1. 11 Welcome Activities

2. http://miblsi.cenmi.org U.P. MTSS Conference Supporting Coaching Across the Cascade: Systems and Practices Guest Presenter: Tanya Ihlo, Ph.D. October 27, 2015

3. 33 Group Expectations To make this day the best possible, we need your assistance and participation Be Responsible –Attend to the “Come back together” signal –Active participation…Please ask questions Be Respectful –Please allow others to listen Please turn off cell phones Please limit sidebar conversations –Share “air time” –Please refrain from email and Internet browsing Be Safe –Take care of your own needs

4. 44 Housekeeping 1.SCECHs 1.Facility Logistics 1.Find an elbow partner for discussion activities

5. 55 Today’s Agenda Setting the Stage Coaching –What it is –Rationale –Research Translating Research into Practice Building an Infrastructure for Coaching Next Steps

6. 66 Intended Outcomes By the end of the day, participants will be able to: Distinguish between system level coaching and practice level (instructional) coaching Understand the unique factors that impact coaching in rural settings and ways to maximize available resources Recognize the key features and components in building the infrastructure for instructional coaching Identify next steps in the development of a coaching plan matched to the (district or building) stages of implementation

7. 77 Setting the Stage

8. 88 Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi) provides a statewide structure to create local capacity for an integrated behavior and reading Multi-Tier System of Support (MTSS) that can be implemented with fidelity, is durable over time and utilizes data-based decision making at all levels of implementation support. MiBLSi

9. 99

10. 10 Multi-Tier System of Supports (MTSS) Intensity of intervention based on student need All students in school Universal Prevention For all students Targeted Intervention For some students Intensive Intervention For few students

11. 11 Key Elements of MTSS Universal Screening Data-Based Decision Making and Problem Solving Continuous Progress Monitoring Continuum of Evidence-Based Practices Focus on Fidelity of Implementation George Sugai, 2008

12. 12 Stages of ImplementationFocusStageDescription Exploration/A doption Decision regarding commitment to adopting the program/practices and supporting successful implementation. InstallationSet up infrastructure so that successful implementation can take place and be supported. Establish team and data systems, conduct audit, develop plan. Initial Implementation Try out the practices, work out details, learn and improve before expanding to other contexts. ElaborationExpand the program/practices to other locations, individuals, times- adjust from learning in initial implementation. Continuous Improvement/R egeneration Make it easier, more efficient. Embed within current practices. Work to do it right! Work to do it better! Should we do it?

13. 13 Turn & Talk What is your experience with MTSS?Consider: –How you support MTSS –The stage of implementation that your organization is at –Academics, behavior, or both

14. 14 Training: Present material to develop new knowledge and skills Coaching: Provide support on-site [to teams] for using the new knowledge and skills under typical conditions First Distinction: Training vs. Coaching Two Different Functions Rob Horner, 2014

15. 15 Just say “No” to “Train and Hope” React to a problem Select and add a practice Hire an expert to train Hope for implementation Wait for a new problem

16. 16 Systems Level Coaching Work with a team to build local capacity for problem solving Help to build the infrastructure Practice Level Coaching Work to improve instruction with “first responders” Focus on building knowledge and skills What Type of Coaching?

17. 17 Communication Reinforcement Organization Technical Assistance Participation in Leadership Team Activities Deepening Personal Knowledge of Multi-Tier System of Supports (MTSS) Critical Features of Systems Level Coaching

18. 18 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 18

19. 19 Which Track Are You On?

20. Supporting Coaching Across the Cascade: Systems and Practices Tanya Ihlo, PhD University of Nebraska-Lincoln 20

21. Today’s focus What is coaching? Rationale for coaching Research on coaching – various coaching models A coaching study in rural settings: Project READERS Translating research into practice: Lessons learned and suggested considerations for coaching Building an infrastructure for coaching 21

22. What is coaching? 22

23. What is instructional coaching? Coaching aims to reinforce teachers’ development of evidence-based instructional strategies and apply these desired skills in relevant instructional contexts (Fixsen et al., 2005) “A strategy for implementing a professional support system for teachers, a system that includes research or theory, demonstration, practice, and feedback” (McKenna & Walpole, 2008) Instructional coaching is a research-based, job-embedded approach to instructional intervention that provides the assistance and encouragement necessary to implement school improvement programs. (Knight, 2008) Instructional coaching is a systematic approach to providing support for teachers with the focus on directly improving skills/quality of instruction and in turn, results for students 23

24. Coaching assumptions 1.Teachers, principals, all adults in schools as capable of changing practices – people can learn, change, and improve 2.The instructional methods teachers employ influence student achievement 3.There is considerable variation in the methods teachers use and in the quality of teacher implementation 4.Consistent implementation of empirically-validated instructional methods is key 5.Coaching can help teachers implement specific methods and abandon others; coaching can help teachers improve the quality of their work 6.The effects of coaching can be gauged by changes in student achievement as a result of this altered practice Adapted from McKenna & Walpole, 2008 24

25. Rationale for coaching 25

26. 26 Adapted from Fixsen & Blase, 2008 Selection Decision Support Data System Facilitative Administration Feedback Training Coaching Information Vision Resources Management/ Coordination Successful Student Outcomes Program / Initiative Set of practices that are implemented with fidelity

