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District Coaching SystemVersion 1.0May 2017

Michigan’s Integrated Behavior and Learning Support Initiative (MIBLSI) is a Grant Funded Initiative (GFI) funded under the Individuals with Disabilities Education Act

(IDEA) through the Michigan Department of Education.

Table of ContentsDistrict Coaching System..............................................................................................3

Systems Coaching Concepts.................................................................................................4Systems Coaching Concepts:................................................................................................4Elementary Categories of Coaching Concepts......................................................................4Secondary Categories of Coaching Concepts.......................................................................6

Conditions that Warrant Coaching........................................................................................8Coach Pre-Requisite Knowledge and General Responsibilities.........................................8

PBIS Coaching:.....................................................................................................................8School-wide Reading Model Coaching:.................................................................................8School-wide Content Area Reading Coaching:.....................................................................9General School-Level Coach Responsibilities:......................................................................9

District Guidelines.................................................................................................................10Funding Required................................................................................................................10Statement Clarifying Coach’s Decision-Making Authority....................................................11Frequency of Coaching........................................................................................................12Communication Protocols....................................................................................................12Supervision and Accountability Structures..........................................................................12Selection Guidelines............................................................................................................13

Sample Assignments............................................................................................................14PBIS Coach Interview Assignment......................................................................................14Elementary Reading Coach Interview Assignment..............................................................15Secondary School-Wide Content Area Coach Interview Assignment.................................16

Sample Selection Questions................................................................................................17General Coaching Questions...............................................................................................17PBIS Specific Selection Questions......................................................................................17Elementary Reading Coaching Questions...........................................................................18Secondary School-Wide Content Area Reading Coach Questions.....................................19

Post Selection Process.........................................................................................................21Individualized Professional Learning Plan...........................................................................21

Additional Resources............................................................................................................23

District Coaching System (May 2017)Michigan’s Integrated Behavior and Learning Support Initiative (MIBLSI) is a Grant Funded Initiative (GFI),

funded under the Individuals with Disabilities Education Act (IDEA) through the Michigan Department of Education. of 25

District Coaching System

Successful and consistent use of effective innovations that will sustain overtime requires coaching supports. One of the purposes of a district implementation infrastructure is to ensure the district has a system (structure) to provide equal access to coaching for the core components of effective innovations. The coaching system outlines the effective innovation components that require coaching and it also outlines the district guidelines and procedures accessing high-quality coaching supports.

There are two types of Coaching: (1) Systems Coaching; and (2) Instructional Coaching. Systems coaching is what is required by MIBLSI; however, some districts also have instructional coaching supports. If you do not have instructional coaching accessible to staff then delete number two on this page.

1. Systems Coaching: Coaching to develop a school leadership team’s capacity to effectively use and support the use of a program, practice, or approach to enhance student outcomes

Coaching Recipients: Principal School leadership team members Select staff that are learning how to use things the school leadership team is

working to support staff (e.g., how to use the PBIS acknowledgement system)

2. Instructional Coaching: Content or practice-level coaching to help teachers improve their instruction in a discipline using a particular program, practice, or strategy to improve student outcomes

Coaching Recipients:

Classroom teachers Interventionists Para-educators



Systems Coaching Concepts

Systems Coaching Concepts: 1. Engagement and Collaboration2. Team Development3. Change Facilitation4. Discovery and Diagnosis

Elementary Categories of Coaching Concepts

Table 1. Tier 1 Positive Behavior Intervention Supports (PBIS) Coaching Concepts or Skills by Stage of Implementation and listed in order of priority.

Exploration Installation Implementation

1. Assess need and context

2. Relationship development

3. Promote buy-in and readiness for PBIS

4. School Leadership Team (SLT) formation

1. School Leadership Team (SLT) development

2. Defining school-wide expectations

3. Teaching lesson plans4. Monitoring behavioral

expectations5. Acknowledgement System6. SWIS installation activities7. Correction procedures 8. Communication protocol

development and use9. Class-wide PBIS practices

1. Data support2. Data-based problem

solving 3. Use and

refinements of communication protocols



Table 2. Tier 1 School-Wide Reading Model Coaching Concepts or Skills by Stage of Implementation and listed in order of priority.


