Establishing Sustainable Coaching Capacity at District and State Levels

1. Establishing Sustainable Coaching Capacity at District and State Levels Marla Dewhirst Don Kincaid

2. Agenda • What do we know about “coaching”? • What do coaches do? • What are the models of coaching? • What are the training and technical assistance activities that support a network of coaches? • What systems issues impact the development of a state-wide coaching network?

3. Research on Coaching • “Coaching” in general • Most critical factor in successful implementation (Denton, et al, 2003) • Expert in content, techniques and rationales • Characteristics (McCormick and Brennan, 2001) • Encouraging, supportive, committed, sensitive, flexible, respectful, enthusiastic, diplomatic, patient, willing to share

4. Research on Coaching • “Coaching” in general (cont.) • Impacted by…(McCormick and Brennan, 2001) • Time allotted • Reluctance to seek information • Role confusion • Feeling of inadequacy • Poor match • Lack of availability

5. Experimental Research on Coaching • Implementation in educational settings occurs when training is combined with coaching (Joyce & Showers, 1996) • Staff training of little impact on performance without coaching (Ager & O’May, 2001) • “Coaching” increased sustainability of practices from 24% to 84% (Fixxen & Blase, 1993)

6. Experimental Research on Coaching • Some basic research on “direct behavioral consultation” shows promise in producing treatment integrity and increases in teacher skills at Tier 3 (Sterling, et al, 2002, Moore, et al, 2002) • No experimental analyses of functional components of “coaching” in general (Fixxen et al, 2007) • No research on “coaching” in SWPBS

7. Roles of a Coach • Four main roles (Spouse, 2001) • Supervision • Teaching while engaging in practice activities • Assessment and feedback • Provision of emotional support

8. Florida Coaching Prerequisites • Fluency with knowledge & use of PBS concepts • District endorsement • Agreement to work with a school leadership team that is committed to completing the 3-day School-wide PBS Training • Agreement to collaborate with and meet within the district for monthly Coaches’ Meetings • Agreement to collaborate with and meet regionally at least once per year with others in a coaching/facilitation role (for state-wide FL-PBS Training) • Demonstrated experience capacity to problem solve, collaborate, communicate, etc. with adults

9. Florida’s Basic Coach Skill Requirements • Experience conducting small group skill training sessions with adults. • Familiarity with typical classroom and school structures, operations, policies, etc. • Familiarity with general discipline, classroom, behavior and instructional management, and curriculum • History of consistent, accurate, and effective follow through with commitments • Experiences working with individuals or groups from diverse backgrounds (e.g., parents, students, agency representatives, community members, educators) • Experience with facilitating team meetings • Rudimentary computer hardware and software skills

10. Florida’s Roles and Responsibilities • Describe and promote the features, practices, systems of the PBS approach across 3 Tiers • Facilitate the strategic problem-solving of PBS teams • Help identify team member roles • Attend and participate in trainings and meetings • Guide implementation efforts with fidelity • Assist in data collection/analysis and evaluations

11. Models of Coaching • Internal • External • 1 per school vs multiple schools • External and Internal • Dual Coaches/Assistant Coach • Coach vs Team Leader

12. Training of Coaches • Assessment • ID potential coaches • Identify needs • Coaches’ Self Assessment • Coaches’ Questionnaire 2008

13. Training of Coaches • Matching Training and TA to State/District • Professional Development Systems • Model of coaching may impact training • State, district and school training

14. Number of Illinois Schools & Districts Adopting PBIS FY99-FY08 876 Schools 227 Districts

15. Number of Illinois Districts Adopting PBIS & Number of External Coaches as of June 30, 2008 227 150

16. Capacity Building: Where did these new coaches come from? • Letter of Commitment required them • District Readiness Checklist documented them • .2 FTE (1 day per week) per 5 Schools • looking outside of the district to Special Education Coops, Regional Offices of Education when necessary and logical

17. Guidance: IL External Coach Rubric of Skill Competencies Tasks: Daily Activities Training Topics: Build Fluency PBIS University Courses: Skill Building Resources: Foundation

18. Training: Course Description Document • Training Sequence • Course Descriptions Offer two training sequences per year – of all courses

19. Integrity: Phases of Implementation • Schools determine their placement in Tier 1 / Universal, Tier 2 / Secondary and Tier 3 / Tertiary with progress monitoring and evaluation • External Coaches and PBIS State Technical Assistant Coordinators provide support in determining Phases

22. Activity • Review the handout material • Turn to your shoulder partner • Discuss 2 strengths and 2 needs of your system for developing Coaches • Ask another pair close to you for their insights on your needs • Write down a next step to share with your team

23. Training of Coaches • Curricula in Florida • Preparation packets for new coaches • Meetings during initial SWPBS training • Annual Training • Intervention Resources & RtI: How to use a problem-solving strategy and data to determine Tier 1-3 interventions. Emphasis is on how to select interventions and use available resources. • Effective Coaching: Topics covered include: Talking about PBS, Facilitating team meetings, Training options for your team, Evaluation procedures and tools, Next steps with your team. Resources for continuing professional development will be provided. • Skill-Building & Team Dynamics: Skill-building for effective coaching. Creating a culture of positive relationships. • Coaches’ Forum – problem-solving and Q &A

24. Training of Coaches Coaches’ meetings August                         Getting started on the right foot (kick-off, training, rewards, etc.)                                     Review end of year BOQ or Action plan for new school                                     Do yearly Implementation schedule September                   Effective Coaching                                     Data systems for Tiers 1-3 October                       Training on Mid-year 1 evaluations                                     Using Data to make decisions November                    How to use the Mid-year report to provide feedback to team                                     Review problem-solving process December                    Team facilitation strategies                                     Providing input to DC regarding District Planning Meeting January                        Review training on Mid-Year 2 evaluations                                     Review DVD on RtI and Behavior                                 February                      Roles of coaches in Tiers 1-3                                     Preparing for the FCAT                                     How to use the Mid-year report to provide feedback to team March                          Model School application process April                             Sustaining PBS efforts                                     Reviewing successes with district and school May                              End of year evaluation training

25. Technical Assistance to Coaches Florida • Initial attendance at district coaches’ meeting • Format and process for monthly meeting • Direct TA and practice at school site • Web-based training and TA http://flpbs.fmhi.usf.edu/

29. Systems Issues • Coaches Turnover • Fiscal Support • RtI and PBS Coaches