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Coaching for MTSSS

Coaching for MTSSS. Florida Leadership Institute on Developing a Multi-tiered System of Student Supports June 22-24, 2011. Welcome!. Inter-Project Coaching Workgroup Members:. José Castillo, Kathy Christiansen, Brian Gaunt Rose Iovannone , Don Kincaid, Amanda March,

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Coaching for MTSSS

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  1. Coaching for MTSSS Florida Leadership Institute on Developing a Multi-tiered System of Student Supports June 22-24, 2011

  2. Welcome! Inter-Project Coaching Workgroup Members: José Castillo, Kathy Christiansen, Brian Gaunt Rose Iovannone, Don Kincaid, Amanda March, Anna Robic, Pam Sudduth

  3. Advanced Organizer • Introduction • Coaching for MTSSS • Coaching in the Literature • Conceptual Model • Workgroup Process & Deliverables • Coaching within the District Action Planning Process (DAPP) • Conclusions • Questions, Answers, Discussion

  4. Presentation Objectives Participants will leave with: • Understanding of MTSSS Coaching Model, Supporting Literature, and proposed Work Group Activities. • Knowledge of how MTSSS Coaching Model and deliverables support the Vision & Mission of the Inter-Collaborative Projects • Awareness of the proposed deliverables, resources, and materials to support District MTSSS Coaching PD needs as early as Fall 2011. • Understanding of the role of project personnel and stakeholders in facilitating refinement of MTSSS Coaching

  5. Our Vision “The collaborative vision of the Florida Problem-Solving/Response to Intervention (FL PS/RtI) and the Florida Positive Behavior Support/Response to Intervention for Behavior (FLPBS/RtI:B) Projects is to: • Enhance the capacityof all Florida school districts to successfully implement and sustain a multi-tiered systemof student supports withfidelity in every school; • Accelerate and maximize student academic and social-emotional outcomesthrough the application of data-based problem solving utilized by effective leadershipat all levels of the educational system; • Inform the development, implementation, and ongoing evaluationof an integrated, aligned, and sustainable system of service deliverythat prepares all students forpost-secondary education and/or successful employment within our global society.”

  6. Coaching in the Literature

  7. Coaching for Professional Development • Coaching as a vehicle to facilitate ongoing professional development (Neufeld & Roper, 2003; Poglinco et al., 2003; Russo, 2004) • Limited empirical literature on coaching, its impact on educator practices, and effects on student outcomes (Cornett & Knight, 2009; Killion & Harrison, 2006; Poglinco et al., 2003) • However, School-Based Consultation does offer a more extensive empirical foundation for capacity building (Gutkin & Curtis, 2008) • A satisfactory definition ofcoachor coachingmeeting the needs of all stakeholders does not exist (Rush & Shelden, 2005)

  8. Coaching Support in the Literature • 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

  9. Coaching for Change • Coachingorfacilitation 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)

  10. School Based Consultation Skills (Curtis, Castillo, & Cohen, 2008; Gutkin & Curtis, 2008) Interpersonal • Mutual Respect • Trust • Coordinate Power • Nonjudgmental • Communication Skills • Listening • Paraphrasing • Summarizing • Synthesizing • Problem Solving • Most Models Include 4 Steps • Problem Identification & Goal Setting • Problem Analysis • Strategy Development & Implementation • Evaluation • Content Expertise • Evidence-Based Practices & Interventions • Multi-Tiered Models • Assessment & Evaluation Techniques • Evidence-Based Consultation Approaches • School/District Context & Climate Issues

  11. Coaches Roles & Responsibilities • Literature suggests that the multifaceted nature of the roles and responsibilities of school-based coaches is strongly dependent upon school context(Wong & Nicotera, 2006) • The role of the coach may change over time while implementing a reform effort, as schools and districts build their capacity(Sugai & Horner, 2006)

  12. Bringing it all together… • Coaching to facilitate MTSSS capacity in schools and districts requires the following components: • Problem-Solving Facilitation Skills • Content Knowledge • Leadership Support • Professional Development

