coaching for competence margie mcglinchey spdg regional mtg. october 1, 2009 steve goodman margie...
TRANSCRIPT
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Coaching for CompetenceMargie McGlinchey
SPDG Regional Mtg.
October 1, 2009
Steve GoodmanMargie McGlincheyKathryn SchallmoCo-Directors
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Acknowledgements
• Jacque Thompson
• Beth Steenwyk
• Grace Duran
• Jennifer Coffey
• Steve Goodman
• Kathy Schallmo
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Mission StatementTo develop support systems and sustained implementation of a data-driven, problem solving model in schools to help students become better readers with social skills necessary for success.
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Goals of MiBLSi
• Increase reading performance.
• Reduce behavior problems.
• Have accurate knowledge of behavior and reading performance.
• Use student performance information to develop and implement interventions.
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Big Ideas to Improve Reading• Clear goals/objectives
• Research-based instructional practices
• Instructional time
• Instructional leadership
• Responsive intervention program
• Assessment
• Professional development
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Big Ideas to Improve Behavior
• Specify appropriate behavior
• Teach appropriate behavior
• Monitor behavior
• Encourage appropriate behavior
• Correct inappropriate behavior
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MiBLSi Support Structure
State SupportState Support
ISD/RESA/ ISD/RESA/ DISTRICT DISTRICT
TeamTeam
SchoolSchool
SchoolSchool
SchoolSchool
National Initiatives Connection
Funding/ Professional Development
Reading/DisciplineInformation
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Prerequisites for MiBLSi Implementation
• Commitment by…
– 80% of building staff
– Administration at building and district levels
– Agreement to implement for at least three years
• Reading/Behavior one of top three building goals
• Building team and coach identified
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Integrated Functions Across All Tiers of Support
Team approachTeam approach
Progress monitoringProgress
monitoring
Data-based decisions
Data-based decisions
Evidence-based practices
Evidence-based practices
Beh
avio
r S
uppo
rt Reading S
upport
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How do we do this in our school?• Use existing teams/committees as much as
possible
• Embed project activities into current initiatives (i.e., school improvement, safe schools, character education, etc.)
• Establish three levels of implementation, each with different functions
– School-wide
– Grade level
– Individual student
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Participating Schools
2004 Schools (21)2005 Schools (31)2006 Schools (50)
2000 Model Demonstration Schools (5)
2007 Schools (165)2008 Schools (95)2009 Schools (150*)
In collaboration with 45 ISDs (79%)
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SPDG for Scaling Up: Regionalization•Coordinators•Professional Development•Training Capacity•Support for coaches, principals, leadership teams
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Summary of DIBELS Spring Benchmark Results
for Cohorts 1 - 4 (Combined Grades)
5,943 5,943 studentsstudents
5,943 5,943 studentsstudents
8,330 8,330 studentsstudents
8,330 8,330 studentsstudents
16,078 16,078 studentsstudents16,078 16,078
studentsstudents32,257 32,257
studentsstudents32,257 32,257
studentsstudents
Spring ’09: 62,608 students Spring ’09: 62,608 students assessed in cohorts 1 - 4assessed in cohorts 1 - 4
Spring ’09: 62,608 students Spring ’09: 62,608 students assessed in cohorts 1 - 4assessed in cohorts 1 - 4
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Percent of Student at DIBELS Intensive Level
across year by Cohort
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Average Major Discipline Referral per 100 Students by Cohort
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Cohort 4 Middle School Students: Percent 'Established’ in Oral Reading Fluency and Maze procedure
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Implementation Science
Students cannot benefit from interventions they do not experience
– Training by itself does not work
– Policy change by itself does not work
– Financial incentives alone do not work
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Implementation Science
• An intervention is one set of activities
• Implementation is a very different set of activities
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The Work of Implementation
• Changing the behavior of adult human service professionals is hard work
• It requires a systematic approach to support behavior change of practitioners, volunteers, administrators, and policy makers
• It requires the application of Implementation Drivers
© Karen A. Blase & Dean L. Fixsen, 2004
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What are Implementation Drivers?
• Implementation Drivers are mechanisms that help to develop, improve, and sustain one’s ability to implement an intervention to benefit students. (Competency Drivers)
• Implementation Drivers are mechanisms to create and sustain hospitable organizational and systems environments for effective educational services. (Organization Drivers)
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© Fixsen & Blase, 2008
Performance Assessment (Fidelity)
Coaching
Training
Selection
Systems Intervention
Facilitative Administration
Decision Support Data System
Student Benefits
Adaptive
Technical
Integrated & Compensatory
Com
pete
ncy
Driv
ers
Com
pete
ncy
Driv
ers O
rganization Drivers
Organization D
rivers
LeadershipLeadership
Implementation Drivers
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Provides guidance, visibility, funding, political support for MiBLSi
StudentsStudentsStudentsStudents
Building StaffBuilding StaffBuilding StaffBuilding Staff
Building Building Leadership TeamLeadership Team
Building Building Leadership TeamLeadership Team
LEA District LEA District Leadership TeamLeadership Team
LEA District LEA District Leadership TeamLeadership Team
Across State
Multiple District/Building Teams
All staff
All students
Multiple schools w/in local district
Who is supported?