1. Assess need, fit, and context


3. Promote buy-in and readiness for a School-wide Reading Model



2. School-wide Reading Model Fluency

3. Development of the School-wide Reading Plan

4. Communication protocol development and use

5. Development of the Grade Level Instructional Plans


solving 3. Use and refinements

of communication protocols

Table 3. Integrated Behavior and Reading Intervention System Coaching Concepts or Skills by Stage of Implementation and listed in order of priority.


1. Assess the need, fit, and context for intervention supports

2. Maintain Focus on Tier 1 Implementation Efforts

3. Promote buy-in and readiness for an Intervention System:

4. School Leadership Team (SLT) Capacity for Supporting the Intervention System:

5. Intervention System Team Formation: only formed if SLT capacity for supporting the Intervention System does not exist

1. School Leadership Team (SLT) development or Intervention System Team development

2. School-wide Assessment System (continued from Tier 1):

3. Intervention Schedule4. Intervention Details5. Interventionist

Implementation Supports:

6. Intensification Strategies 7. Communication protocol

development and use for intervention access and effectiveness:

8. Development of the

1. Data Systems2. Data Support:

Outcome Measures3. Progress Monitoring4. Diagnostic &

Intervention Placement Assessments

5. Fidelity6. Data-based problem






Grade Level Instructional Plans

9. Student Support Team Operating Procedure

Secondary Categories of Coaching Concepts

Table 4. Tier 1 Positive School Climate (PSC) Coaching Concepts or Skills by Stage of Implementation and listed in order of priority.




3. Promote buy-in and readiness for Positive School Climate (PSC)



2. Defining school-wide expectations

3. Teaching lesson plans4. Monitoring behavioral

expectations5. Acknowledgement System6. SWIS installation activities7. Correction procedures 8. Communication protocol

development and use9. Class-wide PBIS practices

1. Data support:2. Data-based problem

solving 3. Use and

refinements of communication protocols



Table 5. Tier 1 School-wide Content Area Reading Coaching Concepts or Skills by Stage of Implementation and listed in order of priority.




3. Promote buy-in and readiness for a School-wide Content Area Reading Model



2. School-wide Content Area Reading Model Fluency

3. Development of the Content Area Reading Plan

4. Communication protocol development and use

5. Development of Department Teams

6. Development of Department Level Plans




Table 6. Integrated Behavior and Reading Intervention System Coaching Concepts or Skills by Stage of Implementation and listed in order of priority.


1. Assess the need, fit, and context for intervention supports

2. Maintain Focus on Tier 1 Implementation Efforts

3. Promote buy-in and readiness for an Intervention System:

4. School Leadership Team (SLT) Capacity for Supporting the Intervention System:

5. Intervention System Team Formation: only formed if SLT capacity for supporting the Intervention System does not exist

1. School Leadership Team (SLT) development or Intervention System Team development

2. School-wide Assessment System (continued from Tier 1):

3. Intervention Schedule4. Intervention Details5. Interventionist

Implementation Supports:

6. Intensification Strategies7. Communication protocol

development and use for intervention access and effectiveness:

8. Development of the Cross-Department

1. Data Systems2. Data Support:

Outcome Measures3. Progress Monitoring4. Diagnostic &

Intervention Placement Assessments

5. Fidelity6. Data-based problem






Instructional Plans9. Student Support Team

Operating Procedure

Conditions that Warrant Coaching • School leadership team is learning to use an innovation and support the

successful use of the innovation across the school• Continuous refinements and improvements to the use of innovations require

teams to modify and refine their existing structures and / or processes to support the innovations

Coach Pre-Requisite Knowledge and General Responsibilities

PBIS Coaching: Prior knowledge about Applied Behavior Analysis and / or believes all behavior

serves a purpose and can be changed

Understands that to change student behavior, it is necessary to alter the environment and adult interactions with the student

Actively seeks to alter “role-bound authority” beliefs (e.g., does not believe students should just behave because the adults told them to)

Successful implementation experience in implementing PBIS (preferred) or willingness to observe successful implementation sites and learn how to effectively replicate the success

Evidence of intervening to prevent and reduce misbehaviors as opposed to resorting to suspending students or other exclusionary practices

Willingness to devote additional time to deepen personal knowledge of an integrated behavior and reading MTSS model as well as specific components related to behavior supports, coaching techniques, and data analysis

School-wide Reading Model Coaching: Familiar with and supportive of the finding of the National Reading Panel (NRP)

