Coaching Essential Features, Strategies, and Evaluation

1. Coaching Essential Features, Strategies, and Evaluation What We Are Learning Across Settings

2. 2019 OSEP Leadership Conference DISCLAIMER: The contents of this presentation were developed by the presenters for the 2019 OSEP Leadership Conference. However, these contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government. (Authority: 20 U.S.C. 1221e-3 and 3474)

3. Using Data for Effective Coaching Tanya Ihlo State Implementation & Scaling up of Evidence-based Practices Center (SISEP) University of North Carolina at Chapel Hill

4. Documentation of coaching support to inform decision making Infrastructure for coaching: Enabling policies; Funding; Supervision and accountability; Ensuring time for coaching Process for evaluation and improvement of coaching supports Professional learning for coaches Key Components of a Coaching System • Coaching definition • Types of coaching – systems & instructional/content/practice • Describe and select for “Coach” knowledge and responsibilities • Define and utilize evidence-based coaching practices • Use of data to guide coaching supports

5. Resource: Practice Profile for Coaching Outlines essential components of coaching Defines each component Describes how each component contributes to the desired outcome Provides research support for each component Provides examples of use and non-use of the components https://nirn.fpg.unc.edu/resources/coaching-practice-profile

6. Types of Coaching Systems Coaching Practice or Content Coaching Focused on developing teams’ capacity to establish infrastructure, processes, & procedures to support sustained use of an innovation(s) Focused on cultivating staff capacity to utilize effective practices (related to academic instruction, behavior, social-emotional supports, interventions, etc.) in schools

7. Coaching is not one-size fits all • What are some dimensions on which we can vary intensity of coaching? • What are some data sources that can help guide coaching decisions? • Examples of using data to support coaching decisions at various levels of the system

8. Some dimensions on which coaching support can be intensified

9. A note about dosage (duration & frequency) of coaching • As long as the team or individual receiving coaching hasn’t met the goals (but is making forward progress) or has additional goals on which to focus, coaching continues • Coaching strategies and focus may change • If a team or individual is not making progress toward goals, need to revisit other area(s) of intensity for coaching support • If the current coaching is not effective – don’t just adjust the dosage

10. Potential data sources to guide coaching

11. Example of coaching strategies of varying intensity levels Ihlo, 2017

12. Example of coaching strategies of varying intensity levels (cont.) Ihlo, 2017

13. Matching intensity of coaching strategy Ihlo, 2017

14. Matching intensity of coaching strategy (continued) Ihlo, 2017

15. Example: Coaching for regional systems coaches Support for teams Potential data sources • Teams participate in a professional learning series • Coaching in between sessions • Assistance with evaluation • Fidelity on training and coaching supports • Perceptual data –training and coaching • Coaching logs • District/school data – capacity, fidelity, staff, student, parent surveys; student outcomes

16. Support for regional coaches Initial sites (intensive support with intentionality of gradual release) • Coaching regarding content prior to delivery • Co-creation of adapted activities based on context • Opportunity for co-delivery based on confidence • Gradual release with TA/Coaching • Partner across all district/school visits • Regional coach ”shadows” state coach during initial visits; co-facilitates at next visits; leads visits in last site

17. Support for regional coaches (continued) When additional sites are added (lower intensity) • Professional learning • Co-updating of content & activities • Co-delivery of content (with regional team taking the lead) • Coaching • Partner across all district/school visits • Regional coach takes the lead with support from the state coach State coach continues to take the lead on the initial sites as they move further along in implementation

18. Example of training and coaching scope & sequence (From the UNL MTSS Implementation Support Team)

19. Example of training and coaching scope & sequence (cont.) (From the UNL MTSS Implementation Support Team)

20. Coaching/TA resources (From the UNL MTSS Implementation Support Team)

21. Example of support for district-level coaches Data from observations of use of choral responding for student engagement

22. Example of support for district-level coaches (continued)

23. Example of support for building teams

24. Supporting coaches in coaching at varying levels of intensity • Help coaches and teams ensure they have data needed to support decision making around intensity of coaching supports (e.g., observations, coaching logs, surveys, implementation ratings, etc.) • Clear coaching system – coaching description, roles in coaching, data collection for coaching, coaching model, coaching strategies • Provide/support development of resources & tools to use in provision of coaching supports • Coaching for coaches

25. Discussion Questions • What types of data do you currently use to inform coaching? Are there additional data you might consider? • How are your coaches supported to use data to help them determine how to: • Intensify, and • Improve coaching supports? • What are additional needs your coaches might have and how would you provide it? • Professional learning • Coaching • Tools

