apbs 2017 draft 02.07 · 2/22/17 1 workshop at the 2017 apbs conference brian gaunt, ph.d....

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Workshop at the 2017 APBS Conference

Brian Gaunt, Ph.D.Inter-project Coordinator (Florida RtI & PBIS)

University of South Florida

Scott Ford, M.Ed.Assistant Principal

Pflugerville Independent School District, Texas

Coaching Schools to Engage in Effective Teaming and Data Use

Practices within MTSS

Introductions

2

Data Decisions HAVING0DATA0IS0INSUFFICIENT0FOR0IMPROVEMENT!

”The%mere%presence%of%data%does%not%automatically%imply%that%usable%information%is%available.%%Educators%need%support%to%use%these%data%to%the%fullest%extent.”

. Wayman,3J.3C.3(2005).33Involving3teachers3in3data.driven3decision.making:3Using3computer3data3systems3to3support3teacher3inquiry3and3reflection.3Journal3of3Education3for3Students3Placed3At.Risk,310,3295.308.

Coaching%and%leading%should%(a)%provide%direct%training%and%technical%assistance%to%classroom%teachers%and%students;%and%(b)%ensure%organizational%sufficiency%and%alignment%to%sustain%those%training%supports%over%time.

@ Fullan,%M.%&%Knight,%J.%%(2011)

SYSTEM0VARIABLES00AFFECTING0DATA0USE

• Leadership0(School0&0District)• Data0culture• Data0System0Procedures• Effective0Teaming0Practices• Coaching0&0Professional0Dev.• Beliefs,0Skills0&0Knowledge

• (2012)0Honig,0&0Venkateswaran

• (2012)0Little,0J.0W.

• (2012)0Spillane,0J.0P.

• (2010)0Anderson0et0al.

• (2009)0Park0&0Datnow

• (2008)0Honig

• (2008)0Wohlstetter,0et0al.

• (2007)0Firestone0&0Gonzalez,0

• (2007)0Halverson,0et0al.

• (2007)0Ikemoto &0Marsh

• (2006)0Coburn0&0Talbert

• (2006)0Honig &0Coburn

• (2006)0Kerr,0et0al.

• (2006)0Wayman &0Stringfield

• (2006)0Young,0V.0M.

• (2005)0Lachat &0Smith

• (2005)0Wayman,0J.0C.

• (2004)0Sutherland,0S.

• (2001)0Feldman0&0Tung

• (2001)0Armstrong0&0Anthes

LEADERSHIP0RESPONSIBILITIESThe0following0are0correlated0with0improved0student0outcomes:

1. Establish0and0articulate0a0clear&vision&with0a0sense0of0urgency0for0change,0maintain0focus0and0deliver0a0consistent&message&of&implementation over0time0

2. Focus&on&schools&(districts0are0successful0when0schools0are0successful)

3. Create&relationships&with0stakeholders0based0upon0mutual0respect0and0shared0responsibility

4. Engage0in0expert0problem&solving&

5. Invest0in0professional&development

6(Barnhardt,%2009;%Crawford%&%Torgeson,%2007;%Leithwood,%2010;%Louis%et%al.,%2010;)

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COACHING0RESPONSIBILITIES

March3&3Gaunt,32013;3Fullan &3Knight,32011;3Marsh3et3al.,32008;3King3et3al.,32004;3Kowal &3Steiner,32007

LEADING0+0COACHING

Leadership*Characteristics

• Vision,3focus,3consistent3message3of3implementation• Focus3on3schools• Relationships3based3on3respect3&3shared3responsibility• Expert3problem.solving• Investment3in3PD

Coaching*Responsibilities

• Effective3interpersonal3communication3• Data.based3problem.solving• Content3Knowledge• Team3Facilitation• Supportive3leadership• Provide3PD• Evaluate3impacts

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“DATA0COACH”

• Specific3dimensions3of3a3data.coach3include:

• Procedural3assistance3in3identifying3and3addressing3data3quality3and3improving3the3use3of3data3for3planning3and3improvement.

• Modeling3and3skill.building3assistance3in3focusing3data3use3around3critical3questions3and3using3data3to3monitor3progress3of3students3on3multiple3measures3and3areas3of3need.

Lachat,3M.3A.,3&3Smith,3S.3(2005).33Practices3that3support3data3use3in3urban3high3schools.3Journal3of3Education3for3Students3Placed3At.Risk,310,3333.349.

State

LEADERS0…AS0COACHES0…AS0LEADERS…

Leaders

Leaders

Leaders

Leaders

(District)

(Principals3&3Coaches)

(Teachers)

Students3&3Parents

(State)

who3Coach

who3Coach

who3Coach

District

Building

Classroom

Student

10

who3Coach


Leaders

Leaders

Leaders

Leaders

(District)


(Teachers)

Students3&3Parents

(State)

who3Coach

who3Coach

who3Coach

11

who3Coach State

District

Building

Classroom

Student

ADVANCED0ORGANIZER1. Effective3Teaming3Practices

a. Foundation:3Forces3driving3and3restrainingb. Problem3solving3for3student3achievement3concerns.c. Common3group3constructs3

2. Communication3in3Problem3Solvinga. Activity

3. Coaching3Teams3to3Productivitya. Activity3

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ACTIVITY:00Gallery0Walk

• In3a3small3group3of3three3to3four,3identify3and3list3variables3that3obstruct3effective3team.based3data3use/analysis3on3your3campus• Once3completed,3identify3your3members3by3first3name3on3your3list3and3post3the3list3on3the3wall• Everyone3take3a3moment3to3wander3around3the3room3and3look3at3each3other’s3list.33Notice3similarities3and3differences.33What3are3some3of3the3most3common3similarities?