Report

Familiar with MTSS and reading-specific Institute of Education Science (IES) Practice Guides (e.g., “Assisting Students Struggling with Reading: Response to Intervention (RtI) and Multi-Tier Intervention in Primary Grades”



Successful implementation experience in:

o Core reading program that was structured to teach the Big Ideas of Reading to mastery using a combination of whole group, small group and individual student instructional supports.

o School-wide systems designed to improve reading achievement (e.g., use of 90-minute reading block, provided additional intervention to struggling students within the general education setting)

o Administering and scoring Curriculum Based Measures (CBM) such as DIBELS Next

o Data analysis to inform instructional adjustments for students (grade level, below grade level, intensive needs students)

School-wide Content Area Reading Coaching: Define the Big Ideas of Adolescent Reading

Familiarity with the recommendations outlined in secondary MTSS reference materials such as, the “IES Practice Guide for Improving Adolescent Literacy: Effective Classroom and Intervention Practices.” “RTI Reading at the Secondary Level.

Supportive of developing an implementation plan for core subject area teachers to teach common reading strategies such as, pre-teaching vocabulary, summarization, student engagement strategies, and the use of writing frames to increase student’s understanding of the information found within their core subject area textbooks and taught during their classes.

Ability to review and action plan using Early Warning Indicator data for all students and other curriculum based measures for students with intensive needs.

Willingness to devote additional time to deepen personal knowledge of an integrated behavior and reading MTSS model as well as, specific components related to reading supports, coaching techniques, and data analysis

General School-Level Coach Responsibilities: Develops a coaching service delivery plan for each of the schools the coach

supports that is aligned to the school’s data

Active member of School Leadership Team

Prompts the leadership team to monitor the activities within their implementation plan

Provides assistance with installing the structures and tools necessary to implement MTSS components with fidelity and sustainability through modeling, consultation, and feedback.



Develops the School Leadership Team’s fluency around resources, assessment tools, and data use

Enhances the team’s skills and assisting them in adapting the MTSS components to fit the culture and context of school/district

Respected by colleagues

Facilitates team meetings and / or specific agenda topics with the goal of developing the School Leadership Team’s collective capacity to fulfill those functions

Openness to giving and receiving feedback for refining coaching skill

District GuidelinesFunding Required(Identify whether stipends or other incentives are going to be provided to individuals selected to perform coaching responsibilities.)The research literature has provided guidance for the ratio of coaches to school leadership teams. It is recommended that the ratio of coaches to coach recipients be no greater than 1:4. Therefore, (insert district name) will aim to have one school-level coach per school; however, it will be acceptable to have one coach supporting up to four schools. If the coach will be providing supports in both the PBIS and reading MTSS components, (insert district name) will reduce the coaching ratio to 1:2.



Statement Clarifying Coach’s Decision-Making Authority Individuals selected to coach colleagues provide a supporting role. They are

neither in evaluative positions nor should they ever be made to feel they are in an evaluative position.

District decisions (e.g., scheduling, professional learning, work responsibilities, staff attendance at professional learning) will be made in accordance to district policies and procedures and in alignment with coach’s Individualized Professional Learning Plans.

Since the role of the school coach is in addition to other assignments (e.g., teacher, school psychologist, social worker, reading specialist) it is possible for them to have more than one supervisor: principal and person assigned to coordinate and supervise the coaching aspects of the person’s role. It will be important that there be clearly defined responsibilities to avoid confusion.

The coach’s supervisor would need to work with the appropriate people to make decisions about the following:

o Adjusting individual’s job responsibilitieso Budget decisions (e.g., attendance at professional learning sessions,

release time for preparatory activities)o Assisting in the prioritization of responsibilities to make additional space to

engage in coaching activities

School leadership team members in collaboration with the coach can determine:

o The plan for fading the coach’s direct modeling of things that the school leadership are working to learn how to do

o Communication protocol with coach, principal, and coach’s coordinator / supervisor including expectations around confidentiality

o Products and materials to share for feedback and observation activities if needed

o Relevant information needed to be shared with the District Implementation Team and other groups / teams as outlined in the District Implementation Team’s communication plan

Coach in collaboration with the school leadership team members can determine:

o Communication protocol with school leadership team members including expectations around confidentiality

o Methods of coaching to be used given need and request (e.g., consultation, prompting, modeling, observation)

o Method of feedback to be used and timeline for feedback



Frequency of Coaching

Minimum allocation of time for coaching

• 4 hours per month allocated to support a combination of coaching activities.

