximizing Your Session Participation

Work with your team

Consider 4 questions:

– Where are we in our implementation?– What do I hope to learn?– What did I learn?– What will I do with what I learned?

Where are you in implementation process? Adapted from Fixsen & Blase, 2005

• We think we know what we need so we are planning to move forward (evidence-based)

Exploration & Adoption

• Let’s make sure we’re ready to implement (capacity infrastructure)

Installation

• Let’s give it a try & evaluate (demonstration)

Initial Implementation

• That worked, let’s do it for real (investment)

Full Implementation

• Let’s make it our way of doing business (institutionalized use)

Sustainability & Continuous Regeneration

Leadership Team Action Planning Worksheets: Steps

Self-Assessment: Accomplishments & Priorities

Leadership Team Action Planning Worksheet

Session Assignments & Notes: High Priorities

Team Member Note-Taking Worksheet

Action Planning: Enhancements & Improvements

Leadership Team Action Planning Worksheet

“Fidelity of implementation of academic and behavior interventions is documented before measuring effects and assigning worth to them or blaming children for continuing failure. Continuing emphasis and dialogue on the importance of treatment fidelity speaks to the need for documenting the extent to which essential features of effective core instruction are in place and implemented with integrity (cf. Miller, 2010)”

Algozzine, Putnam and Horner 2012Insights on Learning Disabilities

Start with the questions…

What is a Coach? A role in which an individual provides another with direction and support to accomplish their goals. Denton and Hasbrouck (2009).

What is Coaching? Application of a set of skills that provides dynamic support and facilitation to build the capacity of school and district leadership teams to implement a Multi-tiered System of Supports (MTSS), aligned with district and school improvement plans, to enhance student outcomes. (Florida MTSS)

How is coaching delivered? Single person or group effort?What are the core features of coaching?

More QuestionsWhat are the competencies/skills required for coaching?How does an organization support a coaching model? How is leadership linked to coaching? Effective and linked leadership at

every level (school, district, state) is key to the success of any systemic change, and systems change staff (i.e., coaches) have full-time responsibility for guiding implementation processes and support on-site change leadership teams (Adelman and Taylor, 2007)

How does leadership across state, districts and schools create the pathways for coaching?

Why invest in coaching? Research indicated that new strategies and interventions are not implemented with integrity unless a consultant (coach) is continuously involved (Lewis and Newcomer, 2002)

Coaching Support in the LiteratureFlorida MTSS (APBS, Amanda March 2011)

• Coaching has been found to…– Impact teacher attitudes such as job satisfaction & willingness to try

new approaches– Enhance transfer of training, fidelity, and sustainability of new practices– Enhance teacher efficacy– Be popular with educators– Enhance educator collaboration

• Coaching literature remains unclear with regard to…– Which model is most effective– Effects on student outcomes– What knowledge, skills, and activities are required– How to best evaluate coaching– How to best prepare coaches

Coaching for ChangeAPBS, March 2011

• 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).

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

• Effective and linked leadership at every level (school, district, state) is key to the success of any systemic change, and systems change staff (i.e., coaches) have full-time responsibility for guiding implementation processes and support on-site change leadership teams (Adelman & Taylor, 2007)

Training Outcomes Related to Training Components

Training Outcomes

Training Components

Knowledge of Content

Skill Implementation

ClassroomApplication

Presentation/ Lecture

PlusDemonstration

Plus Practice

Plus Coaching/ Admin SupportData Feedback

10% 5% 0%

30% 20% 0%

60% 60% 5%

95% 95% 95%

Joyce & Showers, 2002

Coaching Defined in PBIS“Goal is to give skills away”

• Coaching is the active and iterative delivery of: – (a) prompts that increase successful behavior, and – (b) corrections that decrease unsuccessful behavior.

– Coaching is done by someone with credibility and experience with the target skill(s)

– Coaching is done on-site, in real time – Coaching is done after initial training– Coaching is done repeatedly (e.g. monthly)– Coaching intensity is adjusted to need– Multi-faceted– Changes over time

Outcomes of Coaching

• Fluency with trained skills• Adaptation of trained concepts/skills to local

contexts and challenges• And new challenges that arise

• Rapid redirection from miss-applications• Increased fidelity of overall implementation• Improved sustainability

• Most often due to ability to increase coaching intensity at critical points in time.

What do they do again?How can anyone possess that many skills?

• Professional Development– Teaching, participating, Supporting, Delegating

• Leadership Support• Problem Solving Skills• Resource Provider• Fluency with content area• Facilitation and Communication• Interpersonal Skills

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

Where do you start?

• Applying the Phases of Implementation to growing adult skills and competencies

• Using data to guide starting point!– Role– Assessing current knowledge and skills– Know your limits– Leverage and authority

Organizing the Scope of Work

Can we organize our current inventory of PD, tools and resources by using Types of Coaching across Systems/Data/Practices/Outcomes for adult learners?