EFFECTIVE0TEAMING0PRACTICESOverview3and3Introduction

DIFFERENTSAME3

PROBLEM3SOLVING

FORCE0FIELD0ANALYSISA3strategy3for3developing3and3providing3active3feedback

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FORCE0FIELD

Sociologist3Kurt3Lewin3developed3his3'force3field3analysis'3model3(1951)• Describes3current3level3of3performance3as a%state%of%equilibrium%between%the%driving%forces%that%encourage%development%and%the%restraining%forces%that%discourage%it

FORCE0FIELD

Equilibrium3exists3because3forces3acting3for3development3are3balanced3by3forces3acting3against3change

RESTRAININGFORCES

DRIVING3FORCES

FORCE0FIELD

Increasing3driving3forces3is3not3enough3for3change• restraining3forces3remain3in3place,3and3as3long3as3they3remain3in3place3it3becomes3harder3to3use3the3driving3forces

RESTRAININGFORCES

DRIVING3FORCES

FORCE0FIELD

Decreasing3restraining3forces3becomes3the3focus• specific3strategies3are3developed3to3lessen3their3force

RESTRAININGFORCES

DRIVING3FORCES

FORCE0FIELD0ANALYSIS0AS0PROBLEM0SOLVING

CLARIFY3CONTEXT3ANDIDENTIFY3OBJECTIVE3

FOR3CHANGE

IDENTIFY3DRIVING/RESTRAINING

FORCES

CHANGE3STRATEGY3TO3REDUCE3RESTRAINING3

FORCES

MONITOR/EVALUATE

•What3is3the3current3state?

CONTEXT

•What3needs3to3be3developed?

CHANGE•What3encourages3development?

DRIVING

•What3discourages3development?

RESTRAIN•How3should3restraints3be3addressed?

STRATEGY

•Does3the3current3state3change?33If3so,3how?

MONITOR

Define3the3Problem Problem3Analysis Develop3and3Implement3Plan

Evaluate


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Leaders

Leaders

Leaders

Leaders

(District)


(Teachers)

Students3&3Parents

(State)

who3Coach

who3Coach

who3Coach

25

who3Coach State

District

Building

Classroom

Student

EFFECTIVE0TEAMING0PRACTICESPROBLEM.SOLVING3APPLIED3TO3STUDENT3ACHIEVEMENT

WARNING!

Training3school3teams3on3effective3problem3solving3procedures3requires3a3long.term3commitment3to3comprehensive3professional3learning3

supports3involving3a3continuous3improvement3approach.

For3our3purposes3and3Workshop3Objectives:• Demonstrates3what3a3structured3problem3

solving3process3can3involve?• Gives3us3a3chance3to3reflect3on3our3own3

practices3at3our3own3sites.• Allows3us3to3consider3the3teaming3

practices3and3leadership/coaching3supports3needed3to3ensure3effective3problem3solving3practices.

EVER0TRY0THIS…?

• Take3a3very3large3group3of3about3103or3more3people3including3kids3to3a3theme3park?• What3was3your3experience?• Did3everyone3agree3on3what3to3do3first?• Were3some3more3comfortable3than3others3to3go3on3rides?• Did3any3arguments3or3frustrations3rise?

HOW0ABOUT0THIS…?

• Your3team3of383people3convenes3to3review3quarterly3data3for3a3particular3grade3level3with3no3advanced3preview3of3the3multiple3sources3of3data3(63different3sources,3involving353different3types3of3report3formats)3and3you3have3453minutes3to3decide3what3to3recommend3to3leadership3to3improve3student3outcomes.

• The3data3is3placed3in3front3of3the3team3in3a3pile.

• What3typically3happens3next3...in3your3opinion3or3experience?

OBSTACLES0TO0CONSENSUS0ABOUT0DATA0USE0&0INTERPRETATION

• Different0conceptions0about0“data”0• (Coburn0&0Talbert,02006).

• Timely0Access0• (Lachat &0Smith,02005)

• Lack0of0appropriate0data0• (Coburn0&0Talbert,02006;0Kerr0et0al.,02006;0Protheroe,02001)

• Limited0Tech0Capacity0or0Not0UserhFriendly0• (Chen0et0al.,02005)

• Inefficient0or0incorrect0entry0and0mgmt• (Lachat &0Smith,02005)

• Lack0of0Educator0Skills0• (Kerr0et0al.,02006)

RESTRAININGFORCE

How we collaborate as a team about the interpretation and use of our data will either facilitate or restrain our solutions.

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DATA0DISCUSSIONS0NEED STRUCTURE

• (Wayman et3al.,32005)3– “…up.front3planning3should3include3a3calibration3process,3where3stakeholders3develop3consensus3about3shared3standards,3definitions,3and3goals3through3reciprocal3inquiry.based3discussion.”33P.3499

• (Supovitz &3Klein,32003)3found3only319%3of3faculty3in3“innovative3data3use”3schools3reported3they3had3the3skills3to3manipulate3data3to3answer3the3questions3they3were3interested3in.

• (Herman3&3Gibbons,32001;3Mason,32002)3– “Capacity3issues3relate3not3only3to3the3technological3capacity3of3staff3and3their3ability3to3use3computer3software3to3complete3analyses3but3also3to3skills3such3as3formulating3research3questions,3interpreting3results,3and3effectively3developing3and3using3classroom3assessments.”3P.3500

DIFFERENT0MODELS0OF0PS• Tilly,&2002;&

• Behavioral0Consultation0(Kratochwill &0Bergan,01990;0Sheridan0et0al.,01996).• IDEAL0problem0solving0model0(Bransford &0Stein,01984).• Functional0Analysis0of0Behavior/Functional0Behavioral0Assessment0(Repp &0Horner,01999;0Tilly0et0al.,01998).