  13. 1) Problem-Solving Facilitation Skills • School-Based Consultation Activities • Individual consultation • Small group problem-solving consultation (Gutkin & Curtis, 2008) • Systems-level consultation (Curtis, Castillo, & Cohen, 2008) • Consultation Skills • Knowledge of empirically validated consultation models/approaches • Communication skills (i.e., questioning, listening, summarizing, paraphrasing, delivering, integrating, empathizing) • Interpersonal collaborative skills (i.e., relationship-building, trust, shared decision-making) • Knowledge and skills to effectively facilitate the 4-step problem-solving process

  14. 2) Content Knowledge

  15. 3) 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) • MTSSS 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 upon mutual respect and shared responsibility • Engage in expert problem solving • Invest in professional development

  16. 4) Professional Development • Educators need PD to obtain skills necessary to implement any change effort (Sansosti, Telzrow, & Noltemeyer, 2008). Examples of PD required of all educators in RtI: • Developing and gathering data sources • Interpreting data • Matching interventions to student need • Presenting intervention outcomes to others • Engaging in problem-solving processes • Coaches provide one-on-one PD, PD in small groups, as well as whole-school or district/regional PD (Borman, Feger, & Kawakami, 2006) • Florida Department of Education Professional Development System Evaluation Protocol (April, 2010) (http://www.fldoe.org/profdev/pdf/pdsprotocol.pdf)

  17. Coaching for MTSSS Definition & Model

  18. Integrated Coaching Definition Coaching (v.): a set of activities that provide dynamic support and facilitation to develop the capacity of school/district leadership teams to implement MTSSS aligned with the school/district improvement plan in order to enhance student outcomes. Tenets include: • Not necessarily a person, but a set of activities/skills • There are some essential skills sets required of the leadership team to support & complete the activities

  19. Coaching Domains

  20. Coaching Responsibilities 1) Demonstrate effective interpersonal communication skills 2) Use multiple types and sources of data to answer a variety of problem-solving questions 3) Disseminate evidence-based content knowledge a. Organizational Change/Implementation Process b. Integrated MTSSS Three-Tiered Model c. Best Practices in Reading, Math, Behavior Instruction 4) Facilitate team-based collaborative problem solving 5) Support capacity of leadership team and staff to sustain a MTSSS 6) Provide professional development training and technical assistance 7) Evaluate the impact of coaching activities and supports

  21. MTSSS Coaching Resources • Professional Development Skill Modules • Interpersonal Communication Skills • Data-Based Problem-Solving (DBPS) • Content Knowledge • Integrated MTSSS Models • Organizational & Systems Implementation • Best Practices in Reading, Mathematics, and Social/Emotional Behavior • Collaborative Problem-Solving Facilitation • Leadership Support & Capacity Building • Professional Development Training & Technical Assistance • Coaching Activities Impact Evaluation • Evidence-Based Resources for Implementation & Sustainability

  22. District Action Planning Process & MTSSS Coaching

  23. District Action Planning Process • Collaboration of PSRtI, FLPBS and DA staff? • 2-4 person district teams • Protocol for DAPP Process • Organizing/preparing for DAPP • Step 1: Needs Assessment • Step 2: Action Planning – Group problem-solving used • Step 3: Delivery of Training and TA • Step 4: Evaluation

  24. Needs Assessment • Determine if the district mission statement includes appropriate, measurable student accountability goals • Determine whether the district is demonstrating continued growth based on academic and behavioral data (Making gains, performance declining, stagnant) • Determine if district leadership organized to implement RtI with integrity and necessary support • Determine whether the district is using a District Plan for RtI Implementation • Determine capacity for district-based professional development and technical assistance • Identify regional technical assistance support priorities • Based on data gathered in areas 1-5, what are the recommended TA priorities? • Based on aggregate data gathered in areas 1-5, identify the three most common TA needs in the region

  25. Q & A • What INPUT do you have for us? • What QUESTIONS do you have for us? • What COMMENTS do you have for us? • How will this information on coaching be used for your district’s implementation plan and activities to scale up MTSSS across all schools?

  26. Thank You! Contact Information • Brian Gaunt, Ph.D. • bgaunt@usf.edu • Amanda March, S.S.P., NCSP • amarch@usf.edu

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