26. Coaching Alignment Across Initiatives: Practice-based Coaching in Minnesota Lisa Backer Minnesota Department of Education

27. The Minnesota Centers of Excellence for Young Children with Disabilities: www.mncoe.org

28. MN Centers of Excellence Regionalized system Program leaders identified priorities • Effective home visiting (FGRBI) • Challenging behavior (Pyramid Model) • Child engagement (DEC Recommended Practices-Classroom Engagement Model) 11.5 FTE of Professional Development Facilitator (PDF) Rigid adherence to frameworks of implementation science

29. Roles of the Professional Development Facilitators Local program leaders have an assigned PDF as a “Guide on the Side” • Foundational program quality • External Coach: Exploration and implementation support for innovation • Statewide resource development 3 PDFs are also half-time “content leads” to oversee statewide implementation of Pyramid, FGRBI or Classroom Engagement Model. • Convene a State Implementation Team • Manage statewide trainers and training calendar • Support all PDFs in their External Coaching role • Maintain consistency across all three innovations Each PDF has been certified in Cognitive Coaching

30. Financial Support for Implementation Year 1 funding is a $12,000 plus funds for each child 3-5 on annual count: $100 for Pyramid and Classroom Engagement and $50 for FRGBI sites

31. Linked Teams Communication TEAM TEAM TEAM TEAM TEAM TEAM TEAM TEAM TEAM TEAM TEAM TEAM

32. Practice-Based Coaching (PBC) Launched in 2014 PBC is a cyclical process for supporting use of effective practices. Components: • planning goals and action steps, • engaging in focused observation, and • reflecting on and sharing feedback about teaching practices.

33. Practitioner Fidelity Linked to PBC Cycle

34. Coaching Phases

35. Coaching Log Mobile-first web application launched for 2019-2020 implementation year

36. Coaching Log Dashboard Data used by internal coaches and by local implementation teams to monitor the use of practice-based coaching

37. Discussion Questions • One sustainability issue faces in developing coaching systems is local funding for coaches. How do you approach this as part of your sustainability plan? • Do you have State-level oversight of your professional development? How does State oversight of PD support implementation of evidence-based practices? • Have you set expectations for improvements in fidelity as a result of coaching? If yes, what is the effect on your coaches’ efforts? If not, how could you start connecting specific coaching practices with changes in fidelity (e.g., coaching log)?

38. Statewide Strategies for Building Coaching Systems and Practices Barbara Guy Iowa Department of Education

39. Today’s Speed Dating Topics • Overview of Iowa’s work for past 4 years • Be Clear about what is being coached • Develop generic tools • Collect AND USE meaningful data • Endeavor to Persevere

40. Iowa’s SPDG/SSIP • 100% aligned • Focused on improving effectiveness of SDI in literacy • Provides three types of supports: • leadership • coaching • professional learning opportunities • In three focus areas: • Preschool • K-6 • Significant Disabilities

41. Be Clear about what is Being Coached

42. Develop Generic Tools

43. Collect and Use Meaningful Data • Teachers complete an SDI Framework Implementation Tool (FIT) 2 X Year • Coaches complete a coaching log • Student Outcome Data

44. Coaching activities that significantly predicted Spring Implementation Scores. Diagnose • Coaching conversations • Action planning Deliver • Coaching Conversations • SDI-Related meetings and PLCs

45. Significantly more teachers were at routine/sustaining who were coached monthly vs. every 2 months. Activity of Coaching Conversations • Diagnose - 74% with monthly vs 55% every 2 months • Deliver - 72% with monthly vs 47% every 2 months Activity of Action Planning • Diagnose - 83% with monthly vs 52% every 2 months Activity of SDI Meetings/PLCs • Deliver - 81% with monthly vs 51% every 2 months

46. Endeavor to Persevere Spring 2018 Average Growth Rate Score[1] Comparison between High and Low Teacher Groups of SDI Implementation

47. Discussion Questions • Are your coaches primarily practice (content/instructional) coaches or systems coaches? If the focus is primarily on one level of coaching, how is the other level supported? • What tools have you developed that have been highly effective? What tools would be helpful?

48. 2019 OSEP Leadership Conference DISCLAIMER: The contents of this presentation were developed by the presenters for the 2019 OSEP Leadership Conference. However, these contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government. (Authority: 20 U.S.C. 1221e-3 and 3474)