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Coaching for MTSSS

Join the Florida Leadership Institute's June 2011 workshop focused on developing a Multi-Tiered System of Student Supports (MTSSS). This collaborative effort aims to enhance the capacity of Florida school districts to implement and sustain effective student support systems. Participants will gain insights into the MTSSS coaching model, essential literature, and actionable deliverables that align with the vision and mission of inter-collaborative projects. Understand the roles of project personnel and stakeholders in refining and supporting the development of MTSSS coaching for improved student outcomes in academic and social-emotional domains.

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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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