• The allocation of time for coaching is an initial estimate; however, it will be re-evaluated three times per year for the first year of coaching and adjusted accordingly.

Maximum allocation of time for coaching

• 16 hours or 2 days per month (18 days per year)

• The allocation of coaching time will also include specific professional learning days for coaches. Topics will align with the needs identified in each of the coach’s Individualized Professional Learning Plans. The professional learning for coaches will preview concepts that will be introduced to their school leadership teams and outline initial and on-going practice opportunities that will occur during and after the school leadership team sessions. The professional learning sessions will also outline the types coaching supports necessary to assist school leadership members in successful use of challenging concepts. Coaches will practice using their coaching skills to support school leadership teams.

Fading of coaching supports

• The coach and the principal, and school leadership members will outline a plan to fade the coach’s direct modeling and co-facilitation of processes and product development learned from professional learning sessions.

Communication Protocols Linking communication protocols are developed to ensure effective and timely communication between the coaches, the District Implementation Team, and person responsible for coordinating / supervising the coaching activities. It will be the responsibility of the person coordinating / supervising the coaches to ensure regular opportunities for coaches to communicate successes and barriers impeding efforts. Additionally, it is the responsibility of the coach coordinator / supervisor to ensure all members of the school leadership team understand how the focus of work within the school aligns with the larger vision for (insert district name) and to ensure they all have access to on-going professional learning.

Supervision and Accountability Structures List name(s) of person responsible for coordinating and supervising identified coaches other than the individual’s supervisor (e.g., principal, director of special education).



Selection Guidelines A selection process will be used to identify school-level coaches that include opportunities for mutual selection. That is, (insert district name) will ensure school and district leadership are not only comfortable with the choice of school coaches but those individuals selected will also need to feel comfortable with the defined role. A detailed job description that includes preferred skillset and responsibilities has assisted (insert district name) in developing a high-quality selection process that will:

1. Provide clarity to staff interested in fulfilling the role as a school coach about scope of work they will be asked to do

2. Provide relevant information that will be used to develop an individualized professional learning plan for the identified school coaches. This plan will include professional learning from MIBLSI

Two-Part Selection Process

1. Assignment: Provided to candidates prior to the interview process. The timeline to send the assignment is contingent on how long the selection committee believes it should take for each candidate to produce a high-quality product.

2. Selection Protocol: Process includes time to debrief the candidate’s assignment and to engage each candidate in a variety of role-plays, scenarios, and open-ended questions relative to the position, which they are applying.

P ost-Selection Process

After the assignment and selection protocol are completed, an individualized professional learning plan is developed for the coaches selected that will build upon their noted strengths and address areas where knowledge, skills, and abilities need to be further developed. A template is included.



Sample Assignments

PBIS Coach Interview Assignment One of the components of a high-quality selection process includes an opportunity for candidates to develop a product that directly aligns with the PBIS coach responsibilities. One of the responsibilities listed in the job description was to, “access and use fidelity and student outcome data to develop and refine an individualized coaching service delivery plan that prioritizes coaching supports for the school teams.”

Assignment: Please submit your assignment via email to (insert email address).

Context:

You are a PBIS coach of one school in the district. The School Leadership Team is getting ready to attend fall data review. You are going to review their data and follow the steps for creating an Individualized Coaching Service Delivery Plan.

This is the school’s third data review cycle. They have been engaged in this work for almost two years. Their first two SWPBIS TFI Total Scores were 34% and 50%. Their School Leadership Team members have remained constant since they started PBIS installation. Their school principal and district leadership are very supportive of the MTSS work and their schools are getting ready later this school year to begin the installation of Tier 2 PBIS components of the integrated behavior and reading MTSS model.

Materials you have access to:

School’s most recent SWPBIS TFI data Steps for Developing an Individualized Coaching Plan Tier 1 PBIS Coaching Service Delivery Plan Tier 1 PBIS Coaching Service Delivery Cheat Sheet Individualized Coaching Service Delivery Plan template

Considerations:

You do not have access to the school’s SWPIS TFI notes or their MTSS Implementation Plan. While this is not ideal, it does happen.

