1. Systems Coaching sbarrett@pbismaryland.org
Susan Barrett
Implementer Partner
OSEP TA Center on PBIS
Director, PBIS Regional TTAC
Sheppard Pratt Health System

2. Today Coaching Defined Lessons Learned
Building Skills and Competencies
Tools
Data Collection

3. Maximizing Your Session Participation
Work with your team
Consider 4 questions:
Where are we in our implementation?
What do I hope to learn?
What did I learn?
What will I do with what I learned?

4. Where are you in implementation process
Where are you in implementation process? Adapted from Fixsen & Blase, 2005
We think we know what we need so we are planning to move forward (evidence-based)
Exploration & Adoption
Let’s make sure we’re ready to implement (capacity infrastructure)
Installation
Let’s give it a try & evaluate (demonstration)
Initial Implementation
That worked, let’s do it for real (investment)
Full Implementation
Let’s make it our way of doing business (institutionalized use)
Sustainability & Continuous Regeneration

5. Leadership Team Action Planning Worksheets: Steps
Self-Assessment: Accomplishments & Priorities
Leadership Team Action Planning Worksheet
Session Assignments & Notes: High Priorities
Team Member Note-Taking Worksheet
Action Planning: Enhancements & Improvements

6. “Fidelity of implementation of academic and behavior interventions is documented before measuring effects and assigning worth to them or blaming children for continuing failure. Continuing emphasis and dialogue on the importance of treatment fidelity speaks to the need for documenting the extent to which essential features of effective core instruction are in place and implemented with integrity (cf. Miller, 2010)” Algozzine, Putnam and Horner 2012 Insights on Learning Disabilities

7. Start with the questions…
What is a Coach? A role in which an individual provides another with direction and support to accomplish their goals. Denton and Hasbrouck (2009). What is Coaching? Application of a set of skills that provides dynamic support and facilitation to build the capacity of school and district leadership teams to implement a Multi-tiered System of Supports (MTSS), aligned with district and school improvement plans, to enhance student outcomes. (Florida MTSS) How is coaching delivered? Single person or group effort? What are the core features of coaching?

8. More Questions What are the competencies/skills required for coaching?
How does an organization support a coaching model? 
How is leadership linked to coaching? 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 and Taylor, 2007) 
How does leadership across state, districts and schools create the pathways for coaching? 
Why invest in coaching? Research indicated that new strategies and interventions are not implemented with integrity unless a consultant (coach) is continuously involved (Lewis and Newcomer, 2002) 

9. Coaching Support in the Literature Florida MTSS (APBS, Amanda March 2011)
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

10. Coaching for Change APBS, March 2011
Coaching or facilitation 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)

11. Training Outcomes Related to Training Components
Knowledge of Content
Skill Implementation
Classroom
Application
Presentation/ Lecture
Plus
Demonstration
Practice
Plus Coaching/ Admin Support
Data Feedback
10% % %
30% % %
60% % %
95% % %
Joyce & Showers, 2002

12. Coaching Defined in PBIS “Goal is to give skills away”
Coaching is the active and iterative delivery of:
(a) prompts that increase successful behavior, and
(b) corrections that decrease unsuccessful behavior.
Coaching is done by someone with credibility and experience with the target skill(s)
Coaching is done on-site, in real time
Coaching is done after initial training
Coaching is done repeatedly (e.g. monthly)
Coaching intensity is adjusted to need
Multi-faceted
Changes over time

13. Outcomes of Coaching Fluency with trained skills
Adaptation of trained concepts/skills to local contexts and challenges
And new challenges that arise
Rapid redirection from miss-applications
Increased fidelity of overall implementation
Improved sustainability
Most often due to ability to increase coaching intensity at critical points in time.

14. What do they do again? How can anyone possess that many skills?
Professional Development
Teaching, participating, Supporting, Delegating
Leadership Support
Problem Solving Skills
Resource Provider
Fluency with content area
Facilitation and Communication
Interpersonal Skills

15. Types of Coaching Coaching for Individual Change:
focus on skill development, support and performance feedback (content specific: academic, behavior)
Coaching for Team/Group Change:
focus on collaboration and facilitation, group dynamics
Coaching for Systems Change:
focus on organizational change

16. Where do you start?
Applying the Phases of Implementation to growing adult skills and competencies
Using data to guide starting point!
Role
Assessing current knowledge and skills
Know your limits
Leverage and authority

17. Organizing the Scope of Work
Can we organize our current inventory of PD, tools and resources by using Types of Coaching across Systems/Data/Practices/Outcomes for adult learners?