27. Training Outcomes Related to Training Components Training Outcomes Training Components Knowledge of Content Skill Implementation Classroom Application Presentation/ Lecture Plus Demonstration Plus Practice Plus Coaching/ Admin Support Data Feedback 10% 5% 0% 30% 20% 0% 60% 60% 5% 95% 95% 95% Joyce & Showers, 2002 27

28. Some hypotheses on why professional development often fails Lack of focus guiding decisions about selection of professional development opportunities Lack of quality of PD to begin change in practice – PD on a program, strategy, practice should include a majority of time spent on practicing and receiving feedback Lack of clear expectation and monitoring for application of learning taken from a training or workshop Lack of plan for on-going follow-up support 28

29. Considerations before planning or attending professional development opportunity Setting criteria for professional development: Does it align to an identified need or focus? Does it provide content and development of instructional skills that have a high likelihood of improving results for students (based on research)? Can we plan for/have the resources to provide support to lead to deep implementation that includes clear expectations for implementation, follow-up support, and monitoring of implementation using clear indicators of use? 29

30. Think-Pair-Share How are decisions about professional development typically made at you site – either what’s attended or what’s provided? If you are typically a participant, what might need to change in your decision making process If you are a provider of PD, consider how you determine what to provide and how you can assist potential participants in planning ahead of time to increase the likelihood of implementation 30

31. Research on coaching 31

32. Need for more empirical evidence supporting coaching Lack of randomized trials studying impact of coaching on student outcomes Difficult to isolate coaching effects Most studies focus on teacher outcomes (e.g., perceptions, knowledge, practice) Varying definitions of coaching and no common key components of coaching identified 32

33. Additional research needed Effectiveness of various coaching strategies and when they should be used Which coaching strategies may be effective in different modes One-to-one interaction, small, or large groups Distance Dosage of coaching – if frequency and duration of interaction has an impact Development and validation of tools to measure coaching effectiveness 33

34. Promising practice Even with continued need for research, coaching is a promising practice Identified as a key driver for building competency Research on various coaching models 34

35. Some common coaching models New teacher mentoring/coaching Cognitive coaching Peer coaching Content- or subject-specific coaching Instructional coaching 35

36. New teacher mentoring/coaching programs Typical characteristics Districts provide several days of initial training for new teachers and assign a coach/mentor to meet with and possibly observe the new teacher throughout the year Establishes a relationship between a new teacher and a seasoned educator from the district Impact/issues with mentoring Generally fail because they tend to reproduce the status quo A downfall is the flexibility Doesn’t typically specify exactly how the mentor will provide support Typically doesn’t involve use of systematic coaching strategies 36

37. Cognitive coaching Typical characteristics Coach meets with teacher for a planning conference to: Have the teacher identify goals, Collaborate with the teacher to choose evidence that goals are met, Facilitates discussion of strategies that might help the teacher achieve the goal, Establish a self-assessment net Coach observes teaching and gather evidence to document use of the strategies Coach and teacher reflect Impact/issues with cognitive coaching: Encourages relationship building and reflection on teaching Does not specify anything about what or how to teach – may not select appropriate goals or research-based strategies Positive results on teachers knowledge, perceptions, and practice More rigorous research needed to draw conclusions regarding Impact on student achievement 37

38. Peer coaching Typical characteristics Varying definitions and models of peer coaching Teachers act as coaches for one another Coaching teams meet to discuss goals, develop specific lesson plans, and observe one another Teacher is the coach teaching/modeling the lesson, the observer is being coached by observing and no feedback is provided Impact/issues with peer coaching Unlikely to be perceived as threatening, inexpensive to implement, creates cohesive relationships with instructional team Evidence of effectiveness in impacting teachers’ use of strategies More rigorous research needed to draw conclusions of impact on outcomes for students Often relatively few quality controls on implementation of the strategy: Are there meaningful goals being set? Do observers know what to look for, know if it's happening or not? How do you know teachers are best models? 38

39. Content- or subject-specific coaching Typical characteristics Subject specific coaching (e.g., Math, literacy) No set of common behaviors or practices Impact/issues with content- or subject-specific coaching Some potential positive results, however, research is not rigorous enough to draw conclusions 39

40. Instructional coaching Typical characteristics Focused on instruction May include examination of use of various instructional strategies, planning and preparation, behavior management, use of student data, content of instruction Popular clearly-defined model – Jim Knight Impact/issues with instructional coaching Positives results found from some preliminary studies; most results are teacher related Need more research examining impact on student achievement Follows a systematic process Many practitioners and researchers use the term instructional coaching, but don’t use the same processes or key characteristics – further definition required 40

41. Studies of coaching in practice How coach time was spent Time identified as a key challenge for coaches (Bean & Zigmond, 2006; Schwartz & McCarthy, 2003) Coaches from RF schools spent 28% percent of their time actually coaching K–3 teachers (Duessen et al, 2007) Coaches in Delaware spend only about 15% of their work week working directly with teachers (Roller, 2006) Coaches in Tennessee reported working long hours, but spent the majority of their time tutoring children, conducting intervention groups, and assisting with school/district tasks (Thigpen) 41

42. Why was coach time not spent in coaching? Defined role & process When the coach role is vague and there is no systematic coaching process Focusing on work directly with students; allowing themselves to get pulled into unrelated work; struggling with resistance Readiness The majority of coaches were strong teachers who demonstrated mastery of content and pedagogy While content and pedagogy are foundational knowledge for a coach, there are many more skills and capacities required for working with adults Most coaches receive little professional development 42