You can take some liberties in making assumptions about the School Leadership Team; however, please make sure if you do so, to overtly note the assumptions you are making. For example, you could overtly note an assumption like this: “I assumed the School Leadership Team is meeting monthly but does not have a good meeting structure based on their SWPBIS TFI data so my plan includes…”

When you arrive to the interview, we will have a chance to debrief the plan you developed.



Elementary Reading Coach Interview Assignment One of the components of a high-quality selection process includes an opportunity for candidates to develop a product that directly aligns with the reading coach responsibilities. One of the responsibilities listed in the job description was to, “access and use fidelity and student outcome data to develop and refine an individualized coaching service delivery plan that prioritizes coaching supports for the school teams.”


Context:

You are an elementary reading coach for one school in the district. The School Leadership Team is getting ready to attend spring data review. You are going to review their data and follow the steps for creating an Individualized Coaching Service Delivery Plan.

This is the end of the school’s second year in the data review cycle. They have been engaged in this work for two years. Their first two R-TFI (elementary edition) Total Scores were 45% and 37%. Their School Leadership Team members have remained constant since they started installation. Their school principal and district leadership are very supportive of the MTSS work and their schools are getting ready later this school year to begin the installation of Tier 2 & 3 reading components of the integrated behavior and reading MTSS model.


School’s most recent R-TFI data Steps for Developing an Individualized Coaching Plan Tier 1 Reading Systems Coaching Service Delivery Plan Tier 1 Reading Systems Coaching Service Delivery Cheat Sheet Individualized Coaching Service Delivery Plan template

Considerations:

You do not have access to the school’s R-TFI notes or their MTSS Implementation Plan. While this is not ideal, it does happen.

You can take some liberties in making assumptions about the School Leadership Team; however, please make sure if you do so, to overtly note the assumptions you are making. For example, you could overtly note an assumption like this: “I assumed the School Leadership Team is meeting monthly but does not have a good meeting structure based on their R-TFI data so my plan includes…”




Secondary School-Wide Content Area Coach Interview Assignment One of the components of a high-quality selection process includes an opportunity for candidates to develop a product that directly aligns with the reading coach responsibilities. One of the responsibilities listed in the job description was to, “access and use fidelity and student outcome data to develop and refine an individualized coaching service delivery plan that prioritizes coaching supports for the school teams.”


Context:

You are a secondary reading coach for one school in the district. The School Leadership Team is getting ready to attend spring data review. You are going to review their data and follow the steps for creating an Individualized Coaching Service Delivery Plan.

This is the end of the school’s second year in the data review cycle. They have been engaged in this work for two years. Their first two R-TFI (secondary edition) Total Scores were 10% and 60%. Their School Leadership Team members have remained constant since they started the installation of a School-wide Content Area Reading Model. Their school principal and district leadership are very supportive of the MTSS work and their schools are getting ready later this school year to begin the installation of Tier 2 & 3 reading components of the integrated behavior and reading MTSS model.


School’s most recent R-TFI data Steps for Developing an Individualized Coaching Plan Tier 1 School-Wide Content Area Reading Coaching Service Delivery Plan Tier 1 School-Wide Content Area Reading Coaching Service Delivery Cheat

Sheet Individualized Coaching Service Delivery Plan template

Considerations:

You do not have access to the school’s R-TFI notes or their MTSS Implementation Plan. While this is not ideal, it does happen.

You can take some liberties in making assumptions about the School Leadership Team; however, please make sure if you do so, to overtly note the assumptions you are making. For example, you could overtly note an assumption like this: “I assumed the School Leadership Team is meeting monthly but does not have a good meeting structure based on their R-TFI data so my plan includes…”



Sample Selection Questions

General Coaching Questions 1. Describe your understanding of the role of a school-level coach.2. How do you see your previous experiences preparing you for this role?3. Discuss the differences between system coaching and instructional coaching.

How do you see each type complementing one another?4. We are seeking system-level coaches for our School Leadership Teams. Outline

why emphasizing coaching for the systems to support MTSS is an important first step in supporting staff’s use of the components of an integrated behavior and reading MTSS model.

5. Communication between the School Leadership Team and the rest of the staff is always a challenge. Outline strategies you would model for the School Leadership Team and the rest of the staff to ensure on-going communication related to MTSS implementation efforts.