Practices/SkillsThe technical skill set required to impact

individual performance

•Content Fluent (academic, behavior, mental health)• Data collection

• Performance Feedback• Behavioral Consultation

• “Soft skills”

Types of Coaching

SystemsConditions that support individual

skill development • Job description match role/function

• FTE in budget•Supervision and Support of Coach within Building•Allocation of time and resources for observation,

consultation, data analysis• Link to student outcomes

• Link to staff satisfaction, teacher efficacy and teacher retention

DataInformation required to guide skill development process

• Action Plan with short/long term measurable goals• Self Assessment

• Process Measures/Fidelity Checks• Performance Feedback Measure

• Student Outcomes• Data used for continuous regeneration (PEP/PIP)

Individualor Content Coach

Practices/SkillsThe technical skill set required to achieve fidelity

• Team Initiated Problem Solving • Team Building/Collaboration

• Data Analysis• Team Facilitation

• “Soft Skills”

Types of Coaching

SystemsConditions that support professional

learning communities•Administrative Support and Participation

• Link to School Improvement• Clearly defined role and function with building level authority, leverage

DataInformation required to guide team development process

• Action Plan with short/long term measurable goals• Self Assessment


• Progress Monitoring Tools• Evaluation Tools


Team or Group

Organizing the Practice Features

Phases of Coaching

Coach needs to adjust to situation (teams skill set, knowledge and commitment to change)

C1- Teaching/Transfer of new skill set: Define the roles and tasks (BOQ, BAT) of the ‘follower’ or team and supervise them closely. Decisions are made by the coach/facilitator and announced, so communication is largely one-way. Team will lack fluency who but are enthusiastic and committed. They need direction and supervision to get them started.

C2 – Coaching – High task focus, high relationship focus – coach still define roles and tasks, but seeks ideas and suggestions from the team. communication is much more two-way. For people who have some competence but can lack commitment. They need direction and supervision because they are still relatively inexperienced. They also need support and praise to build their self-esteem, and involvement in decision-making to restore their commitment.

C3 – Participating / Supporting – Low task focus, high relationship focus – coach pass day-to-day decisions, such as task allocation and processes, to the team. The leader facilitates and takes part in decisions, but control is with the team. For people who have competence, but lack confidence or motivation. They do not need much direction because of their skills, but support is necessary to bolster their confidence and motivation.

C4 – Delegating – Low task focus, low relationship focus – coach still involved in decisions and problem-solving, but control is with the team. The team decides when and how the coach will be involved. For people who have both competence and commitment-they are able and willing to work on a project by themselves with little supervision or support.

(adapted from Situational Leadership. Blanchard and Hersey)

Development of the TeamD4 – High Competence, High Commitment –

Fluent and experienced with innovation, and comfortable with their own ability to do it well. May even be more skilled than the coach .

D3 – High Competence, Variable Commitment – Experienced and capable, but may lack the confidence to go it alone, or the motivation to do it well / quickly.

D2 – Some Competence, Low Commitment –May have some relevant skills, but won’t be able to do the job without help. The task or the situation may be new to them.

D1 – Low Competence, High Commitment – Generally lacking the specific skills required for the job in hand, but has the confidence and / or motivation to tackle it.

22

Practices/SkillsThe technical skill set required

• Implementation Science•Organizational Behavior Management

• Applied Behavior Analysis• Standards of Professional Learning

Types of Coaching

SystemsConditions that support organizational change

• Commitment to Continuous Regeneration• Facilitative Administrator Supports

• PEP/PIP Cycle• Recruitment and Selection Process

• Curriculum Development• Certification Requirements

DataInformation required to guide change process

•Action Plan with short/long term measurable goals• Self Assessment


• Progress Monitoring Tools• Evaluation Tools


Systems

IN WHAT WAYS CAN AN ADMINISTRATOR SUPPORT THE MOVE TO A COACHING MODEL?

• Explore research around the effectiveness of a coaching model and share with the staff

• Provide input into the SELECTION of building level and district level coach/coaches

• Allocate time for coaches to successfully fulfill their roles• Develop job descriptions • Schedules time to meet with coaches and reflect on a regular basis

(weekly/biweekly)• Develop written policies and procedures to evaluate coaching performance• Orientation and support is provided for new coaches • Solicits formal feedback from teachers who receiving coaching services• Revises policies and procedures to support both the EBP (Evidence based

practice) and the Coaching system• Documents barriers to coaching

Organizing the Work

• Developing the Coach Guidebook using the WIKI

• In development

Resources and Tools

Coach Self AssessmentCoach ChecklistBenchmarks of Quality• Practice Profiles• Implementation SnapshotsPBIS Action PlanProblem Solving Team Agenda

Practice Profile• Defining “it” Through the Development and

Use of Practice Profiles • Guiding Principles identified• Critical Components articulated• For each critical component:

– Identified gold standard– Identified acceptable variations in practice– Identified ineffective practices and

undesirable practices

Hall and Hord, 2010 Implementing Change: Patterns, Principles, and Potholes (3rd Edition) and Adapted from work of the Iowa Area Education Agency

Practice Profiles: Pay Now or Pay Later

• Identifies Critical Components– Guiding Principles– Critical Components Match the Guiding Principles– Core Activities to Achieve the Critical Components

• For each Critical Component:– Identified “gold standard” activities– Identified acceptable variations in practice– Identified ineffective practices and undesirable practices

• Your Implementation Support• Identify and Support Implementation Team• Provide Conceptual Overview and Rationales• Provide Resources, Worksheets, Templates• Facilitate Consensus Building Ca

paci

tyBu

ildin

g

Practice ProfilesEach critical component is a heading

Levels of performance are defined for each critical component (prescribed and proscribed)

The development of the Practice Profile enables the functional use of Implementation Drivers

Critical Component Desired Acceptable Variation

Unacceptable Variation

Harmful Variation

Critical Component 1: Description

Description of practitioner

behavior

Coaching for Individual Change

Critical Component Ideal Implementation

Acceptable Variation


Harmful Variation


Description of implementer

behavior

Professional Practices in Problem Solving: Benchmarks and Innovation Configurations Iowa Area Education Agency Directors of Special Education, 1994

Focused Practice• Content Fluent (academic, behavior, mental health)

• Data collection• Performance Feedback• Behavioral Consultation

• Communication • Other “soft skills”

Coaching for Individual Change

Critical Component Ideal Implementation



Harmful Variation


Description of implementer

behavior

Professional Practices in Problem Solving: Benchmarks and Innovation Configurations Iowa Area Education Agency Directors of Special Education, 1994

Focused Practice• Content Fluent (academic, behavior, mental health)

• Data collection• Performance Feedback• Behavior Consultation

• Communication • Other “soft skills”

Example: Individual CoachingPerformance Feedback as a Critical

ComponentCritical Component Ideal

Implementation



Harmful Variation

Critical Component 1: Performance Feedback: Coach providing direct, specific, observable feedback to core behavior of individual

Intervention match to core belief, values

Supportive relationship in place

Feedback provided in timely manner

Intervention tracked for fidelity and impact


Component

Critical Component

Ideal Implementation



Harmful Variation

Critical Component 1: Performance Feedback: Coach providing direct, specific, observable feedback to core behavior of individual





Intervention match


Baseline info collected


Intervention not consistent with individual’s belief system

Feedback provided without data

Fidelity measure not in place

Intervention unethical

feedback delivered/ viewed as punitive


Component

Critical Component Ideal and/or Acceptable

Knowledge, Skills, and Abilities

DriverAnalysis

Areas ofImpact

(outcomes)

Critical Component: Performance Feedback: Coach providing direct, specific, observable feedback to core behavior of individual



Fidelity tool in place

We know what is necessary to put “it” in place.

This is how we ensure that “it” is in place!

We can prove that we’ve “got it”!

Target Individual: Building Level Coach

Example: Individual CoachingCritical Component: Performance Feedback

Critical Component

Ideal and/or Acceptable

Knowledge, Skills, and Abilities

DriverAnalysis

Areas ofImpact

(outcomes)

Critical Component: Performance FeedbackCoach providing direct, specific, observable feedback to core behavior of individual





Content fluency and application

Data collection and analysis

Problem Solving and Communication

How to ensure that “it” is in place? ….we’ve “got it”!!

Fidelity of intervention 80%

Impact of intervention demonstrated (student outcome achieved-academic or behavior)

Satisfaction survey indicates positive/supportive

Target Individual: Building Level Coach

Implementation Snapshot

• Used during training to clearly define each critical feature and the research that supports use and potential benefit to overall school climate.

• The trainer facilitator will provide training slides for each feature. Teams will have an opportunity to use their guidebook and items brought to the training to use during action planning sessions. Roles of each participant are clearly described each snapshot to ensure clear expectations.

• Administrators are expected to play an active role. Coaches are expected to guide process, communicate with the district coordinator and share implementation products and examples as needed.

• Teams will walk away from the training with an annual action plan that will help guide the effort.

Organizational/Systems Change OR The Development of Effective, Productive,

Collaborative Systems that create optimal Conditions for Learning

Systems Change Coach

(Facilitator/Communicator)

Support to Leadership

Skill Coach for

Practitioners

Roles of the School Climate Specialist

Top Small Group Hours

Coaching: Total Hours For Each Group Over All Visits

Hours Spent On Each Type Of Coaching Over All Visits

systems coaching [email protected] susan barrett implementer partner osep ta center on pbis...

Documents

systems coaching

coaching model

linked leadership

core features of coaching

fidelity of implementation

district leadership

worksheet action planning

learning disabilities