GRAND RAPIDS PUBLIC SCHOOLS AUGUST 18-19

Introduction to Coaching

Introductions

Get in groups of 3-4 and respond to following questions (be prepared to share):1) Schools/Role/Secondary or Elementary?2) What do you hope to get out of these meetings?3) How comfortable are you with your new role?4) Any apprehensions?5) What are your top 3 goals for the next two days?

Goals

What do we want to accomplish over the

next two days?

Agenda

Introductions/WelcomeGoal SettingWhat is coaching?Coaching activitiesFoundations for school-wide implementationProblem-solving roadblocksAction Planning

District Implementation of RTI and PBS

Put in description of the district goals here…..

School-Wide Support Systems for Student Success

Universal PreventionCore Instruction, all students,preventive, proactive

Targeted Intervention Supplemental, some students, reduce risk

Intensive Intervention Individualized, functional assessment, highly specific

SYST

EMS

PRACTICES

Information

SupportingStaff Behavior

SupportingDecisionMaking

SupportingStudent Behavior

OUTCOMES

Social Competence,Academic Achievement, and Safety

Leadership Team

FundingVisibility Political

Support

Training Coaching Evaluation

Active Coordination

Local School Teams/Demonstrations

Effective practices are only as good as systems that support adults who use them.

Focus on the redesign of learning environments to promote teaching & learning.

Durable implementation requires unwavering & dedicated commitment to “working smarter.”

Major Themes of Implementation

Coaching Rationale: If school leadership teams are to be successful, structures and routines must be in place to assist, prompt, encourage, and monitor their progress as they develop, implement, and evaluate their school-wide system.

Why do we need coaches?

Definition of coaching capacity: Coaching, or facilitation, capacity refers

to the system’s ability to organize personnel and resources for supporting local school training and implementation efforts. . . . The emphasis is on coaching roles, responsibilities and activities. Efficiencies are achieved by integrating the coaching functions into job descriptions of existing school personnel . . .

Coaching Capacity

Coaches are

Leaders in their districtsEffective communicatorsIndividuals with expertise in data analysisContent experts in behavior and reading

supportRelationship buildersKeepers of the visionCapable of staying focused on….

Coaches

Facilitate the problem solving process for schools

Share content knowledge with the goal of developing local expertise

Teach, Encourage, Support, Guide, Cajole, Beg, Plead, Weep, all in the interest of moving schools toward the goal of all children reading and the development of good social skills

Improving Decision Making

Problem Solution

ToProblemSolving SolutionProblem

From

Why is Coaching Important?

Team start-up supportTeam sustainability/accountability

Technical assistance/problem solving Positive reinforcement Prompts (“positive nags”)

Public relations/communicationsSupport network across schoolsLink between trainers & teamsLocal facilitation

Who should be a coach?

Internal vs External Internal coaches are employed in the school where they

provide support External coaches are employed outside the schools

where they provide support (e.g. by district, region, state).

Internal vs. External Coaching

Internal Coach External Coach

Advantages Knowledge of school

Staff relationships

Regular access

Independent

Outside perspective

Multiple schools experience

Disadvantages Conflicting roles

Narrow range of experiences

Limited knowledge of school

Limited relationships

Less frequent access

Coaching vs. Training

Coaching involves active collaboration and participation

Small group Build from local competence Sustainable Hands on

Coaching Activities

There are no quick fixes… Thinking is Required”

- David Tilly (2007)

Commitment of Coaches

Team Support First Year (1-2 teams) (participate in training and planning)

Second Year (Maintain initial teams, start 3-5 teams)

Future Years (10-15 teams total)FTE commitment

15-25%Roles/Background

Behavior Specialists, Special Education Teachers

Consultants, Administrators School Psychologists, Counselors, Social

Workers

What Coaches Do

Dissemination of outcomes and effects Within school Across district With state leadership

SWIS Facilitation Implement and support use of data-based decision

making.

What Coaches Do

Work with team during initial trainingMeet with new teams monthly on-siteTelephone/email contact as needed“Positive” nag

Self-assessment (EBS Survey, Team Checklist) Action planning Activity implementation On-going evaluation

School self-evaluation efforts State-wide Initiative evaluation efforts (SET)

Guide State-wide initiative Feedback to Leadership Team

1. Verify facilitator role with Coordinator2. Review facilitator role with Principal3. Review status of team: principal, grade

level representatives, special educator, counselor, parent, classified staff members (Committee Review)

4. Ask team to bring discipline data, behavior incident reports, office discipline referral forms, school discipline policy, procedures for teaching school-wide behavior expectations, procedures for encouraging SW expectations, DIBELS, CSI Maps etc.