PBIS Specific Selection Questions 1. Scenario

a. Part 1: A part of your role as a school coach will be to develop the capacity of the School Leadership Team to successfully use the components of PBIS. Describe what you would do to develop their independence to analyze and use PBIS fidelity data and outcome data for on-going action planning?

b. Part 2: You are a coach of a School Leadership Team that has the appropriate background knowledge and ability to lead the implementation of PBIS but are lacking confidence to independently do so. They prefer to over-rely on you to analyze data, follow through on action items, etc. What steps would you take to develop their confidence and minimize their overdependence on you?

2. Scenarioa. You are working with the staff to develop an acknowledgement system that

would reward them for demonstrating expected behaviors. A teacher asks, “Why are we rewarding students for doing things they should just do anyway? They shouldn’t need a reward to follow expectations.” How would you respond?

3. Role Playa. You are working with a principal who is concerned about how to get her

school staff to buy-in to some of the required measures / data systems necessary for PBIS implementation. SRSS and SWIS are two sticking points with the staff. You are the school-level coach. The principal asks you the following questions (this is a role-play).



i. Principal: I have had a few teachers ask me about why schoolwide POSITIVE behavior support pushes for the collection of discipline referrals, which reflect unacceptable student behavior. What’s the research behind the use of discipline referrals as an outcome measure?

ii. Follow-up from the Principal: I understand the value of collecting office discipline referral data and using SWIS, but there has been a push from surrounding districts and frankly, even our own district to use Data Director as a warehouse and reporting system for everything. This is a way for us to reduce costs. Our technology director also tells us that Data Director can be customized to include all of the same reports as SWIS. How do I help my teachers and technology department understand the need for SWIS and its unique features that help our schools implement PBIS?

4. How do you see PBIS connecting at a school level with other initiatives like restorative practices, school or community-based mental health, and bully prevention?

5. Identify some indicators that a School Leadership Team needs more intensive coaching support in conducting effective team meetings. Describe the strategies you would use to coach the team.

6. Scenario: During grade level team meetings, the teachers are reviewing SWIS data and have noticed increases in student misbehavior during the reading instructional block. The teachers turn to you and ask, “Why is this happening and what can we do to remedy the situation?” How do you respond?

Elementary Reading Coaching Questions 1. Scenario: One component of a School-Wide Reading Model is the development

of an assessment system that outlines some of the following; the universal screening measures that will be implemented to specific grade levels, timelines, and process for ensuring fidelity in administration and scoring of the measures. The School Leadership Team asks you, “Why do we need an assessment system anyway?” Outline the important points you want to include in a response.

2. Please describe your experience with implementing evidence-based reading intervention programs and core curriculum programs. Identify which programs you have implemented and your experiences with implementing each core curriculum or intervention program.

3. Outline how you structured a reading block in your classroom? Describe the types of instruction that occurred (whole group, small group, etc.), types of activities that students were expected to participate in, and your role as the teacher during the reading block.

4. Scenario: During grade level team meetings, the teachers are reviewing screening data and SWIS data. They have noticed increases in student



misbehavior during the reading instructional block. The teachers turn to you and ask, “Why is this happening and what can we do to remedy the situation?” How do you respond?

5. Role Play: a. Option 1: A principal says, “I hear all MIBLSI partners have to adopt a basal

reading program.” You dispel that myth; however, you have seen the school and the district-wide elementary reading data and you suspect an issue with the quality of the core reading curriculum materials that are being used to teach the state standards. You decide to talk to the principal in greater detail about what you suspect the issues are with the quality of their core reading materials and provide some suggestions for next steps.

b. Option 2: Provide the candidate with the link to the sample lesson from REWARDS (Lesson 23) via Voyager Sopris website at (http://www.voyagersopris.com/rewardsflipbook_np/?_ga=1.141022129.2014983814.1459462439#p=62) Ask the candidate to demonstrate how s/he would teach us how to deliver Activity H in Lesson 23 and provide feedback to teachers on their delivery/practice with Activity H.

c. Option 3: Provide the candidate with the link to the Anita Archer video (https://www.dropbox.com/s/wely95ci2i9wqwo/Providing%20Feedback%20to%20Teachers%20on%20Delivery%20Skills.mp4?dl=0) on providing feedback to teachers on delivery skills to watch prior to the interview. During the interview, ask the candidate to describe how s/he could incorporate this information into the professional learning opportunities s/he would provide to educators as a part of their role.