43. 5 categories of coaches Data-oriented Student-oriented Managerial-oriented Teacher oriented – Group Teacher oriented – individual (Duessen et al., 2007) 43

44. Think-Pair-Share School/district teams & individuals If you currently have coaching in your district/school, which categories do your coaches most typically fall into and why do you think that is? If most of the coaching is not teacher-oriented (individual), why do you think that may be the case? ISD Which categories do you currently support in schools and why do you think that is? 44

45. Project READERS 45

46. Evaluating Professional Development with Distance Coaching for Early Reading RTI This project is funded by the U.S. Department of Education’s Institute of Education Sciences, award number R305C090022 46

47. Project Contributors Principal Investigators: Todd A. Glover, PhD, & Tanya Ihlo, PhD (University of Nebraska) Edward Shapiro, PhD (Lehigh University) Project Managers: Michelle Howell Smith, PhD (University of Nebraska) Stacy Martin, PhD (Lehigh University) 47

48. Additional Project Contributors Coaches: Denise Burbach, April Green, Lyn House, Patty Smith, Meghan von der Embse, and Shelly Wright Coaching Consultants: Sara Kupzyk and Danielle Parisi Graduate Research Assistants: Whitney Strong, Julia Roeling, Laura Jackelen, and Mackenzie Sommerhalder Project Staff: Kelsey Baldrige, Erin Brown, Stacy Hecker, Arah Kleinschmidt, Junjie Liu, Molly McLaughlin, Wei Wang, and Rebekah Whitham Methodological Collaborators: Jim Bovaird, PhD, Carina McCormack, and Charong Wu Previous Project Managers: Fran Chumney, Michelle Hammack, and Sara Kupzyk 48

49. Project READERS Response to Effective Assessment Driven Early Reading Supports 49

50. Project Rationale Majority of students with reading difficulties in 3 rd grade continue to be poor readers in 9 th grade (e.g., Francis et al., 1996) Identifying all students’ needs and intervening early is critical to ensuring students’ success in school (Torgesen, 2009; Wanzek & Vaughn, 2007) and to promoting social justice Many schools have begun to adopt a Response-to-Intervention (RTI) approach for the early prevention of reading difficulties Within an RTI framework, teachers: o Use data to identify students at risk of reading difficulties o Plan, implement, and evaluate instruction and interventions to promote student reading 50

51. Project Rationale (cont.) Although developing research base on RTI, additional research is needed to assess the utility of efficient and effective approaches for supporting teachers in the RTI process Many rural sites have unique needs and lack resources for onsite coaching. Distance/online professional development activities have gained attention as a potential solution. However, little empirical research exists on the use of distance- mediated supports 51

52. Purpose of Project To evaluate the impact of teacher professional development with web-based coaching in the use of student data and the implementation of interventions to prevent and remediate reading difficulties 52

53. Proposed Theory of Change 53

54. Research Questions What is the impact of professional development with web-based coaching on teacher/ interventionist knowledge, perceptions, and practice? What is the impact of professional development with web-based coaching for teachers on students’ early reading skill performance? 54

55. Research Design Randomized experimental design, with schools assigned to: PD with coaching Business as usual (control) 55

56. Participating Schools Inclusionary criteria: o Elementary school serving K-3 students o Classified as rural o Commitment to: o Use DIBELS Next o Have teachers engage in data-based decision making o Provide staff and time for intervention implementation o Use project’s intervention toolkit o Internet capability 56

57. Participating Schools 61 participating schools o From 8 states in the Midwest and Northeast Differing levels of RtI readiness o Awareness and understanding of RtI o Beliefs about universal screening and CBM o Time and resources dedicated to core reading instruction and reading intervention o Personnel responsible for universal screening/assessment and reading intervention 57

58. Participants 206 Teachers K-3 general education teachers Some familiar with data-based decision making Ranged from 1-4 teachers per school 184 Interventionists Varying roles within school Difficulty in many schools finding personnel Ranged from 1-4 teachers per school Approximately 6000 K-3 students 58

59. Procedure Teachers and interventionists in PD schools participated in onsite institute-based trainings and ongoing web-facilitated coaching from one of six RTI coaches Professional development focuses on: using data to identify students with reading difficulties and to plan and evaluate interventions implementing effective instructional practices and specific reading interventions Distance coaching occurred outside of class time (teachers) or during intervention delivery via a “bug-in-the-ear” approach (interventionists) The impact of PD with coaching on teacher and student outcomes was assessed via multiple measures 59

60. Teacher/Interventionist Data Collection & Outcome Measures Teacher/Interventionist Knowledge (pre-post) Data-Based Decision Making Knowledge for Reading (Ihlo, Parisi, & Glover, 2009) (33 items) Teacher Knowledge of Reading and Reading Practices (Carlisle, Johnson, Phelps, & Rowan, 2008) (13 items) Teacher/Interventionist Perceptions (rated 1-4; pre-post) Importance of DBDM and reading instructional components Skills related to DBDM and reading instructional components (self-efficacy) Teacher Logs for DBDM Coded based on 13-item DBDM rubric Intervention videotaping Coded based on observational rubric 60

61. Student Data Collection/ Outcome Measures DIBELS Next (Fall, Winter, & Spring) Woodcock Johnson Tests of Achievement – Reading (Pre-Post) Randomly selected 4 intervention students/classroom 61