5. Review tools and DATA: Team Implementation Checklist, EBS Self-Assessment Survey, PET

Prior to Training…

During Team Training

1. Remind team of facilitator role2. Let team lead process3. Keep team on task & reinforce progress4. Remind team of big ideas from

presentations5. Prompt outcomes: Team Implementation

Checklist, Team Action Plan, PET

1. Acknowledge/reinforce principal & team for progress at training

2. Prompt team to Meet & review PBS purpose & action plan with

staff Collect school data Meet w/in 1 month Complete Assignment

3. Contact team leader 2x in first month & ask

What is planned if assistance needed

4. Attend team meeting 1x month5. Monitor & assist in development &

completion of action plan

After Training…

Assist Teams in Using Data for Decision-making

Help teams understand outcome data (DIBELS/CBM, ODR)

Help teams understand system data (Team Checklist, PET-R)

Most importantly, help team make decisions based on the data

Guiding Principles for Effective Coaching

Build local capacity • Become irrelevant…but remain available

Maximize current competence• Never change things that are working• Always make the smallest change that will have the

biggest impact

Focus on valued outcomes• Tie all efforts to the benefits for children

Guiding Principles for Effective Coaching

Emphasize Accountability • Measure and report; measure and report; measure and

report.

Build credibility through: • (a) consistency, (b) competence with behavioral

principles/practices, (c) relationships, (d) time investment.

Precorrect for successCelebrate

Self-Assessment

Complete the coaching self-assessment independently

Determine your three greatest strengths and areas for improvement

Be prepared to share to a group

Self-Assessment

Action Plan What can you do to increase coaching skills? What can the district do to facilitate the development

of these skills?

Foundations of School-wide Interventions

Leadership Team

Develop a school-based leadership team that will “guide” implementation

This team should include: Administrator General Education Teachers Special Education Teachers Coach Other stakeholders

Committee Audit

Must work smarter, not harderWhenever something new is added,

something must eliminated… Although a team-based process is essential,

creating a new team may be difficult Begin to complete the committee audit form

for one of your schools

Initiative, Committee

Purpose Outcome Target Group

Staff Involved

SIP/SID/etc

Attendance Committee

Increase attendance

% of students attending

All students

Eric, Ellen, Marlee

Goal #2

Character Education

Improve character

Student behavior?

All students

Marlee, J.S., Ellen

??

Safety Committee

Improve safety

All students

Has not met ??

School Spirit Committee

School spirit

All students

Has not met

Discipline Committee

Improve behavior

Improve discipline

All students

Ellen, Eric, Marlee, Otis

Goal #3

DARE Committee

Decrease drug use

All students

Don ??

SWPBS Work Group

Implement 3-tier model

Office referrals,Attendance, Grades

All students

Eric, Ellen, Marlee, Otis, Emma

Goal #2Goal #3

Initiative, Project,

Committee

Purpose Outcome Target Group

Staff Involved

SIP/SID/etc

Attendance Committee

Character Education

Safety Committee

School Spirit Committee

Discipline Committee

DARE Committee

EBS Work Group

Working Smarter

1. Eliminate all initiatives that do NOT have a defined purpose and outcome measure.

2. Combine initiatives that have the same outcome measure and same target group

3. Combine initiatives that have 75% of the same staff

4. Eliminate initiatives that are not tied to School Improvement Goals.

At your schools…

1) Complete the committee audit2) Determine if your leadership team can be

integrated into another committee3) Create a leadership team

Roadblocks to Implementation

Roadblocks to Implementation

Every implementation has people who Have never tried what

is being proposed Can tell you 100

reasons why it won’t work

Indeed, some of them seem to project the following concepts into your implementation…

Multiple competing initiativesLow implementation priorityLow staff commitment/agreementLack of administrative leadershipInefficient operation & decision makingLack of behavioral capacity (knowledge &

fluency)Non-data based decision makingPoor implementation accuracy &

durability……

Team Implementation Challenges

Types of Roadblocks

Systems1)Administrative

Support2)Resource Allocation 3)Data Use 4)Ineffective/inefficient

team structure 5) 6)

Practices 1)Fidelity of

Implementation 2)Philosophical

Differences3)Priorities 4) 5)

Skills Deficit“Can’t do”Lacking the skills,

knowledge, experience to perform the desired behavior

Performance Deficit“Won’t do”Has the skills,

knowledge, experience but lacks the motivation to perform the desired behavior

Why don’t implementers (or students) do what we want?

Preventing Roadblocks

Administrator support and active involvementTeam-based processReport to entire staff on a regular basis Establish buy-in with a minimum of 80% of

staff

Understand implementer perspectives

Reinforced for referring to special education

Tend to attribute student problems to internal disposition and home causes which equals no power

Skills to establish trust and rapport

Listen attentively

Paraphrase for shared understanding

Ask empowering questions

Validate and appreciate

Empowering Questions

Ask empowering questions that are open-ended, non-judgmental questions.

Open-ended questions are an important opportunity for critical feedback. They can guide personal inquiry and reflection for professional growth and improvement.

Validate and appreciate to focus on the positive and make statements in the positive. Statements are specific and reflect what is valued by

the other person.

Be prepared to take an active part

Make sure that team members know they are working with you, not for you. John Wooden

Coaches should be able to provide hands on demonstrations and model what is required. Training Tools Support

Roadblocks

Anticipate roadblocks

Pre-correct for roadblocks

Typically, it is best to address systems roadblocks first

Summary

Coaching is a rewarding roleMake everyone else around you more

effectiveHelp the team make the main ideas fit their

students, culture, setting, familiesFocus on long-term impact.