Secondary School-Wide Content Area Reading Coach Questions 1. Describe the similarities and differences in MTSS implementation efforts at the

elementary and secondary levels.2. Define the Big Ideas of Adolescent Reading (Allow person to respond). How

would you work to build staff background knowledge in these Big Ideas even though you have staff that teaches particular core subject areas?

3. One critical component of School-wide Content Area Reading Model is for all core subject teachers to have a common implementation focus on a set of strategies to improve students’ ability to understand the information presented in their core subject area classes.a. Part 1: Describe the difference between disciplinary reading strategies and

content-area reading strategies?b. Part 2: Which content area reading strategies would you suggest staff work to

successfully use with their students (let person respond)? Which order would you suggest they be implemented and why.



https://www.dropbox.com/s/wely95ci2i9wqwo/Providing%20Feedback%20to%20Teachers%20on%20Delivery%20Skills.mp4?dl=0

http://www.voyagersopris.com/rewardsflipbook_np/?_ga=1.141022129.2014983814.1459462439#p=62

4. Scenario: Cross department team meetings, the teachers are reviewing Early Warning Indicator data and SWIS data. They have noticed a pattern of student misbehavior during science and social studies with lowest performing students. The teachers turn to you and ask, “What can we do to remedy the situation?” How do you respond?

4. Role Play: You are the coach of a middle school. The principal introduces the content-area reading strategies of the secondary MTSS work as “additional tools for teacher’s toolboxes.” Staff receive professional learning in the first strategy. You start to notice that implementation is spotty and wonder if it has anything to do with the way people interpreted the principal’s words. You decide to have a meeting with the principal to discuss how the two of you can work together to improve the level of use for the content reading strategy.



Post Selection Process

Individualized Professional Learning Plan Name:

Role:

People Responsible for Supports within the Plan: (list names)

Coaching Assignment: [list school(s)]

Calendar of Dates:

List MIBLSI Coaching Support Sessions List any other professional learning the coach will need to personally attend to

enhance their knowledge, skills, and abilities List MIBLSI professional learning topics in the scope and sequence for the

school leadership team since the coach must be there to coach the team during the day

List meetings (e.g., face to face, conference calls) with the District Implementation Team designee responsible for on-going coordination or communication with coaches

Other



Professional Learning Needs

Use the template below to record the coach’s professional learning plan. One row has been completed as an example. Add additional rows as needed.

Professional Learning

Need

Knowledge Development Date(s) Person(s) Supporting

Introduction to the Big Ideas of PBIS and application of the big ideas to secondary settings

Follow the steps for creating an on-line account for Michigan Virtual University’s Professional Learning Portal. Independently access the following LearnPort PBIS on-line modules:

Multi-Tiered System of Support Overview

Behavior Science and the Three Term Contingency

Big Ideas of Positive Behavioral Interventions and Supports

Best Practices in Defining Problem Behaviors

SWPBIS Identifying 3-5 Behavioral Expectations

Acknowledgements in SWPBIS Teaching Behavioral

Expectations Correcting Behavior Fluently Building Level Implementation Coaching Role Measuring Implementation

Fidelity at the School Level

PBIS, Positive School Climate (PSC) product reviews by accessing the MIBLSI LiveBinder:

Attend the MIBLSI PBIS Coaching Support Session

Online Module Review by: January 8th

Product Review by: January 15th

MIBLSI Coaching Support Session is scheduled for January 18th

MIBLSI staff will facilitate the coaching support sessions

MTSS Coordinator and coach supervisor will make sure debriefing opportunities occur for the PBIS modules and product review with MIBLSI Implementation Specialist given their

(Insert next professional learning need)

(Outline how knowledge will be developed for the professional learning need)

(Provide dates for when the activities should be completed)

(Identify the person(s) supporting the need)



Additional ResourcesThe following documents will assist teams in establishing their coaching system and can be found within the District Implementation Team training materials on the MIBLSI website. (https://miblsi.org/training-materials/miblsi/training-sequence#local-districts).

Tier 1 Positive Behavior Intervention Supports (PBIS) and Positive School Climate (PSC) Coaching Service Delivery Plan

Tier 1 Elementary Reading System Coaching Service Delivery Plan

Tier 1 School-Wide Content Area Reading Coaching Service Delivery Plan

Intervention System for Advanced Tiers Coaching Service Delivery Plan



https://miblsi.org/training-materials/miblsi/training-sequence#local-districts

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