18. Types of Coaching Systems Practices/Skills Data Individual
Conditions that support individual
skill development
Job description match role/function
FTE in budget
Supervision and Support of Coach within Building
Allocation of time and resources for observation,
consultation, data analysis
Link to student outcomes
Link to staff satisfaction, teacher efficacy
and teacher retention
Practices/Skills
The technical skill set required to impact
individual performance
Content Fluent (academic, behavior, mental health)
Data collection
Performance Feedback
Behavioral Consultation
“Soft skills”
Individual
or Content Coach
Data
Information required to guide skill development process
Action Plan with short/long term measurable goals
Self Assessment
Process Measures/Fidelity Checks
Performance Feedback Measure
Student Outcomes
Data used for continuous regeneration (PEP/PIP)
Teacher efficacy 18

19. Types of Coaching Systems Practices/Skills Data Team or Group
Conditions that support professional
learning communities
Administrative Support and Participation
Link to School Improvement
Clearly defined role and function
with building level authority, leverage
Practices/Skills
The technical skill set required to achieve fidelity
Team Initiated Problem Solving
Team Building/Collaboration
Data Analysis
Team Facilitation
“Soft Skills”
Team or Group
Data
Information required to guide team development process
Action Plan with short/long term measurable goals
Self Assessment
Process Measures/Fidelity Checks
Performance Feedback Measure
Progress Monitoring Tools
Evaluation Tools
Student Outcomes
Data used for continuous regeneration (PEP/PIP)
Describe Coach Cascade 19

20. Organizing the Practice Features

21. Phases of Coaching
(adapted from Situational Leadership. Blanchard and Hersey)
Coach needs to adjust to situation (teams skill set, knowledge and commitment to change)
C1- Teaching/Transfer of new skill set: Define the roles and tasks (BOQ, BAT) of the ‘follower’ or team and supervise them closely. Decisions are made by the coach/facilitator and announced, so communication is largely one-way. Team will lack fluency who but are enthusiastic and committed. They need direction and supervision to get them started.
C2 – Coaching – High task focus, high relationship focus – coach still define roles and tasks, but seeks ideas and suggestions from the team. communication is much more two-way. For people who have some competence but can lack commitment. They need direction and supervision because they are still relatively inexperienced. They also need support and praise to build their self-esteem, and involvement in decision-making to restore their commitment.
C3 – Participating / Supporting – Low task focus, high relationship focus – coach pass day-to-day decisions, such as task allocation and processes, to the team. The leader facilitates and takes part in decisions, but control is with the team. For people who have competence, but lack confidence or motivation. They do not need much direction because of their skills, but support is necessary to bolster their confidence and motivation.
C4 – Delegating – Low task focus, low relationship focus – coach still involved in decisions and problem-solving, but control is with the team. The team decides when and how the coach will be involved. For people who have both competence and commitment-they are able and willing to work on a project by themselves with little supervision or support.
George & Barrett (2011)

22. Development of the Team
D4 – High Competence, High Commitment – Fluent and experienced with innovation, and comfortable with their own ability to do it well. May even be more skilled than the coach . D3 – High Competence, Variable Commitment – Experienced and capable, but may lack the confidence to go it alone, or the motivation to do it well / quickly. D2 – Some Competence, Low Commitment – May have some relevant skills, but won’t be able to do the job without help. The task or the situation may be new to them. D1 – Low Competence, High Commitment – Generally lacking the specific skills required for the job in hand, but has the confidence and / or motivation to tackle it.

23. Types of Coaching Systems Practices/Skills Data Systems
Conditions that support organizational change
Commitment to Continuous Regeneration
Facilitative Administrator Supports
PEP/PIP Cycle
Recruitment and Selection Process
Curriculum Development
Certification Requirements
Practices/Skills
The technical skill set required
Implementation Science
Organizational Behavior Management
Applied Behavior Analysis
Standards of Professional Learning
Systems
Data
Information required to guide change process
Action Plan with short/long term measurable goals
Self Assessment
Process Measures/Fidelity Checks
Performance Feedback Measure
Progress Monitoring Tools
Evaluation Tools
Student Outcomes
Data used for continuous regeneration (PEP/PIP)
Facilitative Admin means- job description, time, funding, space and support for coaches,
Describe Coach Cascade
Talk more about political savvy , sensitivity to language and relationships- mobilizing resources 23