62. Project READERS Professional Development Institutes 62

63. Training for Teachers & Interventionists Teacher institutes included didactic training and active participation through the use of scenarios and real students data and provided content around: Effective instructional practices and content for core reading instruction Rationale and “how to” of data-based decision making for students struggling with reading Intervention trainings provided support in effective delivery of reading interventions Included training on effective teaching practices as well as training on specific intervention protocols Included modeling and opportunity for practice of intervention delivery with feedback 63

64. Teacher Institute Day 1 Rationale for Project READERS & Data-based Decision Making DIBELS Next Administration & Scoring Days 2 What & Why of RTI Effective Instruction – delivery Effective Instruction – content (Big 5) Differentiating core instruction Overview of Problem Solving and Intervention Planning Process Day 3 Using screening data to identify students who may need additional support/intervention Conducting Survey Level Assessment to determine level for progress monitoring Informal analysis of error patterns to further analyze reading concern & identify skill area needs for intervention 64

65. Teacher Institute (cont.) Day 4 Key elements of effective intervention Flexible grouping practices Monitoring fidelity of intervention Documenting intervention Preview of interventions used within Project READERS Day 5 Data needed for decision making Analyzing intervention data – 5-point rule, examining trend & growth rate, and examining level of progress Potential decisions Alterable components for strengthening and/or intensifying intervention 65

66. Interventionist Training Intervention Institute (4 days of training) Content Managing small group instruction/behavior Explicit instructional techniques (e.g., pacing, signaling, error correction) Delivery of each intervention used in Project READERS Intervention documentation (including self assessment of fidelity) Structure Didactic instruction related to rationale for explicit instructional techniques Preview of intervention materials Model of specific formats/aspects of lessons from each intervention Practice with feedback 66

67. Characteristics of Intervention Programs Used in Project READERS Empirically-supported programs Comprehensive, systematic scope & sequence, scripted Explicit instructional delivery methods Emphasis on mastery Included in-program assessments System for managing small-group behavior 67

68. Suggested Guidelines for Intervention Delivery Deliver 5 days per week for at least 30 minutes Groups of 3-5 students Complete self assessment of fidelity Complete intervention documentation (lesson progress, student attendance, intervention duration, student accuracy & engagement in intervention) 68

69. Explicit Instruction Clear objective Modeling Ample opportunities for student responding Immediate corrective feedback: Modeling the correct answer Leading, if necessary Testing the group on the missed skill, then alternating between missed skill and other skills in lesson Retesting, later in the lesson, individual students who make an error Brisk pacing Carnine, Silbert, Kame’enui, Tarver 69

70. Project READERS Coaching 70

71. Coaching in the Literature Thoughts on coaching in the literature Coaching is not well-defined Lack a systematic process for coaching Most studies don’t link coaching to results for students 71

72. Project READERS Coaching One-to-one coaching Focus on application of training content Systematic, protocol-driven process Assisting teachers in effectively using a data-based decision-making process reviewing data using data to differentiate instruction developing intervention plans evaluating student progress planning for adjustments of intervention Assisting interventionists in implementing high quality interventions with fidelity 72

73. Training and Support for Coaches Content training Protocol training Protocol practice Coaching the coaches – video feedback Coach group meetings Coach self reflection and peer feedback 73

74. Project READERS Coaching DBDM visits Conducted with general education teachers Outside of classroom instruction Protocol driven Walk teachers through process of using data to inform instruction and intervention Coaching Calls Check in with teachers and interventionists Answer questions between coaching sessions Give teachers reminders about sending in paperwork Interventionist Implementation visits Observe intervention implementation live Provide feedback during instruction Debrief following the session Outside of coaching sessions Attend training Read articles Review teachers’ data, logs, plans, videos Answer emails 74

75. Coaching Visits 75

76. DBDM Coaching 76

77. DBDM Coaching Sessions Focused on application of content covered in the most recent Teacher Institute session Structure of sessions: 1.Updates on progress/tasks from previous coaching session 2.Review of content from the Institute relevant to next step in the process 3.Review of relevant data (e.g., screening, progress monitoring) 4.Guided practice a.Coach walks through next step with the teacher using 1 student from the class b.Teacher walks through next step with a second student 5.Preview next coaching visit 6.Set teacher & coach next steps 77

79. Intervention Coaching 79

80. Side-by-side coaching: Preparation Initial discussion with the instructor Set a date/time Describe the process (e.g., you may interrupt instruction; you will be sitting/standing beside them) Give ideas for what to tell the students about your visit Get Lesson # for the day you will be coaching Prepare for the lesson you will be coaching Review the coaching protocol 80

81. Intervention Implementation Coaching Visits (Bug-in-Ear) What coaches are looking for: Student behaviors Responding in unison on cues Engagement in lesson Accuracy of responses Teacher behaviors to consider (based on student behavior) Adherence to the intervention script Pace Signals Effectiveness of interventionist modeling Provision of ample opportunities for students to respond Provision of immediate corrective feedback for student errors in “I do, we do, you do” format Effectiveness of individual turns 81

82. Intervention Implementation Coaching (cont.) Additional look fors in side-by-side coaching How were the students seated? How did the interventionist start the lesson? How did the interventionist “handle” off-task behavior? Were any students too high/low for the group? Are the students placed correctly in the program? What specific praise statements did you hear? 82

83. Intervention Implementation Coaching: Bug-in-Ear Protocol Provide positive feedback – interventionist and students Provide brief assignment for students Quickly and softly describe the concern Provide rationale for suggested change Praise students for working & quickly ask about task Model suggested change for the interventionist Have interventionist continue by repeating the activity where you stopped him/her Provide positive feedback for interventionist 83

