Coaching for Competence Margie McGlinchey SPDG Regional Mtg. October 1, 2009 Steve Goodman Margie McGlinchey Kathryn Schallmo Co-Directors

Acknowledgements Jacque Thompson Beth Steenwyk Grace Duran Jennifer Coffey Steve Goodman Kathy Schallmo

Mission Statement To develop support systems and sustained implementation of a data-driven, problem solving model in schools to help students become better readers with social skills necessary for success.

Goals of MiBLSi Increase reading performance. Reduce behavior problems. Have accurate knowledge of behavior and reading performance. Use student performance information to develop and implement interventions.

Big Ideas to Improve Reading Clear goals/objectives Research-based instructional practices Instructional time Instructional leadership Responsive intervention program Assessment Professional development

Big Ideas to Improve Behavior Specify appropriate behavior Teach appropriate behavior Monitor behavior Encourage appropriate behavior Correct inappropriate behavior

MiBLSi Support Structure State Support ISD/RESA/ DISTRICT Team School School School National Initiatives Connection Funding/ Professional Development Reading/ Discipline Information

Prerequisites for MiBLSi Implementation Commitment by… –80% of building staff –Administration at building and district levels –Agreement to implement for at least three years Reading/Behavior one of top three building goals Building team and coach identified

Integrated Functions Across All Tiers of Support Team approach Progress monitoring Data-based decisions Evidence-based practices Behavior Support Reading Support

How do we do this in our school? Use existing teams/committees as much as possible Embed project activities into current initiatives (i.e., school improvement, safe schools, character education, etc.) Establish three levels of implementation, each with different functions –School-wide –Grade level –Individual student

Participating Schools 2004 Schools (21) 2005 Schools (31) 2006 Schools (50) 2000 Model Demonstration Schools (5) 2008 Schools (95) 2009 Schools (150*) In collaboration with 45 ISDs (79%)

SPDG for Scaling Up: Regionalization Coordinators Professional Development Training Capacity Support for coaches, principals, leadership teams

Summary of DIBELS Spring Benchmark Results for Cohorts (Combined Grades) 5,943 students 8,330 students 16,078 students 32,257 students Spring ’09: 62,608 students assessed in cohorts 1 - 4

Percent of Student at DIBELS Intensive Level across year by Cohort

Average Major Discipline Referral per 100 Students by Cohort

Cohort 4 Middle School Students: Percent 'Established’ in Oral Reading Fluency and Maze procedure

Implementation Science Students cannot benefit from interventions they do not experience –Training by itself does not work –Policy change by itself does not work –Financial incentives alone do not work

Implementation Science An intervention is one set of activities Implementation is a very different set of activities

The Work of Implementation Changing the behavior of adult human service professionals is hard work It requires a systematic approach to support behavior change of practitioners, volunteers, administrators, and policy makers It requires the application of Implementation Drivers © Karen A. Blase & Dean L. Fixsen, 2004

What are Implementation Drivers? Implementation Drivers are mechanisms that help to develop, improve, and sustain one’s ability to implement an intervention to benefit students. (Competency Drivers) Implementation Drivers are mechanisms to create and sustain hospitable organizational and systems environments for effective educational services. (Organization Drivers)

© Fixsen & Blase, 2008 Performance Assessment (Fidelity) Coaching Training Selection Systems Intervention Facilitative Administration Decision Support Data System Student Benefits Adaptive Technical Integrated & Compensatory Competency Drivers Organization Drivers Leadership Implementation Drivers

Provides guidance, visibility, funding, political support for MiBLSiStudentsStudents Building Staff Building Leadership Team LEA District Leadership Team Across State Multiple District/Building Teams All staff All students Multiple schools w/in local district Who is supported? How is support provided? Provides guidance, visibility, funding, political support Provides coaching for District Teams and technical assistance for Building Teams Provides guidance and manages implementation Provides effective practices to support students Improved behavior and reading ISD Leadership Team Regional Technical Assistance Michigan Department of Education/MiBLSi Leadership Michigan Multiple schools w/in intermediate district Provides guidance, visibility, funding, political support MiBLSi Statewide Structure of support

ISD Team Building Staff Building Implementation Integrated & Compensatory Competency Drivers Organization Drivers Leadership District Leadership Feedback Loops Providing supports for effective practices implemented with fidelity Providing feedback and data on implementation efforts District Team

Effective Coaching

Selection for Coaching Selected by ISD of origin Key skills and responsibilities are identified in the application for MiBLSi to assist schools Generally an individual who already has a consulting responsibility at the ISD level

Coaching Competencies NecessaryPreferred Participate in team training Able to attend team meetings at least monthly Effective working with adults Knowledgeable about school operating systems Professional Commitment Knowledge of SWPBS Knowledge of SW Reading Model Knowledge of behavior support practices Knowledge of reading support practices Skilled in collection and use of data for decision- making.

Training for Coaching Critical communication skills Responsibilities and general function Self assessments Content knowledge Process knowledge Data expertise The scope and sequence is this years goal

“Coaching” Coaching Technical Assistance Partners Monthly coaches meetings Start up meetings with Principals and Coaches Work with Districts to create a coaching structure

Performance Assessments Self Assessments Observations Building team process outcomes

August Schedule team and parent engagement meetings with all sites Share PBS training with district level administration Make arrangements for September coaches training Attend building team meetings Ensure new staff/administration receive orientation Create list of Building Leadership Team Members Set up dates for monthly meetings at each school

Measures BehaviorReading Systems EBS Self-assessment Survey SET Benchmarks of Quality Checklist for Individual Student Systems Planning and Evaluation Tool for Effective Schoolwide Reading Programs (PET) Process EBS Team Implementation Checklist MiBLSi Reading Support Implementation Checklist Outcomes Discipline Referrals Suspensions DIBELS AIMSWeb MEAP

Increase 8% Decrease 14.6% Focus on Implementing with Fidelity using Benchmarks of Quality (BoQ)/ODR ’06-’07 and ’07-’08

Investing in Coaches: Average Major Discipline Referrals per Day per Month Coach returns from leave One School’s Example

Decision Support Data Systems

Facilitative Administration and Systems Technical Assistance for coaches Meetings with Principal and Coaches prior to Kick off Coaches Conference Monthly meetings with regional TAP and network Local action plans for region and coach Coach Manual

Different Levels of Coaching External Focus on building capacity at the district level, and potentially, across districts. May provide support to District-level coaches to develop skills and capacity in their role. May provide a more objective view, at times. Communication beyond the district level, connection with state. Internal Focus on building capacity within district and across school buildings. May serve as a district or building level coach. May provide support to team leaders to develop skills and capacity. May provide support to other coaches at the building level. Provide communication link between district leadership team and building leadership teams.