developing effective coaching sarah weaver, implementation
TRANSCRIPT
Developing Effective Coaching Plans Using Data and
Implementation Science
Tawny Smith & Sarah Weaver
APBS Conference – March 2017
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Introductions Tawny Smith, Implementation Specialist
Sarah Weaver, Implementation Specialist
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Intended Outcomes • Define the function and components of an
individualized school Coaching Service Delivery Plan
• Practice using School-wide PBIS Tiered Fidelity Inventory data to develop an individualized Coaching Service Delivery Plan
• Understand how individualized Coaching Service Delivery Plans fit into a broader system of coaching
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Agenda 1.0 Distinguishing Types of Coaching
2.0 Implementation Science
3.0 Developing an Individualized Coaching Service Delivery Plan
4.0 System to Support Coaching
Getting to Know You! What is Your Role?
How are you currently supporting your organization to implement SWPBIS with fidelity?
Are you currently using a fidelity measure to monitor implementation of SWPBIS?
Administrator School Psychologist Teacher University Staff Other
Coaching Training School Leadership Team member District Leadership Team member State Project
SWPBIS TFI BoQ SAS SET
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1.0 Distinguishing Types of Coaching
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Training vs. Coaching • Learning and behavior
change occurs with training and coaching
• Skills are introduced in training but really are learned on the job with coaching supports
• Coaching not only expands the knowledge and skills taught in training, but also builds competence and confidence in implementing
Just say No to Train & Hope
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Why Coaching • Increases the effective use of concepts and
skills that were taught during professional learning
• Assists practitioners to contextualize the concepts and skills to their settings
• Increase the likelihood of sustainability of the practice
• Reduces staff turnover
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Types of Coaching • Systems Coaching: (our emphasis today)
Coaching to develop the capacity to effectively implement a program, practice or approach to enhance student outcomes (effective innovation)
• Instructional Coaching: “Content / practice coaching” to help teachers improve instruction in a discipline using a particular strategy, practice, or program to improve student outcomes
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A Quick Vocabulary Lesson… • Systems Coach (Role) • Coaching Service Delivery Plan (Tool) • Coaching System (Hospitable Environment) Sue, the systems coach, uses her Coaching Service
Delivery Plan to guide her work with the Implementation Team. Sue’s role and responsibilities as
a systems coach are well-defined and supported through a coaching system defined by her District or
ISD.
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Coaching System Components Identifies the following: • Coaching service delivery expectations • Roles and responsibilities that can be embedded
into job descriptions • Selection guidelines and procedures • ISD or District resources, guidelines, and
procedures that allow coaches to fulfill their responsibilities
• Supervision and accountability
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2.0 Implementation Science
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Focus of Coaching • Developing knowledge, skills, and abilities of
practitioners
• Encourage reflection and accurate self-reporting
• Provide personal support
60%
20%
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60%
20%
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Your Might Be Wondering • If the focus of coaching is 60% on developing
knowledge, skills, and abilities of practitioners, what knowledge, skills and abilities do we we work on developing???
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Coaching PBIS PBIS is both:
• An EFFECTIVE innovation – meaning it is proven to produce desired results
• A USABLE innovation – meaning it is teachable, learnable, doable, and readily assessed in practice
PBIS is Usable Teachable (Philosophy, Values and a Clear Description, including Inclusion & Exclusion Criteria)
PBIS: Based on behavioral and prevention science.
Intended for all students.
Learnable (Core components are defined and must be in place to say it exists)
PBIS: Core features include Universal Screening, Continuum of Evidence Based Interventions, etc
Doable (Operational Definitions for the core components which allows for consistency and replication)
PBIS: Defines core feature of Universal Screening as: Performance
and progress of all students are reviewed
on a regular schedule
Assessed in Practice (Includes a Fidelity Assessment to determine implementation of the core components) PBIS: Tiered Fidelity Inventory (TFI)
Or Benchmarks of Quality (BOQ)
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Activity Take a moment to reflect and then turn and talk with a neighbor:
• What tools are you currently using to coach PBIS?
• How are you ensuring that you are coaching the core components?