85. Video example of intervention implementation coaching (bug-in-ear)

86. Intervention Implementation Coaching: Debriefing and Reflecting protocol Have interventionist discuss her/his implementation in focus area (i.e., modeling, providing corrective feedback, etc.) Use fidelity checks as a guide Provide positive feedback from coaching session Begin with positive feedback on what went well Focus on how interventionist behavior impacted student behavior 86

87. Intervention Implementation Coaching: Debriefing Protocol (cont.) Coach for improvement Review focus area for improvement based on side- by-side coaching Review and model suggested practice Review rationale for the change (grounded in student response) or why that item needs to be implemented Have interventionist practice suggested change Provide feedback on practice 87

89. Video example of intervention implementation debriefing session

90. Data Analysis & Results What is the impact of professional development with web-based coaching on teacher/ interventionist knowledge, perceptions, and practice? What is the impact of professional development with web-based coaching on students’ early reading skill performance? 90

91. Data Analysis & Results 3-level multilevel model (time points within teachers within schools) examined the fixed effect of time by treatment interaction 91

92. Data Analysis & Results What is the impact of professional development with web-based coaching on teacher/ interventionist knowledge, perceptions, and practice? What is the impact of professional development with web-based coaching on students’ early reading skill performance? 92

93. Data Analysis & Results – Knowledge & Beliefs Teachers participating in coaching condition had a greater increase in: o Data-based decision-making knowledge o Perceived skills pertaining to data-based decision making Interventionists participating in coaching condition had a greater increase in: o Reading instructional knowledge o Perceived skills pertaining to reading instruction 93

94. Data Analysis & Results – Practices Teachers participating in PD exhibited greater data-based decision making than control teachers (based on coded logs) Interventionists participating in PD exhibited higher quality reading instructional practices (based on coded videos of interventionists’ instruction) 94

95. Data Analysis & Results – Student Outcomes DIBELS-Next Kindergarten students in PD schools with coaching performed better than controls at end of year on Nonsense Word Fluency-Correct Letter Sounds 1 st grade students in PD schools with coaching had a greater increase on Nonsense Word Fluency-Correct Letter Sounds 2 nd and 3 rd grade students in PD schools with coaching had a greater increase on Oral Reading Fluency -Words Correct Woodcock Johnson Tests of Achievement – Reading Students in PD schools with coaching performed better than controls at end of year on Letter/Word Identification and Word Attack 95

96. Participant Perspectives Comments from Teachers “Being able to converse one on one and ask questions and get immediate feedback was priceless!” “I really liked getting ideas on what to do with different groups of kids, help on how to group kids, what materials to use for small groups, and having [my reading coach] as a sounding board for ideas!” Comments from Interventionists "My coach listens to my concerns and helps me become a better interventionist.“ "When I have questions [my reading coach] is always willing to answer them right away or show me how to do better with the students.” "Having the coach give me feedback on what I was doing right and what I needed to change.” "The immediate feedback gave me the opportunity to see my coach model certain skills.” 96

97. Conclusions Teachers and interventionists who received PD with coaching exhibited a greater increase in knowledge, perceived skills, and practice (as hypothesized) Growth and end of year performance was greater for students in PD schools with coaching than controls, especially on early reading skills (i.e., phonemic awareness, phonics, and oral reading fluency) that were the focus for the struggling readers in this study PD with distance coaching appears to be an efficient/effective approach for supporting teachers in implementing RTI and promoting student performance This distance-mediated approach may be useful when local expertise is not available 97

98. Next Steps Future investigations of the implementation process and school stakeholders’ integration of RTI into service delivery systems would also be a useful complement to this study Additional research on specific coaching components and contextual influences (mediating/moderating variables) would be helpful for advancing knowledge Longitudinal examination of teacher and interventionist practices 98

99. References Al Otaiba, S. & Torgesen, J. (2007). Effects from intensive standardized kindergarten and first grade interventions for the prevention of reading difficulties. In S. R. Jimerson, M. K. Burns, & A. M. Van der Heyden (Eds.), The Handbook of Response to Intervention: The Science and Practice of Assessment and Intervention (pp. 212-222). New York, NY: Springer. Felton, R.H., & Pepper, P.P. (1995). Early identification and intervention of phonological deficits in kindergarten and early elementary children at risk for reading disability. School Psychology Review, 24, 405-414. Francis, D. J., Shaywitz, S. E., Stuebing, K. K., Shaywitz, B. A., and Fletcher, J. M. (1996). Developmental lag versus deficit models of reading disability: A longitudinal, individual growth curves analysis. Journal of Educational Psychology, 88(1), 3-17. Joyce, B., & Showers, B. (2002). Student achievement through staff development (3rd ed.). Alexandria, VA: Association for Supervision and Curriculum Development. Juel, C. (1988). Learning to read and write: A longitudinal stuffy of 54 children form first through fourth grades. Journal of Educational Psychology, 80, 437-447. Shaywitz, S. E., Fletcher, J. M., Holahan, J. M., Schneider, A. E., Marchione, K. E., Stuebing, K. K., Francis, D. J., Pugh, K. R., and Shaywitz, B. A. (1999). Persistence of dyslexia: The Connecticut longitudinal study at adolescence. Pediatrics, 104(6), 1351-1359. Torgesen, J.K. (2002). The prevention of reading difficulties. Journal of school psychology, 40, 7- 26. Vaughn, S., Wanzek, J., & Fletcher, J. M. (2007). Multiple tiers of intervention: A framework for prevention and identification of students with reading/learning disabilities. In B. M. Taylor & J. E. Ysseldyke (Eds.), Effective instruction for struggling readers, K-6 (pp 173-195). New York: Teacher’s College Press. 99