• Scientist0Practitioner0Model0(Barlow,0Hayes0&0Nelson,01984).• Curriculumhbased0Measurement0(Deno,01995;0Shinn,01989).• Applied0Behavior0Analysis0(Baer,0Wolf,0Risley,01968)• Action0Research0(Calhoun,01994).• Heartland0AEA’s0Problemhsolving0Model0(Reschly &0Ysseldyke,01995).• Team0Initiated0Problem0Solving0(TIPS)00(Todd0et0al.,02011)

• All&have&same&4&thematic&questions:

1. What0is0the0problem?2. Why0is0the0problem0occurring?3. What0will0we0do0about0it?4. Is0the0plan0working?

DRIVING3FORCE

Florida3Adopted3Model3for3Instructional3Data.Based3Decision.Making:3http://www.florida.rti.com/gtips/index.html

CROSSWALK0OF030MODELS Handout LEVELS0OF0PROBLEM0SOLVING

• District0(PKh12)0Focused0(Organizational&Consultation)

• (Barriers0affecting0all0schools)

• School0Building0Focused0(Problem&Solving&at&Tier&1)

• (Barriers0affecting0a0whole0school)

• Classroom0Focused0(Problem&Solving&at&Tier&1&or&2)

• (Barriers0affecting0a0class/grade0level0of0students)

• Student0Focused0(Problem&Solving&at&Tier&2&or&3)&

• (Barriers0affecting0a0student)

Impact for Investm

entIncreasing3Scope3of3Problem.Solving

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(BASIC)0GUIDING0QUESTIONS:1. What*is*the*specific*problem*to*be*addressed?

• What3is3the3problem?3(Define3in3very3specific3and3measurable3terms)• What3source(s)3of3data3were3used3to3identify/recognize3this3problem?• What3is3the3scope3of3the3problem3. (school.wide;3grade.wide;3classroom;3small3group;3individual?)• Do3we3have3a3specific3goal3for3these3students3to3reach3for3Tier31?

2. What*are*some*possible*reasons*why*students*are*not*meeting*Tier*1*expectations*for*

behavior?

• Consider3different3”whys”3(e.g.,3curriculum,3instruction,3skill3deficits,3motivation,3etc).• Which3of3those3reasons3are3”valid”3and3“alterable”?33• Do3we3have3evidence3for3our3hypotheses?

3. What*intervention(s)*will*we*select*and*implement?

• What3intervention3options3exist3to3match3the3students’3need(s)?• Who3will3provide3the3intervention• Who3will3support3the3interventionist3to3ensure3fidelity?• How3will3we3evaluate3success3of3the3plan?3…and3what3is3the3goal3of3the3intervention?

4. Is*the*intervention*plan*working?

• Do3we3see3progress3to3to3the3goal(s)3of3our3intervention?• Do3we3see3improvement3in3the3Tier313data3sources3that3triggered3a3need3for3interventions?

PROBLEM0SOLVING0PROCESS

DEFINE THE PROBLEM: Context and Change ObjectiveWhat Do We Want Students to KNOW and Be Able to DO?

PROBLEM ANALYSIS: Driving/Restraining Forces

Why Can’t They DO It?

IMPEMENT THE PLAN: Change StrategyWhat Are WE Going To DO About It?

EVALUATE: MonitorIs It Working?

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QUESTION01:0WHAT0IS0THE0PROBLEM?0

• Develop3a3Statement3of3the3Problem3and3a3Goal3. written3as3the3difference3between3expected3and3current3performance.

• One3of3the3most3critical3steps3in3the3process.• Why3is3this3a3critical3step?

• Both3statements3must3be3clear,3measurable,3&3observable.

• S.M.A.R.T.3goal

NonHExamples

• Problem3Statement:• Students3are3non.compliant3and3disruptive.

• Goal3Statement:• Students3will3follow3teacher3directions.

Good*Examples

• Problem3Statement:• When3asked3to3engage3in3classwork3in3their3classrooms,3the3students3engage3in3disruptive3behaviors3to3avoid3completing3classwork.

• Goal3Statement:• By3the3end3of3the3second3semester,3students3will3complete3at3least380%3of3all3classwork3assigned3across3all3classes.

DEVELOPING0A0STATEMENT0OF0THE0PROBLEM0AND0A0GOAL

QUESTION02:0WHY0IS0THE0PROBLEM0OCCURRING?

• Different*ways*to*organize*all*the*evidenceHbased*reasons*to*

consider*“why”.

• Functional3academic3behaviors33(e.g.,3Daly3et3al.31997).• Instructional3Hierarchy3(Haring3&3Eaton,31978;3Ardoin &3Daly,32007)• Function.based3behavior3analysis3(Cooper3et3al.,32007;3Iwata,31982)3• Ecological3variables3(e.g.3ICEL3. Upah &3Tilly,32002;3Ysseldyke et3al.,32012)

• Don’t&get&hung&up&on&which&to&choose…

QUESTION02:0WHY0IS0THE0PROBLEM0OCCURRING?

• Focus3on3“alterable”,3“actionable”,3and3“valid”• Consider:• Do3teams3have3a3content3expert3to3help3develop3potential3reasons?• Which3hypotheses3are3alterable?3Valid?• Which3hypotheses3are3“watershed”3assumptions3(aka3“Keystone3Targets”3.Barnett3et3al.,31997)

• See3Handout:3Hypotheses3Domains

GENERATING0HYPOTHESES0h INDIVIDUAL0STUDENT0EXAMPLE

Problem0ID:0

!Problem%statement%@ When%disembarking%the%school%bus%on%campus,%Brian%physically%pushes%or%verbally%teases%other%students…because…a. Statement&of&why&(hypothesis):

• Consider&variables&in&the&“Ecological&Factors”&handout.