24. IN WHAT WAYS CAN AN ADMINISTRATOR SUPPORT THE MOVE TO A COACHING MODEL?
Explore research around the effectiveness of a coaching model and share with the staff
Provide input into the SELECTION of building level and district level coach/coaches
Allocate time for coaches to successfully fulfill their roles
Develop job descriptions
Schedules time to meet with coaches and reflect on a regular basis (weekly/biweekly)
Develop written policies and procedures to evaluate coaching performance
Orientation and support is provided for new coaches
Solicits formal feedback from teachers who receiving coaching services
Revises policies and procedures to support both the EBP (Evidence based practice) and the Coaching system
Documents barriers to coaching

25. Organizing the Work Developing the Coach Guidebook using the WIKI
In development

26. Resources and Tools Coach Self Assessment Coach Checklist
Benchmarks of Quality
Practice Profiles
Implementation Snapshots
PBIS Action Plan
Problem Solving Team Agenda

27. Practice Profile
Defining “it” Through the Development and Use of Practice Profiles
Guiding Principles identified
Critical Components articulated
For each critical component:
Identified gold standard
Identified acceptable variations in practice
Identified ineffective practices and undesirable practices
Hall and Hord, 2010 Implementing Change: Patterns, Principles, and Potholes (3rd Edition) and Adapted from work of the Iowa Area Education Agency

28. Practice Profiles: Pay Now or Pay Later
Identifies Critical Components
Guiding Principles
Critical Components Match the Guiding Principles
Core Activities to Achieve the Critical Components
For each Critical Component:
Identified “gold standard” activities
Identified acceptable variations in practice
Identified ineffective practices and undesirable practices
Your Implementation Support
Identify and Support Implementation Team
Provide Conceptual Overview and Rationales
Provide Resources, Worksheets, Templates
Facilitate Consensus Building
Capacity
Building
Tilly, September 2008

29. Practice Profiles Each critical component is a heading
Of Pendula and Nails
Practice Profiles
Each critical component is a heading
Levels of performance are defined for each critical component (prescribed and proscribed)
The development of the Practice Profile enables the functional use of Implementation Drivers
Critical Component
Desired
Acceptable Variation
Unacceptable Variation
Harmful Variation
Critical Component 1:
Description
Description of practitioner behavior
Tilly, September 2008
(c) Dean Fixsen and Karen Blase, 2011 29

30. Coaching for Individual Change
Critical Component
Ideal Implementation
Acceptable Variation
Unacceptable Variation
Harmful Variation
Critical Component 1:
Description
Description of implementer behavior
Focused Practice
Content Fluent (academic, behavior, mental health)
Data collection
Performance Feedback
Behavioral Consultation
Communication
Other “soft skills”
If Professional Problem-Solving in an RtI framework has 9 Critical Components such as Parent Involvement, Developing Problem Statements, Systematic Data Collection, etc. Then each of these 9 Critical Components would have a practice profile that describes the critical component, the Activities of the people who are implementing the critical component, and would include a range of acceptable variations - the ideal or gold standard, acceptable variations, and unacceptable variations. You don’t necessarily have to have more than one Unacceptable variation - this just happens to be the template. You can modify the template to have more than one Acceptable Variation as well.,
The important big idea is that you define the intervention or initiative through the critical components and the description of the variations that express that Critical Component.
NEVADA
Had A – E As a problem-solving model, the Instructional Coaching Model includes all of these 9 components.
Professional Practices in Problem Solving: Benchmarks and Innovation Configurations Iowa Area Education Agency Directors of Special Education, 1994
(c) Dean Fixsen and Karen Blase, 2004