100. Translating research into practice 100

101. Improving results for students… Requires focusing efforts on improving instruction 101

102. Key features of instructional coaching Requires focus – clearly defined practice(s), skills, programs of which you want deep implementation Clearly defined coaching cycle or process – effective initial training (includes ~70% practice), observation, coaching (varying activities based on identified need), continued observation and coaching Relies on a systematic process of using use of data to identify coaching needs Recognizes there are many possible reasons why someone may not be implementing as desired and adjust coaching strategies accordingly Utilizes indicators of coaching effectiveness to continuously improve the coaching system over time 102

103. Key assumptions an effective coaching model Systemic core belief that everyone can grow and improve. So, coaching is not optional Administrator plays an active role in the coaching process Student learning is always at the heart of the work Must go beyond examination of student data alone and focus on instructional data Defined coaching procedures – the process and strategies – should be used Differentiation of supports/strategies used for teachers should be based on data 103

104. A culture of coaching Leaders, district and building, are only as strong as the weakest teacher District should identify excellent instruction looks like and provide necessary coaching support for all teachers to achieve it Actions create a culture of coaching District and building administrators in classrooms! Administrators learning alongside teachers Decisions clearly aligned to the goal of improved instruction Everyone is focused on the goal of improved instruction Restructuring group work with a clear focus on instruction – less discussion of student data alone and no discussion of things over which the school/teachers have no control Communicating that everyone will participate in coaching, scheduling it, and monitoring its occurrence 104

105. Think-Pair-Share Discuss the key features and assumptions of an effective coaching model. Schools/districts & individuals Do educators in your district share these assumptions? What are some things you could do in your district to begin laying the foundation for a culture of coaching? ISDs Do districts with whom you work share these assumptions? What are some things you could do to talk with your districts about laying the foundation for a culture of coaching? 105

106. An instructional coaching model in action 106

107. Instructional coaching process Collect instructional data to identify needs Group coaching Individual coaching 107

108. Group coaching Times to consider group coaching: After new learning for all (e.g., teachers participate in EI training) Re-tooling a key practice/strategy/program you want deeply implemented, but don’t have deeply implemented yet Observations indicate an area of need for the majority When resources are limited 108

109. Group coaching process Instructional data collection & need/focus area identification Group coaching strategies e.g., Demonstration, instructional planning & preparation sessions, practice sessions Instructional data collection – targeted observations in need/focus area Cycle repeats Individual needs may be identified during the process 109

110. Individual coaching Times to consider individual coaching: For new hires For all as ongoing refinement and improvement to achieve/sustain deep implementation Following group coaching activities when targeted observations indicate need for a few When instructional and/or student data indicate need 110

111. Individual coaching process Instructional data collection & need/focus area identification If an individual has an implementation concern – Analysis of why s/he is not implementing as expected Initial meeting Individual coaching strategies e.g., Demonstration, instructional planning & preparation sessions, practice sessions, video reviews, side-by-side Debriefing and reflection meeting Instructional data collection – strategic observations in need/focus area Cycle repeats 111

112. District A example Focus: Achieve deep implementation of Explicit Instructional practices during core reading instruction Plan: Systematic roll out of Explicit Instruction strategies Train coach to provide ongoing support 112

115. District focus District established and communicated clear expectations for: Use of core materials in all classrooms Use of effective instructional practices to deliver critical content (explicit instruction) Maximization of instructional time Participation by all in coaching District committed resources to hiring a coach District eliminated competing PD that was required for all staff (excused them from trainings that were not directly related to implementing the core program using the district’s instructional model) Established indicators of implementation (quarterly) 115

116. Sample indicators 116

117. Professional Development: Administrators Participated in all PD with teachers Participated in initial training with coaches Participated in training and coaching (gradual release) on use of instructional data to identify needs Training in data collection (included practice with videos) Co-observations with trainer then trainer led discussion of data and identification of need/focus area Co-observations with trainer and administrator lead identification of need/focus area (# of sessions varied by administrator based on need) 117

118. Training: Teachers Participated in initial Explicit Instruction foundations training Participated in series of trainings on specific EI practices E.g., Active participation – verbal responding; Active participation – action & written responding; effective feedback; explicit vocabulary instruction 118

119. Group coaching example Initial observations after the 1 st training indicated a need for support for all on choral responding Coaching Group meeting to review key features of choral responding, practice, and prepare for choral responding within lessons In-class demonstrations (3 teachers at a time) by the trainer, followed by 1 teacher re-teaching the demonstrated portion of the lesson Targeted observations after demonstrations Additional practice and preparation meetings 119

120. Individual coaching example During strategic observations, individual teacher was identified for additional support Initial meeting Shared and discussed instructional data – identified need for preparation Selected coaching strategies: co-preparation & co- teaching Conducted co-prep. and co-teaching Debriefing & reflection Discussed the lesson Identified next steps for coach check-ins on planning Follow-up strategic observations 120