• Hypothesis:&

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GENERATING0HYPOTHESES0h TIER010EXAMPLEProblem0ID:0

!43%&of&students&are&receiving&2&or&more&referrals&for&disruption&in&many

classrooms&during&large&group&instruction&because…

a. Statement&of&why&(hypothesis):

• Use&handout&again…but&focus&on&systemic&factors&and&schoolwide&conditions&

that&adults&influence&(e.g.,&fidelity&of&practices).

• Hypothesis:

ProblemAnalysis

InterventionDesign

The%desired%goal%is%not%occurring%because%______________.

If%___________%would%occur,%then%the%problem%would%be%reduced.

FORMAT0FOR0HYPOTHESIS0VALIDATION

Do*we*have*evidence*to*support*our*hypothesis?:

…because teachers are not recognizing students for engaging in classroom rules.

If teacher provided higher amounts of positive attention and rewards to students for engaging in classroom rules, then students in those classrooms will follow classroom rules more consistently resulting in fewer referral for disruption.

Hypothesis Prediction

Assessment'Question(s):Are%teachers%not%recognizing%students%for%engaging%in%classroom%rules?

Interviews?%%Focus%Groups?%%Surveys?%%Written%documents?%

Observations?

What'answers'did'we'find?:

Where'are'the'answers?:

Ex.%%Students%report%that%they%have%been%taught%the%classroom%

rulesG%Teachers%of%targeted%students%were%observed%to%use%

reward%system%to%recognize%students%following%rules

GENERATING0AND0VALIDATING0HYPOTHESES

• Statement0of0the0problem• 47%&of&all&students&in&the&school&are&receiving&2&or&more&referrals&for&disruption&in&classroom&locations…

• Brainstorm0statements0about0“why”.• …because&teachers&are&not&recognizing&students&for&engaging&in&classroom&rules.

• Change0statements0into0prediction0statements.• IF&teachers&provided&higher&amounts&of&positive&attention&and&rewards&to&students&for&engaging&in&

classroom&rules,&THEN&students&in&those&classrooms&will&follow&classroom&rules&more&consistently&resulting&

in&fewer&referrals&for&disruption.

• Turn0prediction0statements0into0assessment0questions.• Are&teachers&providing&sufficient&positive&attention&for&engaging&in&classroom&rules?

• Determine0appropriate0method0to0test0questions0(validate).• Review&Records?&&&&&&Observe?&&&&&&&Interview?&&&&&&&&Test?

43%%of%students%are%receiving%2%or%more%referrals%for%disruption%in%many classrooms%during%large%group%instruction%because…Very4few4opportunities4to4respond4(OTRs)4are4provided4to4students4during4large4group4instruction

Principal3Walk.through33Observations3(e.g.,3Danielson3or3Marzano)

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43%%of%students%are%receiving%2%or%more%referrals%for%disruption%in%many classrooms%during%large%group%instruction%because…Curriculum4is4at4students’4frustrational level4rather4than4instructional4level

43%%of%students%are%receiving%2%or%more%referrals%for%disruption%in%many classrooms%during%large%group%instruction%because… Curriculum%is%at%students’%frustrational level%rather%than%instructional%level

Overall: Meeting*AcademicNot*Meeting*Academic

(at*least*1*Course*D*or*F)

Meeting*Behavior 50.5% 6.8%

Not*Meeting*Behavior

(2 or*more*ODRs)0.3% 42.4%

43%%of%students%are%receiving%2%or%more%referrals%for%disruption%in%many classrooms%during%large%group%instruction%because…Curriculum%is%at%students’%frustrational level%rather%than%instructional%level

43%%of%students%are%receiving%2%or%more%referrals%for%disruption%in%many classrooms%during%large%group%instruction%because… Expectations,4rules4and4routines4are4not4taught4consistently

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43%%of%students%are%receiving%2%or%more%referrals%for%disruption%in%many classrooms%during%large%group%instruction%because…Expectations,4rules4and4routines4are4not4taught4consistently

Validated0Hypotheses:0Links0to0Tier010Improvements

!43%%of%students%are%receiving%2%or%more%referrals%for%disruption%in%manyclassrooms%during%large%group%instruction%because…

• Instruction• Very&few&opportunities&to&respond&(OTRs)&

are&provided&to&students&during&large&

group&instruction

• Curriculum• Curriculum&is&at&students’&frustrational

level&rather&than&instructional&level

• Environment• Expectations,&rules&and&routines&are&not&

taught&consistently

! Tier&1&Improvement&Strategy:&

General&Ideas

• Instruction– Increase&Opportunities&to&Respond

• Who,0what,0how,0when,0eval?• Curriculum– Utilize&curricular&materials&that&are&at&

students’&instructional&levels

• Who,0what,0how,0when,0eval?• Environment– Teach&the&expectations,&rules&and&

routines&consistently

• Who,0what,0how,0when,0eval?

