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

Establishing Sustainable Coaching Capacity at

District and State Levels

Marla Dewhirst

Don Kincaid

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?

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

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

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)

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

Roles of a Coach

• Four main roles (Spouse, 2001)

– Supervision

– Teaching while engaging in practice activities

– Assessment and feedback

– Provision of emotional support

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

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

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

Models of Coaching

• Internal

• External

– 1 per school vs multiple schools

• External and Internal

• Dual Coaches/Assistant Coach

• Coach vs Team Leader

Training of Coaches

• Assessment

– ID potential coaches

– Identify needs

• Coaches’ Self Assessment

• Coaches’ Questionnaire 2008

Training of Coaches

• Matching Training and TA to State/District

– Professional Development Systems

– Model of coaching may impact training

– State, district and school training

Number of Illinois Schools & Districts

Adopting PBIS FY99-FY08

0

200

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FY

99

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# s

chools

& d

istric

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Schools Districts

876 Schools227 Districts

Number of Illinois Districts Adopting PBIS & Number of External Coaches

as of June 30, 2008

0

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100

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99

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Districts External Coaches

227

150

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

Guidance: IL External Coach Rubric of Skill Competencies

Tasks: Daily Activities

Training Topics: Build Fluency

PBIS University Courses: Skill Building

Resources: Foundation

Training: Course Description Document

• Training Sequence

• Course Descriptions

Offer two training sequences per year – of all courses

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

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

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

Training of CoachesCoaches’ 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

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/

Systems Issues

• Coaches Turnover

• Fiscal Support

• RtI and PBS Coaches