121. Coach training Attended train-the-trainer for EI Attended instructional observation training with administrators Coach training series including conducting initial meetings, implementing various coaching strategies, providing effective feedback, working with resistance, Gradual release opportunities trainer and coach discuss preparation of group coaching activity and trainer led initial group sessions and demonstrations and some individual sessions trainer and coach discuss preparation of group coaching activity and coach led group sessions and demonstrations with support from the trainer; same for individual sessions Ongoing support for coach Videotaped coaching sessions – trainer provided feedback 121

124. Coaching in rural settings Same need for coaching to achieve and sustain deep implementation of effective instructional practices as urban or suburban settings Common challenges Resources to fund coaches Applicant pool Individuals with multiple roles Access to training District geography – distance between buildings 124

125. Considerations for distance coaching Use of distance coaching may address some barriers/challenges Logistics Quality of technology resources Individuals’ level knowledge and comfort with technology 125

126. Think-Pair-Share Reflect on the common barriers rural schools/districts face regarding implementation of coaching Have you identified any additional barriers? Discuss ideas for breaking down the barriers Discuss your thoughts on the possibility of distance coaching as an option for rural schools ISDs: What are some steps you could take to explore the possibility of providing coaching supports to districts via distance? School/district: What are some steps you could take to explore the possibility utilizing distance coaching? 126

127. Building the infrastructure for an effective coaching system 127

128. Building the infrastructure: Key planning components 1.Rationale for coaching support in your school or district 2.Content area(s), program, practices to be coached 3.Coaching process 4.Roles within the coaching process 5.Selection of coaches 6.Planning for coach time 7.Professional development support for coaching 8.Monitoring & evaluating the coaching system 9.Plan for communicating about coaching 128

129. Building the infrastructure: Rationale for Coaching 129

130. Why do you want to implement coaching in your district? Common aspects to explore for rationale statements District data Do any student data suggest a need for improved instruction? Do any instructional data suggest a need for improved instruction? Evidence that coaching could be effective for improving instruction (though more research is needed, there is evidence that coaching is a promising practice) Are you familiar with any coaching research? 130

131. Think-Pair-Share ISDs & Higher Ed Providing coaching supports: discuss your rationale for those supports. Have you established a clear, written rationale for supports? What next steps might you take in establishing your rationale? Assisting districts with developing a coaching plan: How can you help your districts explore and develop their rationale for coaching? Training coaches District/school teams Have you established a clear, written rationale for supports? Yes, Any revamping needed? No, What next steps might you take in establishing your rationale? Individuals (coaches, teachers, administrators) Has your district established a clear, written rationale for supports Yes, Any revamping needed? How might you take this information back to share with others and plan next steps in establishing your rationale? 131

132. Building the infrastructure: Content area(s), program, practices to be coached 132

133. Identifying what will be coached Describe the content area(s), practices, programs, strategies to be deeply implemented and around which coaching will occur E.g., Explicit instructional practices, data-based decision making processes, an intervention program, etc. Components should be clearly outlined and expectations for implementation shared 133

134. Building the infrastructure: Coaching model/process 134

135. Coaching model/process If there will be initial professional development provided prior to beginning coaching, describe the PD (who, what, when, etc.) How will coaching be initiated? What data will be used to inform the coaching process? Describe the coaching model/cycle/process Describe coaching strategies that may be used as part of the process 135

136. Think-Pair-Share If you have a identified or are already using a coaching model/process, do you have clear, written description? Any updates needed? If you are just beginning, what are some steps you might take to explore coaching models/processes? 136

137. Building the infrastructure: Defining the roles within a coaching system 137

138. Describe the roles Coach What types of activities will the coach be engaging in? What activities will not be part of the coach’s role? Administrator What types of activities will the administrator be engaged in as part of the coaching process? Teachers What types of activities will the teachers be engaging in as part of the coaching process? 138

139. Carefully defining the roles of coaches is a necessary first step … to assessing their impact on teaching and learning (Walpole & Blamey, 2008) 139

140. Common roles of a coach  Works with the administrator to establish priorities for coaching  Prepares and provides large- and small-group professional as needed based on data (minimal time)  Provides individual coaching support following the district coaching process (majority of time)  Conducts initial coaching meetings with teachers to discuss coaching focus and plan in-classroom coaching strategies 140

141. Common roles of a coach (cont.) Conducts a variety of in-classroom coaching activities (e.g., side-by-side, demonstration, observation)based on teacher need  Conducts debriefing and reflection meetings with teachers following in-classroom coaching activities  Establishes a schedule/calendar for coaching that includes ongoing time for all teachers (coaching meetings and in-classroom coaching activities)  Keeps a log of coaching activities and meets with the administration to reflect on the work 141

142. Common roles of a coach (cont.) Work with teachers to ensure that research based programs and instructional strategies are implemented with fidelity  Spends the majority of time in the classrooms  Analyzes data and student work with teachers to assist in planning instruction and professional development  Participate in coaching professional development to aid in increasing knowledge and skill 142

143. Instructional Coaches should not Perform administrative functions (such as evaluation) that would confuse his/her role for teachers Spend a large portion of time administering or coordinating assessments, as these tasks prohibit the coach from impacting classroom instruction and therefore student achievement Model in a class where the classroom teacher is not an active participant Provide direct supports for students on a permanent basis (not an interventionist) 143

144. Common roles of administrators in the coaching process Attend professional development with the teachers Establish the foci for improvement for the building Collect instructional data to inform coaching Provide ongoing monitoring of the coaching process and meet with the coach for reflection and problem solving 144

