Coaching for Systems Change

1. Coaching for Systems Change Susan Barrett Director, PBIS Regional Training and Technical Assistance Center sbarrett@pbismaryland.org

2. Big Ideas • Coaching across levels of Implementation • Creating pathways to develop workforce • What does the state and district do to support coaching? • Job Descriptions • Selection and Recruitment • Training and Support • Evaluate fidelity and impact

3. Big Ideas • Organizing training and support for coaches • Developing a Coaching Plan • Individual • System The Impact of Coaching with High Schools

4. Investing in Coaching • Ensure Intervention (EBP) Fidelity • Ensure Implementation (process) Fidelity • Develop Organizational Systems to Promote Professional Judgment and Sustainability

5. Applying the Logic to Adult Learning Systems Conditions that support skill development for staff State Regional District/Division Building Classroom Teachers/Staff Student Family Data Information required to guide skill development process Practices/Skills The technical skill set required to achieve intervention fidelity

6. Systems Supports • Policy and Procedure Development • Budget reallocation • Implementation Team Support and Development • Re-purposing of positions to align with initiatives • Selection, training, coaching and assessment of coaches • Organizational/Systems Change to train and support coaching and staff • Access to training and support • Review of Internal infrastructure needed to support coaching role for educator effectiveness

7. Improving and Sustaining Educator Practices/Skills • Active Problem Solving (Implementation Teams, Leadership, Teachers/staff, students) • Building Team Collaboration • Delivering Feedback • Consultation related to core features of EBPs

8. Using Data • Action plan with short/long term goals • Coaching service delivery plans • Self-Assessment (reflective practitioners) • Process measures/Fidelity checks • Progress Monitoring Tools • Student Outcomes • Data used for continuous improvement (PEP-PIP, PDSA*) • Decision Support Data systems for both EBP and Implementation process outcomes • Consumer feedback/social validity

9. Coaching: an activity that helps others achieve their goals Content Expert Mastering the “What” and the “How” Adjusting as needed Evaluation Clearly defined Goals Monitor and Adjust Check for Impact “Process” Training Application of knowledge in real life situations Relationship Support, Reinforce and Communicate Enablement Remove barriers Foster pathways Streamline and integrate

10. Coaching for Systems ChangeOrganizational Structures that Create the Pathway for Adult Learning • Organizational health • Effective use of personnel and resources • Highly effective and efficient PD that yields application of EBP at the school and classroom level • Teacher efficacy • Increased use of EBP • Fidelity of implementation • Progressive Teacher Evaluation System

12. State and District • Investment: Staff Utilization Audit • Authority • Clear role and function • Selection Process • Link to outcomes • Organizational Health • Staff Competency • Student Outcomes

13. PBIS as the FrameworkBroader Range and Higher Quality • DETERMINEOUTCOMES. • INVEST in small number of “programs”- STOP doing what is not addressing your need and not making the impact • REVIEW DATA to determine what 70- 80% of your students need • ONLY use Evidence Based programs • SUPPORT STAFF by Designing every PD that is anchored to outcomes and includes team with admin and action plan, skilled coach, performance feedback • TRACK FIDELITY • MONITOR OUTCOMES- modify if necessaryDETERMINE WAYS TO MAKE easier, more efficient • DON’T ADD anything unless you connect it to framework and have data that determines the need- even when you get a new admin and superintendent!!

14. How do States and Districts train and support coaching effort? • Needs Assessment • Professional Learning Community • Access to Resources • School Visits

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

16. Coaching Form of embedded, sustained professional development through ongoing relationship and cyclical process used to: • Build and refine existing skills and/or acquire new skills (individual and group) • Support person or group’s ability to apply new knowledge • Use of problem solving method with focus on data to inform practice (individual and group) • Continuous improvement – encourage, recognize and shape

17. Tools • Self Assessment: Coach • State and District Assessment: System • Work Plan: Coach • Practice Profile: School- fidelity • Implementation Snapshot: School

18. Using Coaches to impact PBIS in High Schools

19. Roles of the School Climate Specialists “Systems Coaching”

20. Creating the Conditions for Learning Promotion of social emotional wellbeing, social competence, physical safety, free from bully behavior, prevention of substance use Promotion of school engagement, family involvement and culture of inclusion and equity Promotion of safe, supportive school environment OUTCOMES • Data Supporting Decision Making • School improvement • goal progress -CAG • Climate Survey • Office Discipline • Referrals, Suspension • Academic progress • Attendance, truancy • Direct Observation • Process tools • (fidelity) Systems Supporting Staff Behavior • Solution Focused Team Approach • Administrator Support • participation • Community of • Practice (Skill • development and performance feedback) • Consensus and collaboration across community, student, families • Communication and Dissemination process DATA SYSTEMS PRACTICES Practices Supporting Student Behavior • Define behaviors, expectations, and rules • Teach, model, and acknowledge behaviors, expectations, and rules • Consistent, instructional response to behavior errors • Personalized learning connections through extra- curricular events • and relational support for all students