QUESTION03:0WHAT0WILL0WE0DO0ABOUT0IT?0

• TIER020WEBINARS0ON0INTERVENTION0PLANNING:• Tier020Series:0Intervention0Planning0Part0I

• http://flpbs.fmhi.usf.edu/pdfs/Intervention%20Planning_1.zip• Tier020Series:0Intervention0Planning0Part0II

• http://flpbs.fmhi.usf.edu/pdfs/Tier%202%20Series%20Intervention%20Planning%20Part_2.zip

• Options for Intervention Selection– Standard Protocol (Requires least analysis)– Standard Protocol + Customization (More analysis here)– Completely Customized Intervention (In-depth analysis)

QUESTION03:0WHAT0WILL0WE0DO0ABOUT0IT?0

• YOUR3PLAN3SHOULD3CONTAIN:1. Specific3details3on3who3will3provide3the3intervention3and3what3it3will3involve3

a. e.g.,3materials,3procedures,3schedule,3transition3practices,3etc.

2. Specific3details3on3who3will3support3the3interventionist3to3ensure3fidelity3of3the3intervention3and3what3that3support3will3involve.a. Needs3of3the3interventionist3will3drive3all3of3these3details.

3. Specific3details3on3how3you3will3measure3successfulness3of3the3plan.1. What3measures3for3tracking3student3progress?33When?3How3often?3By3whom?3Etc.2. What3methods3used3to3observe3and3document3fidelity3of3intervention?333. What3criteria3is3needed3to3determine3the3intervention3worked?4. What3decisions3will3you3make3based3on3potential3data3outcomes?3(i.e.,3decision.rules)

QUESTION04:0IS0THE0PLAN0WORKING?

• Recall:3Step333of3PS• Plan3Components:

• Intervention3implementation3and3use• Supports3to3ensure3fidelity3of3plan3design• Methods3and3procedures3to3determine3progress3and3success.

• Here3we3want3to3look3at3two3data3sources:3• Progress3monitoring3data3(e.g.,3good,3questionable,3or3poor3student3response)• Intervention3fidelity3data3(e.g.,3acceptable3or3unacceptable).

• Let’s3focus3on3how3to3develop3“decision3rules”3and3why.

Decision0Rules:0Why,0What0for?

Evidence3based3intervention3linked3to3verified3hypothesis3planned

Evidence3based3intervention3implemented

Student3Outcomes3(SO)3

Assessed

Treatment3Fidelity3(TF)3Assessed

Data.based3Decisions

Continue3Intervention

Implement3strategies3to3promote3treatment3fidelity

Modify/change3InterventionFrom3Lisa3Hagermoser3Sanetti,320083NASP3Convention

• See handout: “Decision rules -crosswalk…”– Guidance to build

your own rules

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NOTE:%%This%is%an%example.%%Districts%are%encouraged%to%develop%one%that%is%agreeable%to%leadership%at%the%district%and%school%levels%to%promote%cross@school%consistency%of%decision@making%with%data.

Reflection

• Review3Problem3Solving3Guiding3Questions3(53min)

• Think.Pair.Share3(53minutes3per3person)

• Share:• Is3there3a3particular3model3of3PS3used3at3your3school?• Does3your3data3system(s)3allow3your3teams3to3answer3the3following3questions?3(Guiding3Questions3for3Problem3Solving)?• What3issues3are3you3having3with3teams3using3their3data3most3effectively3and3efficiently?

EFFECTIVE0TEAMING0PRACTICESPROBLEM.SOLVING3APPLIED3TO3PROFESSIONAL3LEARNING3COMMUNITIES3(PLCs)

IDENTIFYING0HIGHhFUNCTIONING0GROUPS

WHAT*DO*THEY*LOOK*LIKE*AND*SOUND*LIKE

FIVE0GROUP0CONSTRUCTS

Norm

Goal

Role

Structure

Cohesion

THE3VISIBLE3AND3INVISIBLE3GROUPYvonne3Agazarian and3Richard3Peters

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STRUCTURE

WHAT*YOU*ALREADY*KNOW

Frameworks3that3the3group3uses3to3organize3and3communicate3information

• Meeting agenda• Individuals invited to meeting

(members)• Amount of time set for meeting• Specific models used by the group

• Datawise

• Response to Intervention• Team Initiated Problem Solving

(TIPS)

BUT,*CONSIDER*THIS…

Correcting3weak3structure3is3one3of3the3easiest3and3most3common3group3constructs3to3address,3however…

Norm

Goal

RoleStructure

Cohesion

STRUCTURE:00Consideration

A3struggling3PLC3group3is3coached3by3an3administrator3to3use3the3Datawise data3analysis3process.33The3administrator3trains3the3group3in3the3model.33Within3three3weeks3the3PLC3stops3meeting3altogether3because3of3time3constraints3and3conflicts3within3the33group.

…*ADDRESSING*STRUCTURE*ALONE*IS*TYPICALLY*NOT*

ENOUGH*TO*ASSIST*WITH*GROUP*DEVELOPMENT

STRUCTURE:00Recommendation

• Meeting3structure3is3clear3and3relevant• Agenda/notes• Time• Action3items

• The3information3structure3is3well3understood,3supports3the3work3of3the3group,3and3can3be3used3with3some3level3of3skill3by3all3members• Structure3is3addressed3in3concert3with3all3other3constructs

NORMS


Determines3the3range3and3type3of3behavior3that3the3group3considers3‘acceptable’


Norm

Goal

RoleStructure

Cohesion

Every group3norms• Intentionally• Unintentionally

NORMS:00Consideration

At3the3start3of3the3school3year,3a3grade.level3PLC3adopts3a3set3of3‘norms’3that3one3of3the3members3saw3at3a3training3she3attended3during3the3summer,3and3the3group3never3looks3at3them3again3for3the3rest3of3the3year.