145. Common roles of administrators in the coaching process (cont.) Communicate the coaching process and roles within the process to staff Communicate about the progress of the coaching supports and celebrate successes Ensure protection of coach time Ensure necessary resources are allocated for coaching 145

146. Common roles of teachers in the coaching process Participate in professional development as identified by administrator Actively participate in the coaching process Engage with the coach through coaching meetings and in-classroom supports Reflect, refine and implement effective instructional practices to increase student achievement based on the identified focus Participate in data conversations that influence instructional decisions. 146

147. Think-Pair-Share Reflect on the common roles of coaches, administrators, and teachers in the coaching process Discuss any aha’s or additional roles you think are missing 147

148. Building the infrastructure: Selecting coaches 148

149. Selection of coaches A crucial decision for success of the coaching process Don’t “appoint” a coach Don’t ignore the “unteachable” qualities If process is not focused on selecting the best candidate, the burden will be on the professional development supports for the coach 149

150. Coach characteristics Successful teacher with a proven track record of student achievement Understands the needs of struggling students Deep knowledge of what they will be coaching (e.g., effective instruction) Ability to effectively demonstrate what they are coaching Excellent presenter familiar with presenting to and/or leading groups of teachers 150

151. Coach Characteristics High expectations for staff and students – believes that everyone can learn and grow with the right support Deep interest in working with adults Understands adult learning and has the ability to inspire and motivate adults Strong communication and interpersonal skills, particularly listening skills Ability to provide direct, constructive feedback to adults 151

152. Selection activities to consider Scenarios – provide the coach candidate with scenarios and ask what she/he would do Role-play – have the coach provide feedback to an interviewer Before the interview process is over, be sure the candidate is very clear about the expectations of the coach, the instructional focus of the district/building, the coaching process, and expectations for professional growth 152

153. Some sample questions 1.What draws you to coaching? 2.Have you participated in any coach training? 3.Have you ever been coached? If yes, what worked for you? What didn’t work? 4.What coaching skills do you feel are strengths for you? 5.Areas you need to develop? 6.What does a really good classroom look like to you? 7.How would you measure the impact of your coaching? 8.How would you coach a teacher with poor classroom management? 9.How would you approach a teacher who is resistant to coaching? 153

154. Considerations for rural settings Resources for full-time coach Part-time coach with teaching responsibilities Administrator as coach Opportunity for distance coaching Pooling resources with other buildings/districts 154

155. Think-Pair-Share Reflect on the selection of coaches What do you consider the key characteristics of effective coaches? How can you have coaching with limited resources? 155

156. Building the infrastructure: Protecting coach time 156

157. Planning time for coaching Describe expectations for time in classrooms and coaching meetings Description of when the coach is going to be available/assignment to buildings based on need (if not full-time in your building), describe how coaching time will be protected) Description of when/how outside class coaching meetings will occur Guidelines regarding coaching calendars (ensuring coaching support for all) and logs (time audit) of coaching support 157

158. Building the infrastructure: Professional learning for coaching 158

159. Training for administrators Describe the professional development and ongoing support that will be provided to build the capacity of the administrator to participate in the coaching process Skills/knowledge coaches need Who will provide support, when, how 159

160. Example of professional development for administrators Participate in all PD with teachers Participate in initial training with coaches Participate in training and coaching (gradual release) on use of instructional data to identify needs Training in data collection (included practice with videos) Co-observations with trainer with trainer leading discussion of data and identification of need/focus area Co-observations with trainer and administrator leading identification of need/focus area (# of sessions varied by administrator based on need) 160

161. Training for coaches Describe the professional development and ongoing support that will be provided to build the capacity of the coach Skills/knowledge coaches need (include items related to program content, delivery, assessment, provision of feedback, specific coaching methods, responding to resistance, etc.) Who will provide support, when, how Plan for observation/support of coaches Who will “coach the coach?” 161

162. Example of training for coaches Training related to: Areas in which s/he will be providing coaching Instructional observation Coaching model/cycle/process Providing effective feedback Gradual release opportunities Co-presenting with trainers Co-planning and coaching 162

163. Think-Pair-Share ISDs What type of training have your coaches participated in? Are there additional area(s) of need for PD for your coaches? Districts/schools As you think about building your coaching model, identify some of the skills/knowledge in which administrator(s) and coach(es) in your district may need PD support 163

164. Building the infrastructure: Monitoring & evaluating your coaching system 164

165. Monitoring & evaluating Describe the process for evaluating the effectiveness of the coaching plan and making adjustments as needed How will you know coaching is effective? What types of data will be collected and what are criteria for determining effectiveness? Who is responsible for collecting the data? Input from all participating – teachers, coach – to reflect on the process Develop Indicators of implementation Documentation of coaching support 165

166. Documenting coaching Teacher Initial meeting date Coaching dateCoaching strategy Debrief datePositivesArea of focus Evidence of progress 166

167. Building the infrastructure: Communication plan 167

168. Communication regarding coaching How will the coach role be communicated, by whom, when? How will the coaching process (collection and use of instructional data and the types of coaching support to be provided) be communicated, by whom, when? How will instructional data be shared with staff, by whom, when? How will progress with coaching be communicated? 168

169. 169 Next Steps

170. 170 Consider whether your focus is systems level or practice level coaching. Review the key infrastructure planning components and develop next steps. Activity