21. Building a Data Culture Data Coach Challenges Strategies/ideas/actions Put data on the agenda! Frequent reminders to team members Highlight 1 data source each month Structured activity in analyzing data Delegate data to different people on team Summer training (both large group and within schools • Lack of access to data • Gatekeeper withholds access • Administrative support • Lack of understanding/interest • No data being tracked • No data system • Denial about the data

22. Formalizing Selection Process • Id need in a measurable way- match to culture/context • Guide process using Resource Map and Consumer Guide • Assess skills • Build training competencies using fidelity tool • Install organizational structures to create pathways for “press and support” • Coaching and Evaluation

25. Creating the Conditions for Learning Promotion of social emotional wellbeing, social competence, physical safety, free from bully behavior, prevention of substance use Promotion of school engagement, family involvement and culture of inclusion and equity Promotion of safe, supportive school environment OUTCOMES • Data Supporting Decision Making • School improvement • goal progress -CAG • Climate Survey • Office Discipline • Referrals, Suspension • Academic progress • Attendance, truancy • Direct Observation • Process tools • (fidelity) Systems Supporting Staff Behavior • Solution Focused Team Approach • Administrator Support • participation • Community of • Practice (Skill • development and performance feedback) • Consensus and collaboration across community, student, families • Communication and Dissemination process DATA SYSTEMS PRACTICES Practices Supporting Student Behavior • Define behaviors, expectations, and rules • Teach, model, and acknowledge behaviors, expectations, and rules • Consistent, instructional response to behavior errors • Personalized learning connections through extra- curricular events • and relational support for all students

26. Installing Practices to Support Student Behavior Challenges Strategies/Ideas/Actions District support is helpful Have those in doubt lead teams Networking schools w/other schools Big picture thinking outcomes may be further down the road Link it to SIP • Administrator buy in critical! • Faculty Buy-in • Identifying the ‘hidden leaders’ • Sustainability in the absence of resources • Recognizing (and helping schools) readiness features • Expect change overnight

27. Creating the Conditions for Learning Promotion of social emotional wellbeing, social competence, physical safety, free from bully behavior, prevention of substance use Promotion of school engagement, family involvement and culture of inclusion and equity Promotion of safe, supportive school environment OUTCOMES • Data Supporting Decision Making • School improvement • goal progress -CAG • Climate Survey • Office Discipline • Referrals, Suspension • Academic progress • Attendance, truancy • Direct Observation • Process tools • (fidelity) Systems Supporting Staff Behavior • Solution Focused Team Approach • Administrator Support • participation • Community of • Practice (Skill • development and performance feedback) • Consensus and collaboration across community, student, families • Communication and Dissemination process DATA SYSTEMS PRACTICES Practices Supporting Student Behavior • Define behaviors, expectations, and rules • Teach, model, and acknowledge behaviors, expectations, and rules • Consistent, instructional response to behavior errors • Personalized learning connections through extra- curricular events • and relational support for all students

28. Systems Change Coaching Challenges Strategies/actions/ideas Each school is in a different phase-make sure you are also in that phase. Implementing step 2 before step 1 isn’t always a bad thing Train staff in the EBPs – it increases buy in Patience and Persistence • Absence of teaming structures • Tradition of isolation • Ineffective communication pathways • Release time

29. Fidelity monitoring • Coaches primary responsibility is to maintain fidelity of implementation after training (George, Kincaid, & Pollard-Sage, 2009) • Training protocol • Implementation • Keeping w/the EBP guidelines

30. Training Methodology/Logic • Do FOR (modeling) (progress monitor) • Do WITH (supportive feedback) (progress monitor ) • CHEER on (ongoing feedback to ensure motivation) (progress monitor) • Provide ongoing professional development and technical assistance as needed through modeling, practice and feedback to personnel (Joyce & Showers, 1981)

31. Coaching/Supervision ApproachHershfeldt and Barrett 2012

32. Training Progression: Scope and Sequence https://pbis1-mds3.pbworks.com/w/page/39606263/CS%20Scope%20and%20Sequence?mode=embedded

33. Training Progression

34. Tracking Coaching Behaviors using Online Coaching Log • What should coaches focus on and do they make an impact on fidelity and outcomes?

36. Top Small Group Hours

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

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

39. Data from our Region 1 • PBIS is implemented in all 7 schools in the intervention condition • Some with greater fidelity and stronger commitment than others • Fidelity and outcomes occurring when systems coach is “used”

40. Region 1 Data – Year OneTIER 1

41. Region 1 Data – Year OneISSET

42. Region 1 Data – Year OneSchool Climate Profile

43. Region 1 Data – Year OneAttendance

44. Region 1 Data – Year OneOffice Discipline Referrals

45. Region 1 – Year OneOut-of-School Suspensions

46. Building a Coaching Plan

47. Review Progress • Assess Progress • Address unforeseen problems/questions • Adjust as needed • Stay on track with long term plan • Persistence • Curiosity • Empathy

48. Now what? • Manage Relationships • Manage Opportunities • Create new opportunities • Study process and reflect- part of the adjusting • Coach: mentor and motivate to implement, take risks, drive actions for change, transfer skills, empower others to share in coaching role