NORMING*IS*NOT*AN*EVENTH

IT&IS&AN&ONGOING&PROCESS&THAT&TAKES&PLACE&IN&EVERY GROUP

NORMS:00Recommendations

• Intentional3and3continuous3consideration• Representative3of3and3unique3to3the3current group• A3cookie.cutter,3one.size.fits.all3approach3misses3the3point

• Established3through3discussion3and3consensus3of3all3members• Monitored3and3reviewed3regularly

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GOALS


Describes3the intended3outcomes3of3group3interactions


Two3types3of3goals3are3always3in3place3

"Explicit3Goal• The3goal3the3group3says it3has

"Implicit3Goal• The3goal3the3group3acts like3it3has

Norm

Goal

RoleStructure

Cohesion

GOALS:00Consideration

A3PLC3meets3to3common3assessment3data.33However,3the3group3spends3it’s3time3expressing3frustration3with3district3expectations

EXPLICIT3GOAL:33 process3information3to3assist3campus3developmentIMPLICIT3GOAL:33 support3one3another3around3frustration

IMPLICIT*GOALS*TRUMP*EXPLICIT*GOALS

#Without*alignment*it*is*unlikely*explicit*goals*will*be*met

GOALS:00Recommendations

• Pay3attention3to3implicit3goals3(how3the3group3behaves)3in3relation3to3explicit3goals3(why3the3group3says3it3has3come3together)• The3closer3implicit3goals3align3with3explicit3goals3the3more3likely3the3group3will3involve3itself3in3productive3work

ROLES


Specific3types3of3behavior3associated3with3members3within3a3group


Members3in3a3group3typically3occupy3more3than3one3role3at3a3time

Norm

Goal

RoleStructure

Cohesion

ROLES:00Consideration

The3Department3Chair3functions3as3the3PLC3group3facilitator3and3typically3organizes3and3summarizes3all3the3data3for3the3committee3members• GROUP3ROLE:33 Department3Chair;3PLC3Facilitator• PERSON3ROLE: Caretaker

ALL ROLES*SHOULD*SUPPORT*GROUP*DEVELOPMENT

ROLES:00Recommendation

• GROUP3ROLES3should3be3clear3and3relevant3to3the3work3of3the3group• PERSON3ROLES3should3support3group3development

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COHESION


The3strength3of3bonding3within3the3group3system


Cohesion,3or3lack3of3cohesion,3can3be3clearly3seen3and3heard3at3the3close3of3meetings3

Norm

Goal

RoleStructure

Cohesion

COHESION:00Consideration

Members3have3been3waiting3for3the3PLC3lead3to3close3the3meeting.33They3already3have3gathered3their3things3gathered3together3and3ready3to3go.33AS3soon3as3the3PLC3lead3acknowledges3the3meeting3is3over,3members3rush3out3of3the3door.33

AN*UNCOHESIVE*GROUP*IS*A*SIGN*THAT*THE*GROUP*

NEEDS*ATTENTION

# Canary*in*a*coal*mine!

COHESION:00Take0Away

• Commitment3to3the3task.at.hand• Energy3of3members3to3do3the3work• Support3for3each3other’s3efforts• Sense3of3development/moving3ahead

PROFILE0OF0PROBLEM0SOLVING0GROUP

Norm

Goal

RoleStructure

Cohesion

Norm

Goal

RoleStructur

e

Cohesion

CONSTRUCT DESCRIPTION

NORM Emerge3through3trial3and3error

GOAL Alignment3of3implicit3to3explicit3is3weak3or3non.existent

ROLE Unclear3and/or3do3not3support3the3development3of3the3group

STRUCTURE Doesn’t3exist,3isn’t3well3understood,3not3used3with3skill3or3is3the3only3construct3that3gets3addressed

COHESION Weak3or3nonexistent3• people3can’t3wait3to3get3out3of3the3meeting3and3on3to3what3they3want3to3do3outside3of3the3

group

STEREOTYPICAL0GROUP

CONSTRUCT DESCRIPTION

NORM Focused3on3and3unique3to3the3current3group;3regularly3monitored3and3regularly3reviewed

GOAL Aligned:33the3group3interacts3(implicit)3in3accordance3to3the3stated3reason3for3coming3together3(explicit)

ROLE All3roles3support3the3development3of3the3group

STRUCTURE Clear,3well.understood,3well.used3and3facilitates3the3flow3of3information

COHESION Energy3exists3within3the3group3to3stay3with3the3work

HIGHhFUNCTIONING0GROUP

Norm

Goal

RoleStructure

Cohesion

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ACTIVITY:00Think/Pair/Share

Norm

Goal

RoleStructure

Cohesion

Think*of*a*professional*group*with*

which*you’ve*had*direct*experience*that*

you*would*identify*as*‘highH

functioning’.

• What3was3the3group?

• What3was3the3work3you3were3involved3in3with?

• Why3would3you3consider3it3to3be3high.functioning?3! Try3to3talk3about3the3strengths3

of3the3group3using3the3five3constructs.

EFFECTIVE0TEAMING0PRACTICESProblem3Solving3Communication3in3Groups

How to communicate comes before what to communicate@Yvonne%Agazarian

Autobiography%of%a%Theory

GROUP0COMMUNICATION

WHAT3DOES3A3PROBLEM3SOLVING3GROUP3SOUND3LIKE?