31. Coaching for Individual Change
Critical Component
Ideal Implementation
Acceptable Variation
Unacceptable Variation
Harmful Variation
Critical Component 1:
Description
Description of implementer behavior
Focused Practice
Content Fluent (academic, behavior, mental health)
Data collection
Performance Feedback
Behavior Consultation
Communication
Other “soft skills”
If Professional Problem-Solving in an RtI framework has 9 Critical Components such as Parent Involvement, Developing Problem Statements, Systematic Data Collection, etc. Then each of these 9 Critical Components would have a practice profile that describes the critical component, the Activities of the people who are implementing the critical component, and would include a range of acceptable variations - the ideal or gold standard, acceptable variations, and unacceptable variations. You don’t necessarily have to have more than one Unacceptable variation - this just happens to be the template. You can modify the template to have more than one Acceptable Variation as well.,
The important big idea is that you define the intervention or initiative through the critical components and the description of the variations that express that Critical Component.
NEVADA
Had A – E As a problem-solving model, the Instructional Coaching Model includes all of these 9 components.
Professional Practices in Problem Solving: Benchmarks and Innovation Configurations Iowa Area Education Agency Directors of Special Education, 1994
(c) Dean Fixsen and Karen Blase, 2004

32. Unacceptable Variation
Example: Individual Coaching Performance Feedback as a Critical Component
Critical Component
Ideal Implementation
Acceptable Variation
Unacceptable Variation
Harmful Variation
Critical Component 1:
Performance Feedback: Coach providing direct, specific, observable feedback to core behavior of individual
Intervention match to core belief, values
Supportive relationship in place
Feedback provided in timely manner
Intervention tracked for fidelity and impact
(c) Dean Fixsen and Karen Blase, 2004

33. Unacceptable Variation
Example: Individual Coaching Performance Feedback as a Critical Component
Critical Component
Ideal Implementation
Acceptable Variation
Unacceptable Variation
Harmful Variation
Critical Component 1:
Performance Feedback: Coach providing direct, specific, observable feedback to core behavior of individual
Intervention match to core belief, values
Supportive relationship in place
Feedback provided in timely manner
Intervention tracked for fidelity and impact
Intervention match
Baseline info collected
Intervention not consistent with individual’s belief system
Feedback provided without data
Fidelity measure not in place
Intervention unethical
feedback delivered/ viewed as punitive
(c) Dean Fixsen and Karen Blase, 2004

34. Ideal and/or Acceptable Knowledge, Skills, and Abilities
Example: Individual Coaching Performance Feedback as a Critical Component
Target Individual: Building Level Coach
Critical Component
Ideal and/or Acceptable
Knowledge, Skills, and Abilities
Driver
Analysis
Areas of
Impact
(outcomes)
Critical Component:
Performance Feedback: Coach providing direct, specific, observable feedback to core behavior of individual
Intervention match to core belief, values
Feedback provided in timely manner
Fidelity tool in place
We know what is necessary to put “it” in place.
This is how we ensure that “it” is in place!
We can prove that we’ve
“got it”!
(c) Dean Fixsen and Karen Blase, 2004

35. Example: Individual Coaching Critical Component: Performance Feedback
Target Individual: Building Level Coach
Critical Component
Ideal and/or Acceptable
Knowledge, Skills, and Abilities
Driver
Analysis
Areas of
Impact
(outcomes)
Critical Component:
Performance Feedback
Coach providing direct, specific, observable feedback to core behavior of individual
Intervention match to core belief, values
Supportive relationship in place
Feedback provided in timely manner
Intervention tracked for fidelity and impact
Content fluency and application
Data collection and analysis
Problem Solving and Communication
How to ensure that “it” is in place? ….we’ve “got it”!!
Fidelity of intervention 80%
Impact of intervention demonstrated (student outcome achieved-academic or behavior)
Satisfaction survey indicates positive/supportive
(c) Dean Fixsen and Karen Blase, 2004

36. Implementation Snapshot
Used during training to clearly define each critical feature and the research that supports use and potential benefit to overall school climate.
The trainer facilitator will provide training slides for each feature. Teams will have an opportunity to use their guidebook and items brought to the training to use during action planning sessions. Roles of each participant are clearly described each snapshot to ensure clear expectations.
Administrators are expected to play an active role. Coaches are expected to guide process, communicate with the district coordinator and share implementation products and examples as needed.
Teams will walk away from the training with an annual action plan that will help guide the effort.

38. Roles of the School Climate Specialist
Organizational/Systems Change OR The Development of Effective, Productive, Collaborative Systems that create optimal Conditions for Learning
Systems Change Coach (Facilitator/
Communicator)
Support to Leadership
Skill Coach for Practitioners
Rebecca

40. Top Small Group Hours

41. Coaching: Total Hours For Each Group Over All Visits

42. Hours Spent On Each Type Of Coaching Over All Visits