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Transition Now that we’ve reviewed the importance of coaching and the benefits of PBIS being a
usable innovation, let’s talk about how we use the core components of PBIS and the Tiered
Fidelity Inventory to create a Coaching Service Delivery Plan
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3.0 Developing a Coaching Service Delivery Plan
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Coaching Service Delivery Plans: An Introduction
• Each school is at a different point in their use of School-wide PBIS
• Coaches need to differentiate their coaching supports based on the specific needs of the school (use data to build the plan)
• A Coaching Service Delivery Plan defines the specific plan for coaching a school based on the school’s data
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Let’s Hear from Coaches
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Developing an Individualized Coaching Service Delivery Plan
Materials Needed: • School Tiered Fidelity Inventory (TFI) Items Report and any
notes from the administration
• School-wide PBIS Coaching Service Delivery Plan
• SWPBIS Coaching Cheat Sheet
• Template for Individualized Coaching Service Delivery Plan
**Individualized Coaching Service Delivery Plan Checklist
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Pre-Correct Individualized Coaching Service Delivery Plans
focus on coaching concepts / skills not on coaching specific items on the SWPBIS TFI
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Activity • Review the Coaching Concepts & Skills in the
“Tier 1 PBIS and Positive School Climate (PSC) Coaching Service Delivery Plan”
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Steps for Developing an Individualized CSDP
• Access your school’s TFI items report from PBIS Apps website: https://pbisapps.org
• Use the “Cheat Sheet” to identify the coaching concept that correspond with items scored as 0 or 1 on the TFI
• Identify the priority coaching concepts • Place the two prioritized coaching concepts in the template • Use the TFI Scoring Criteria column and any notes from the
TFI administration to better understand the context for the identified coaching concept
• Complete each row of the plan
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“I Do”: Modeling Identifying Coaching Concepts from TFI Data
• Locate the mock TFI Items Report (green paper) and the SWPBIS Coaching Service Delivery Cheat Sheet (blue paper)
• Examine each coaching concept and corresponding TFI item while cross-referencing it with the school’s TFI individual item score
• Circle any items on the cheat sheet that had a score of 1 or 0
• Prioritize coaching concepts for the plan
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Activity • Locate the second set of mock TFI data
(yellow paper) and the SWPBIS Coaching Service Delivery Cheat Sheet (blue paper)
• Work with a partner to replicate the process we just went through to select priority coaching concepts for an Individualized Coaching Service Delivery Plan
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Individualized Coaching Service Delivery Plans
• Review the SWPBIS Coaching Service Delivery Plan
• Focus on rows 2-8 with best practice related to components in each row
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Coaching Supports Big Idea: Strategies that coaches should use to help support the School Leadership Team implement the concept / skills • Observation • Teaching • Modeling • Co-facilitation with SLT member • Prompting team or specific team members • Assistance with adaptation to local context • Providing feedback (verbal or written)
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Coaching Frequency Outlines the frequency (minimum threshold) and the various venues for the coaching to take place
• During professional learning sessions • Monthly School Leadership Team meetings • At least 3 School Leadership Team events
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Coaching Preparation Big Idea: Outlines a continuum of things a coach would need to do in order to be adequately prepared to coach the SLT to implement the prioritized concept or skill
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Mechanisms to Provide Feedback Types of Feedback: • Recognition – “Glows” • Suggestions for Improvement – “Grows”
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Recognition Guidelines • Sincere
• Descriptive and conceptual – descriptions of behavior and activity that are paired with concepts of ideas
• Includes at least one rationale related to:
• Furthering systems change / organizational goals
• Contribution to current efforts
• Strengths that individual brings to the change effort
• Strengths the district has that are aligned with the future vision
• Conversational and engaging in style (NIRN, 2016)
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Coaching Effectiveness Measure Typically measured through:
• School-wide Positive Behavioral Interventions and Supports Tiered Fidelity Inventory (SWPBIS-TFI) data
• School Leadership Team satisfaction from coaching survey (twice a year)
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Writing an Individualized CSDP Complete each row of the plan being specific about what you will actually do
• Provide enough specificity to your plan for another person to implement it
• Identify specific, observable steps or products you can point to that resulted from the coaching support – make sure it is measurable
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Individualized Coaching Service Delivery Plan Checklist
• Checklist provides a reference of what to look for in an Individualized Coaching Service Delivery Plan
• Supports: • Developing plans (self-check) • Providing feedback (peer to peer)
• Strengthens the quality of the plans developed
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Example Individualized Coaching Service Delivery Plan
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Activity • Review the individualized CSDP from Crowne
Plaza Elementary School
• Discuss the following questions with a neighbor:
• Does this plan pass the “substitute test”?
• Could you take the plan and implement it?
• What support would you need form your system to carry out this plan?
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4.0 System to Support Coaching
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How Does an Individualized CSDP Fit into a Broader System of Coaching?
Great question! Let’s start with a definition…
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Definition • Coaching System: includes essential
guidelines and procedures to ensure the individuals responsible for coaching understand the coach’s expectations and the expectations for the recipients of coaching
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Coaching System Components Identify the following:
1. Coaching service delivery expectations
2. Roles and responsibilities that can be embedded into job descriptions
3. Selection guidelines and procedures
4. District resources, guidelines, and procedures that will allow coaches to fulfill their responsibilities
5. Supervision and accountability structures
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Not All Systems Are Set Up the Same Considerations for taking this back to your state, region, district, or school:
• Are there other PBIS coaches in your system?
• Would there be opportunities to complete these plans together or to partner up for feedback?
• How might your system determine the concepts that coaches are focusing on to support the work coaches are doing?
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Cascading Model of Support - MIBLSI
Students
School Staff
School Leadership
Team
District Implementation
Team
MIBLSI Project Staff
MDE
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Ticket Out the Door Given the information provided, your context and the practice with Coaching Service Delivery Plans, please identify the following your NCR paper:
• How might CSDP fit within your context?
• What is one concrete next step you will take towards bringing this information back to your context?
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Resources • Active Implementation (AI) Hub
http://implementation.fpg.unc.eduPBIS
• PBIS Blueprint & SWPBIS TFI https://www.pbis.org
• MIBLSI https://miblsi.org
http://www.livebinders.com/play/play?id=2044590&backurl=/shelf/my
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Acknowledgements • Melissa Nantais, MIBLSI
• Kim St. Martin, MIBLSI
• Cary Ward, NIRN
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Contact Information Tawny Smith
Sarah Weaver