How is support provided?
Provides guidance, visibility, funding, political support
Provides coaching for District Teams and technical assistance for Building Teams
Provides guidance and manages implementation
Provides effective practices to support students
Improved behavior and reading
ISD Leadership ISD Leadership TeamTeam
ISD Leadership ISD Leadership TeamTeam
Regional Regional Technical Technical
AssistanceAssistance
Regional Regional Technical Technical
AssistanceAssistance
MichiganMichiganDepartment of Department of
Education/MiBLSi Education/MiBLSi LeadershipLeadership
MichiganMichiganDepartment of Department of
Education/MiBLSi Education/MiBLSi LeadershipLeadership
Multiple schools w/in intermediate district
Provides guidance, visibility, funding, political support
MiBLSi Statewide Structure of support
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ISD TeamISD TeamISD TeamISD Team
Building StaffBuilding StaffBuilding StaffBuilding Staff
Building Building ImplementationImplementation
Building Building ImplementationImplementation
Integrated & Compensatory
Compe
tenc
y D
river
s
Compe
tenc
y D
river
s Organization D
rivers
Organization D
rivers
LeadershipLeadership
District Leadership Feedback Loops
Providing supports for effective practices implemented with fidelity
Providing feedback and data on implementation efforts
District Team
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Effective CoachingEffective Coaching
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Selection for Coaching
• Selected by ISD of origin
• Key skills and responsibilities are identified in the application for MiBLSi to assist schools
• Generally an individual who already has a consulting responsibility at the ISD level
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Coaching CompetenciesNecessary Preferred
Participate in team training Able to attend team
meetings at least monthly Effective working with
adults Knowledgeable about
school operating systems Professional Commitment
Knowledge of SWPBS Knowledge of SW Reading
Model Knowledge of behavior
support practices Knowledge of reading
support practices Skilled in collection and
use of data for decision-making.
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Training for Coaching
• Critical communication skills
• Responsibilities and general function
• Self assessments
• Content knowledge
• Process knowledge
• Data expertise
• The scope and sequence is this years goal
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“Coaching” Coaching
• Technical Assistance Partners
• Monthly coaches meetings
• Start up meetings with Principals and Coaches
• Work with Districts to create a coaching structure
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Performance Assessments
• Self Assessments
• Observations
• Building team process outcomes
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August• Schedule team and parent engagement meetings with
all sites• Share PBS training with district level administration• Make arrangements for September coaches training• Attend building team meetings• Ensure new staff/administration receive orientation• Create email list of Building Leadership Team
Members• Set up dates for monthly meetings at each school
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Measures
Behavior Reading
Systems
• EBS Self-assessment Survey
• SET
• Benchmarks of Quality
• Checklist for Individual Student Systems
• Planning and Evaluation Tool for Effective Schoolwide Reading Programs (PET)
Process• EBS Team Implementation
Checklist• MiBLSi Reading
Support Implementation Checklist
Outcomes
• Discipline Referrals
• Suspensions
• DIBELS
• AIMSWeb
• MEAP
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Increase 8%
Decrease 14.6%
Focus on Implementing with Fidelityusing Benchmarks of Quality (BoQ)/ODR ’06-’07 and ’07-’08
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0
1
2
3
4
5
6
7
Sep Oct Nov Dec Jan Feb Mar Apr May
Avg. Refe
rrals
per
Day
05-06 06-07
Investing in Coaches:Average Major Discipline Referrals per Day per Month
Coach returns Coach returns from leavefrom leave
One School’s Example
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Decision Support Data Systems
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Facilitative Administration and Systems
• Technical Assistance for coaches
• Meetings with Principal and Coaches prior to Kick off
• Coaches Conference
• Monthly meetings with regional TAP and network
• Local action plans for region and coach
• Coach Manual
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Different Levels of Coaching
External• Focus on building capacity at
the district level, and potentially, across districts.
• May provide support to District-level coaches to develop skills and capacity in their role.
• May provide a more objective view, at times.
• Communication beyond the district level, connection with state.
Internal• Focus on building capacity within
district and across school buildings.
• May serve as a district or building level coach.
• May provide support to team leaders to develop skills and capacity.
• May provide support to other coaches at the building level.
• Provide communication link between district leadership team and building leadership teams.