“Any3statement3we3make3is3relative3to3our3position3and3perspective,3our3project3and3purpose.33No3statement3is3exempt3from3the3particularity3of3experience.”@Joanna%MacyThe%Dharma%of%Natural%Systems

TYPES0OF0COMMUNICATION

.blame,3defense,3complaint .discount,3interrupt,3yes.but3

.personal3experience,3personal3beliefs3

.joking3around,3social/polite3talk

.opinion,3proposal

.inner.feelings .agreements,3builds3on3others3ideas

.facts3and3figures,3broad3and3narrow3questions

.paraphrase,3summary,3answer3question

SYSTEM*FOR*

ANALYZING*

VERBAL*

INTERACTION

.Yvonne%Agazarrian@Anita%Simon

Uneven3distribution

An3even3distribution3throughout

A3way3to3operationalize3group3interaction3in3concrete3terms3to3assist3with3group3development3

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PRODUCTIVE3WORK3GROUP

RECOGNIZING0WHAT0GROUP0PROBLEM0SOLVING0SOUNDS0LIKE

FIGHTING

OBSCURING

COMPETINGRESONATING**

INDIVIDUALIZING

FACT3FINDINGINFLUENCINGRESPONDINGINTEGRATING

There3is3nothing3‘wrong’3or3‘right’3about3any form3of3communication3from3a3systems3perspective3

It’s3all3a3matter3of3FUNCTION

**3RESONATING3is3‘person’3related3rather3than3‘topic’

FIGHTING

OBSCURING

COMPETING

INFLUENCING

FACT3FINDINGRESONATING**RESPONDINGINTEGRATING

COUNSEL/ADVICE3SESSION

FIGHTINGCOMPETING

RESONATING**

INFLUENCING

OBSCURINGRESPONDINGINTEGRATINGINDIVIDUALIZING

NEW3SOCIAL3SETTING

INDIVIDUALZING

ACTIVITY:00Conversation0Rewind

• Count3off3by3‘three’• Form3small3groups3with3others3so3that3each3group3has3the3following• Member3One• Member3Two• Member3Three

• The3handout3for3this3activity3has3a3front3side3‘A’3and3a3back3side3‘B’• Make3sure3you3have3a3‘script’3for3each3member• Stay*on*side*‘A’H please*do*NOT*turn*the*sheet*over*to*side*‘B’*until*asked*to*

do*so!


• Read3through3the3dialogue3on3side*‘A’,3using3the3script3that3you3have3for3your3specific3membership3role3(i.e.,3one,3two3or3three)• Once3completed,3please3rate3both3‘productivity’3and3‘morale’3within3the3group3on3a3scale3of3one3to3five:

ONEH

LOW

TWO THREE FOUR FIVEH

HIGH

PRODUCTIVITYMORALE


• Read3through3the3dialogue3on3side*‘B’,3using3the3script3that3you3have3for3your3specific3membership3role3(i.e.,3one,3two3or3three)• Once3completed,3please3rate3both3‘productivity’3and3‘morale’3within3the3group3on3a3scale3of3one3to3five:

ONEH

LOW

TWO THREE FOUR FIVEH

HIGH

PRODUCTIVITYMORALE

PROFILE0OF0PROBLEM0SOLVING0GROUP

Norm

Goal

RoleStructure

Cohesion

FACT3FINDING

INTEGRATING

RESPONDING

INFLUENCING

EFFECTIVE0TEAMING0PRACTICESCoaching3Groups3Toward3More3Effective3Problem3Solving3Behavior

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A leader is best when people barely know he exists. When his work is done and his aim is fulfilled they will say, “We did it ourselves.”@Lao%Tzu

Chinese%philosopher

BOUNDARIES

A3threshold3that3either3lets3in3formation3in3or3keeps3information3out

PERMEABLE0BOUNDARIESOpen3or3relatively3low3threshold

INFORMATION

INFORMATION

INFORMATION

INFORMATION

PERMEABLE0BOUNDARIES00

AMBIGUITY CONTRADICTION

REDUNDANCY

IMPERMEABLE0BOUNDARIES

Norm

Goal

RoleStructure

Cohesion FIGHT

COMPETE

BLAME/ATTACK

INFORMATION

INFORMATION Norm

Goal

RoleStructure

Cohesion

NO/WEAK0BOUNDARIES

JOKING*AROUND

STORY*TELLING

INDIVIDUALIZING

INFORMATION

INFORMATION

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PROBLEM0SOLVING0GROUPS

Norm

Goal

RoleStructure

Cohesion

FACT3FINDING

INFLUENCING

INTEGRATING

RESPONDINGINFORMATION

INFORMATIONINFORMATION*IS*

ACCESSED*AND*USED

AMBIGUITIES*AND*

CONTRADICTIONS*ARE*

RESOLVED

REDUNDANCIES*ARE

MINIMIZED

•What3is3the3current3state?

CONTEXT

•What3needs3to3be3developed?

CHANGE •What3encourages3development?

DRIVING

•What3discourages3development?

RESTRAIN •How3should3restraints3be3addressed?

STRATEGY

•Does3the3current3state3change?33If3so,3how?

MONITOR

Define3the3Problem Problem3Analysis Develop3andImplement3Plan

Evaluate


IDENTIFYING0DRIVING/RESTRAINING0FORCES

CONSTRUCTS

Norms

Goals

RolesStructure

Cohesion

COMMUNICATION

FACT3FINDING

INFLUENCING

INTEGRATING

RESPONDING

Not3all3ideas3are3heard3during3our3meetings3because3of3interruptions

If3we3learn3to3monitor3for3and3decrease3use3of3interruptions,3then3more3ideas3can3be3brought3into3our3meeting

Our3group3already3has3well.established3norms Our3norms3do3not3address3‘interrupting3behavior’

Our3group3does3not3regularly3monitor3our3norms

Do3all3members3of3the3group3have3a3clear3understanding3the3importance3of3‘norms’?

We3will3revisit3our3group3norms3and3re.emphasize3their3importance

We3will3establish3a3norm3specifically3around3‘interrupting3behavior’

We3will3start3monitoring3our3group3performance3for3each3meeting

LEADING0TEAMS:00J.0Richard0Hackman

“BAD”*COACHING

Identifying3a3team’s3problems3and3telling3members3exactly3what3they3should3do3to3fix3them

“GOOD”*COACHING

Helping3a3team3develop3a3task.appropriate3strategy

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Not3all3ideas3are3heard3during3our3meetings3because3of3interruptions

If3we3monitor3for3interruptions,3then3more3ideas3can3be3brought3into3our3meeting

Our3group3already3has3well.established3norms Our3norms3do3not3address3‘interrupting3behavior’

Our3group3does3not3regularly3monitor3our3norms

Do3all3members3of3the3group3have3a3clear3understanding3the3importance3of3‘norms’?

We3will3revisit3our3group3norms3and3re.emphasize3their3importance

We3will3establish3a3norm3specifically3around3‘interrupting3behavior’

We3will3start3monitoring3our3group3performance3for3each3meeting

PROBLEM0SOLVING0GROUPS

Norm

Goal

RoleStructure

Cohesion

FACT3FINDING

INFLUENCING

INTEGRATING

RESPONDINGINFORMATION

INFORMATIONINFORMATION*IS*

ACCESSED*AND*USED

AMBIGUITIES*AND*

CONTRADICTIONS*ARE*

RESOLVED

REDUNDANCIES*ARE

MINIMIZED

ACTIVITY:00Fish0Bowl00

Use3your3handout3to3take3a3moment3and3review3the3elements3of3an3effective3PLC.

A&fiveFmember&PLC&is&working&through&a&dataFanalysis&protocol&that&MEMBER&ONE&learned&about&at&this&year’s&APBS&conference:&&DEFINE,&ANALYZE,&IMPLEMENT,&EVALUATE.&&They&are&at&the&stage&where,&after&defining&the&Problem&Statement&they&are&to&develop&a&Hypothesis&Statement&to&start&identifying&why&the&problem&is&occurring.

Please3listen3in3on3the3PLC3meeting…33

ACTIVITY:00Fish0Bowl00

In3groups3of3two3to3three,3use3the3force.field3analysis3template3to3focus3on3one3of3the3elements3that3you3feel3could3assist3the3group3if3they3were3to3develop3that3element3more3extensively.3

EFFECTIVE0TEAMING0PRACTICESLEADING3A3DATA3CULTURE3TO3SUPPORT3EFFECTIVE3DATA.BASED3DECISION.MAKING

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Data gathering and interpretation are not value-free, but freighted with emotional predispositions and cognitive preconceptions.@Joanna%Macy

The%Dharma%of%Natural%Systems

Groups0that0Approach0Success0or0Avoid0Failure

Avoid3Failure Approach3

Success

••Evade3concerns3of3either3failure3or3success

••Seek3means3to3sidestep3unfavorable3consequences

••Stick3to3same3goals/expectations3(status3quo),3or3lower3them

••Evaluate3their3group3with3low3approval;3less3attracted3to3their3own3group

••Activities/tasks3associated3with3goal3deemed3less3important

••Judge3the3group3in3relation3to3past3performance3rather3than3on3future3goal3attainment

••Gladly3abandon3the3practice3of3setting3aspiration3levels

••Dismiss3or3discount3data

GROUPS*TRYING*TO*AVOID*FAILUREMotives3and3Goals3in3Groups@ Alvin%Zander%(1996)

••Perceives3that3the3future3promises3a3greater3likelihood3of3success

••Raise3their3anticipated3level3of3aspiration

••Develop3feeling3of3pride3in3their3group

••Assign3favorable3evaluation3to3their3group’s3performance

••Attribute3greater3value3to3future3success

••Develop3a3disposition3to3seek3future3success

••Perceive3their3group3to3be3attractive

••Become3committed3to3the3process3of3setting3future3goals

••Clarify3data3points3for3better3understanding3in3order3to3build3and3improve3performance

GROUPS*TRYING*TO*APPROACH*SUCCESS Motives3and3Goals3in3Groups@ Alvin%Zander%(1996)

USE0DATA00VS.00USED0BY0DATA“Many of these [school] improvements were possible because teachers trusted

that data were used for school improvement. This is important in light of

research that shows teacher suspicion of data (Ingram, et al., 2004); principals in this study ensured that data were used for diagnostic purposes

that were seen by teachers as beneficial and non-threatening. We may

characterize this by suggesting that practice was improving because these

schools were helping teachers use data rather than be used by data.”

Wayman,3J.3C.,3&3Stringfield,3S.33(2006).3Technology.supported3involvement3of3entire3faculties3in3examination3of3student3data3for3instructional3improvement.3American%Journal%of%Education,3112,3549.571.

ACTIVITY:00Gallery0Walk0Revisited

• Please3revisit3the3list3of3variables3that3you3and3your3other3training3participants3generated3at3the3start3of3the3session.33Retrieve3your3list3from3it’s3place3on3the3wall3and3bring3it3back3to3do3some3further3work.• Once3back3together,3help3identify3some3‘next3steps’3that3you3could3take3when3you3return3to3your3campus3to3address3some3of3the3‘restraining3forces’3you3identified.33Think3about3how3you3could3use3some3of3the3information3from3this3session3to3help.

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Thank You!&

Enjoy the Conference

INSERT3SCREENSHOT3OF3WORKSHOP3EVALUTION3SURVEY3FRONT3PAGE3.HERE

Contact3Emails:

• Brian3Gaunt3. [email protected]• Scott3Ford3.

apbs 2017 draft 02.07 · 2/22/17 1 workshop at the 2017 apbs conference brian gaunt, ph.d....

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